Bronze award form - Swansea University

Athena SWAN Bronze University award renewal application Name of institution: Swansea University Year: November 2012 Contact for application: Misbha Khanum Email: [email protected]

Telephone: 01792 602367

Date of previous award: 2009 List of SET departments (highlighting those that currently hold Bronze, Silver or Gold department awards): College of Engineering College of Human and Health Sciences College of Medicine College of Science Total number of University departments (Colleges): 7 Administrative Departments College of Art and Humanities College of Business, Economics and Law College of Engineering College of Human and Health Sciences College of Medicine College of Science Percentage of SET departments as a proportion of all university departments: 57% 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.

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1. Letter of endorsement from a Vice-Chancellor – maximum 500 words An accompanying letter of endorsement from your Vice-Chancellor (or equivalent) should explain how Athena 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). I am extremely pleased to confirm my endorsement of Swansea University‘s application for a renewal of our Athena SWAN Bronze award. The application has been put together by members of staff across the University. I am very grateful for their commitment to the Athena SWAN process. The introduction of our new College structure offers opportunities for accelerating change and for spreading good practice with regard to gender equality and retaining women in SET. Substantial progress has been made against the 2009 action plan: in supporting the development of female academic and research staff, as documented in the present application. A notable positive development has been the establishment of closer working relationships between the University Self Assessment Team (SAT) and University Human Resources (HR) department with feedback from the SET Colleges, from whom the membership was drawn, ensuring adoption/refinement of policies based on practical working experience in situ. The University SAT and University HR is currently working with the SET Colleges to support them for their own Awards. This has required the commitment of our Heads of College and I am very encouraged by the creation of SET College SelfAssessment teams in all SET Colleges to examine practices within their disciplines. The University SAT meetings will now be embedded in the termly cycle of formal University meetings. This will provide a basis for information flow between SET Colleges, HR and SMT (Senior Management Team) and will aid in informing future strategy. However, I am mindful that there are further improvements to make. Refinement of data acquisition and collation is an ongoing process, but an area that has seen significant investment in appropriate software to facilitate progress which will enable Colleges to assess their own standing more easily. I would like to see more senior women appointed in all areas of the University, which will increase visibility at a senior level. There are clear areas for improvement and these form the core of our action plan - which I believe is realistic, achievable and meaningful. The University endorses the SAT‘s proposal to monitor and address these issues, liaising with SET Colleges, keeping in mind our wider agenda that includes students and support staff. This is pertinent given that Swansea University is undergoing rapid, research-led growth. The expansion includes the construction of a new Science and Innovation Campus, in addition to the regeneration of the University‘s Singleton Park Campus. The latter includes the expansion of the College of Medicine by the construction of the Institute of Life Science (phase 1 and 2), housing bio-medical research, medical imaging, and health science. This offers us the exciting prospect of embedding the Athena Swan principles into expanding Colleges and the second campus from their inception. This application has been an excellent opportunity to review our attitudes and working practices with regards to female staff, ensuring that all are given the support they need to realise their career aspirations. The SMT is committed to implementation of the changes needed to fulfil the Action Plan in this application. Yours sincerely,

Professor Richard B Davies Vice Chancellor, Swansea University

486/ 500

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2. The self-assessment process – maximum 1000 words Describe the Self-Assessment Process. This should include: a) a description of the self assessment team: members’ roles (both within the 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; Self Assessment Team: Professor David Clarke (Director, Centre Urban Theory). David has a long standing interest in HR issues and is committed to ensuring equality and diversity. Dr Helen Davies (Senior Project Officer, Engineering). Helen is interested in encouraging women into Engineering with appropriate promotion to senior level commensurate with performance and ability. Dr. Jeff Giansiracusa (Lecturer, Mathematics). Dual career family with a young son. Jeff has direct personal interest in the goals of Athena Swan, having worked with his doctoral thesis advisor, Ulrike Tillmann, the first female fellow at Merton College, Oxford. Professor Simon Hands (Director of Research, College of Science). Simon is a theoretical physicist. He is motivated to understand the significant gender imbalance in Physics and also the nature of the academic career structures. Simon is married, with one son. Miss Charlie James (Equal Opportunities Clerical Assistant, HR). Graduate from the University and subsequent career in HR, responsible for Athena SWAN liaison across SAT and data gathering. Dual career home. Professor Diane Kelly (Chair of SAT) Personal Chair, Medicine; extensive experience in recruitment/selection and promotion procedures, mentor through MentorSET. Supervisor to a Daphne Jackson Fellow. Member of original SU SAT; dual career family. Mrs Misbha Khanum (Equal Opportunities Officer HR). BSc in Psychology, Misbha has a number of years experience working in the equalities area; project co-ordinator for Athena Swan, works part time. Professor Hilary Lappin-Scott (Pro-Vice-Chancellor). Member REF sub-panel on Earth Systems and Environmental Sciences; President Society for General Microbiology; Past President International Society for Microbial Ecology (2006-2010); a founder of the ISME Journal; Fellow of the American Academy of Microbiology, Society of Biology and European Academy of Microbiology. Mrs Bethan Lewis (Senior Equal Opportunities Officer HR). Member of HR Management Team tasked with integrating Athena Swan principles into University policy; from a dual career family, has two children, works flexibly on a part-time basis Dr Chantal Patel (Head of Interprofessional studies) has a long standing interest in both health & equality. She is a non-officer member on the Abertawe Bro Morgannwg University Health Board. Dr. Karen Perkins (Lecturer, Engineering). Karen has a BSc Physics, MRes Materials Engineering, PhD Materials Engineering. A keen interest in promoting STEM subjects, actively engaged in outreach work, including membership of WISE. Dual career family, with a 6 year old son. Dr Anna Seager (Postdoctoral Research Scientist, Medicine). Member of College group tasked with development/ introduction of research staff association (RSA) offering support and guidance to early-career researchers; works part-time on a fixed-term contract.

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Dr. Emily Shepard (Lecturer, Biosciences). Emily has a PhD in Zoology, was a Leverhulme Early Career Fellow and is now a lecturer. As an early career researcher she is keen to investigate and promote practise that will support career development. Dr. Catherine Thornton (Reader, Medicine). Chair of College Biomedical Committee; managing active research group; works full time, has two young children; dual career family after period as lone parent. Professor Steve Wilks (Head of College of Science). Fellow of the Institute of Physics. He is keen to see parity and equality in the work place that take into account family values. Working full time, he has a teenage son for whom he has caring responsibilities. Mr David Williams (Director of Human Resources). David was responsible for producing a comprehensive equal opportunities action plan in 2001; has overall responsibility for Equal Opportunities within the University. Member of the ECU Board until July 2012; and the Board of Educational Competencies Consortium. The SAT composition was reviewed and revised, by invitation in August 2011 following the reorganisation into College structures. There are now four SET Colleges and membership is taken from all four to encourage and aid each SET College to apply for Athena awards, maintain diversity across gender and position held. The SAT has met monthly, with increased meetings towards the November deadline. 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; The University‘s Athena Swan (AS) Bronze award action plan was incorporated into the Gender Equality Scheme, managed by the Gender Equality Working Group (GEWG) composed of staff and students. The group reviewed actions, ensuring progress was made, meeting three times a year and reporting back to the Equal Opportunities Committee (EOC) and University Management Board (MB). This process ensured that Athena Swan principles were placed at the heart of gender equality and embedded in University policies and culture. Activities progressed since 2009: Year 2009

2010

2011-2012

Activities Progressed Reviewed composition of all committees to ensure diversity. Extended and expanded coaching and mentoring schemes for females. Clarified and facilitated options for part time working. All jobs advertised on a flexible basis Regular, formal and professional review meetings were held by line managers. Equal pay audit conducted, identified mechanisms to reduce any gaps. Recruitment panel members received Marshall Equality and Diversity Training, highlighting gender equality and objectivity. The Concordat Action Plan clarified developmental activities open to researchers Work began with three SET Colleges to prepare submissions for individual awards.

Focus groups were undertaken with staff and students in SET Colleges, to directly inform the Athena Swan Action Plan and the Universities Strategic Equality Plan 2012-2016. Defined objectives will tackle the underrepresentation of female academics and females in senior and leadership positions by addressing professional and institutional barriers indentified and introducing initiatives that support female staff in the removal of personal barriers.

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http://www.swansea.ac.uk/media/Swansea%20University%20Strategic%20Equality%20Plan%2020122016.pdf Further engagement was made through Regional AS Network meetings, where best practice was shared. 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 SAT will meet once a term to review progress made against the Action Plan. AS will continue to be a standing item on the GEWG, reporting to the EOC and MB. Working groups will be formed drawing on expertise from the SAT. An AS Strategic Group has been formed to progress AS work (further comments on p22) at a University and College level. The SAT is actively working with the Colleges of Medicine, Science, and Human and Health Sciences, to support them for their own awards. The varied membership ensures good practice is disseminated and shared throughout Colleges. (Word count 992/ 1000) 3. Description of the institution – maximum 1000 words 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 1920, Swansea is a vibrant, research-led University at the forefront of academic and scientific discovery. The Times University Top 100 league table recently listed the University as the 54th best University in the UK (out of a total of 116). Swansea‘s strength in SET disciplines was historically linked to the industries of South Wales and was reflected in the high ranking RAE results in key SET disciplines. Its strategic mission includes providing an environment of teaching excellence and a powerhouse for regional economic growth. Key strategic enablers include financial stability, developing and communicating our role as an agent for change, building common purpose, and improving efficiency and effectiveness. Swansea University is undergoing rapid, research-led growth fuelled by an ambitious development strategy. For example, within the College of Medicine a new state of the art Institute of Life Science building, (ILS 1 valued at £52 million) houses interdisciplinary biomedical research, business and innovation space, and laboratory space for small businesses. ILS 2 includes a range of business incubation units, a clinical research facility, a Centre for Health Information, Research and Evaluation (CHIRAL), and the Centre for NanoHealth which is joint project with the College of Engineering. Swansea University has secured £60 million funding from the European Investment Bank towards its ambitious second campus development programme, plus a further £30m from Welsh Government and the Wales European Funding Office (WEFO). The expansion, which will include the construction of a new Science and Innovation Campus, in addition to the regeneration of the University‘s Singleton Park Campus, will create world-leading research, innovation and education facilities in Swansea. This will build upon existing longstanding links between Swansea University and multi-national companies. This unique concept is the result of consultation with companies, a significant number of which will have a presence on the new campus for example Phase one will include Rolls Royce, Hewlett-Packard, Tata, Bell Labs and BAE. The AS principles will be embedded into management and ethos of the second campus from its inception. The University has hosted high performance computer (HPC) facilities: the College of Medicine-based Blue C built on IBM Power technology enabled pioneering research in health informatics and epidemiology, and the

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College of Science‘s Blue Ice similarly served modelling in glaciology. In 2010 the College of Science installed a 2 rack IBM BlueGene/P system capable of 30Tflop/s ( 1 trillion operations per second) for the use of the particle physics theory group; it now forms part of DiRAC, a national HPC facility serving astronomy and particle physics across the UK. This year Swansea University won the award for Outstanding Human Resources Team at the annual Times Higher Education Leadership and Management Awards. The HR Team also won an award for business efficiency for its Performance Enabling Programme, from Universities HR, for the way in which the strategy would be implemented at a staff level, in a focused manner within the Colleges. There are currently 2710 staff (1171 academic and 1539 support), an increase of 3 % as compared to the last academic year and 15,557 students, offering over 500 undergraduate and 130 postgraduate courses in a wide range of subject areas. There are four SET Colleges established since the last submission: Medicine, Science, Engineering, and Human and Health Sciences. 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. At a University level, over the last 4 years, there has been a steady increase in the percentage of female academic staff (a 7% rise since 2011, see Graph 1). In particular the number of female professors and readers has increased, however the increase has not been reflected in all academic grades or in all Colleges. For example, comparing across the whole institution the levels of females at reader (28%), senior lecturer (31%), and lecturer (41%) are higher as compared to SET Colleges - readers (19%), senior lecturers (29%), lecturers (32%). The only exception is at the professorial grade where SU and SET Colleges are comparable (over 10%). See Graphs 1 and 2. The total number of research staff who are female has also increased over the last 4 years: 122 to 143 across the University, 116 to 139 in SET subjects. The % of research staff in SET Colleges who are female is 42%. There is a marked increase in the number of readers in SET, there was only 1 female reader in 2008, and there are now 5. (Graph 2) Graph 1

% Female Academic Staff by Grade - Swansea University 70% 60% 50% 40% 30%

20%

13

19211923

7

4441 4744

8181 108 87

155 122 135143

2009 10 9 10

2010 9

11 11

2011

2012

10%

0% Prof

Reader

Snr Lect

Lecturer

Research Clinical Staff

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Graph 2

% Female Academic Staff by Grade - SET Colleges 70%

60% 50% 40% 252323 23

30% 20%

14 13 1314

5

3

62 39 42 37

110 116 139 123 2009 10 9

2010

10 9

5

2011 2012

4

10% 0% Prof

Reader

Snr Lect

Lecturer

Research

Clinical Staff

-10%

The University recognises that tackling the unequal representation of women in science requires changing cultures and attitudes across the organisation, Principle 2. Recognising the need for increased attention to be given to progression of women at senior levels, one of the University equality targets is to increase the percentage of female professors to between 15-20% in the next 5 years. We hope to achieve this through a number of initiatives highlighted in the Strategic Equality Plan. http://www.swansea.ac.uk/media/Swansea%20University%20Strategic%20Equality%20Plan%2020122016.pdf (Action 3.1) Substantial progress has been made against the 2009 action plan, in supporting the development of academic, research and support staff. For example: The right to request flexible working has been introduced for all staff, going what is beyond legislatively required. Introduction of HR training for line managers. Implementation of a childcare voucher scheme An equal pay review has been conducted. All new members of staff are required to undertake an online equality training package as part of their probation. A Performance Enabling Strategy has been introduced and mechanisms put in place to ensure that all staff receive an annual professional review. A new ―Career Pathway‖ for Academic staff is being developed and will be in place by the end of 2012. Comprehensive training opportunities are now available for research staff via the Research Development Framework. The University was awarded the HR Excellence in Research by the European Commission in 2010. There has been extensive communication with female academic staff through surveys and focus groups. This data has directly informed the new action plan. A full summary of progress made against the actions for the 2009 submission has been included in the Appendix 1. (Word count 997 /1000)

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Supporting and advancing women’s careers – 4500 words in total 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. 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 endorses Principle 5 of the Charter, recognising the negative consequences of short term contracts within SET Colleges. Analysis of data indicates there are numerically fewer females on fixed term contracts compared to males, although the percentages are constant over the 4 years at approximately 40% female and 60% male. (Tables 1 and 2) This is higher than Benchmarking data for females (36.6%; Equality Challenge Unit Report 2011). Table 1 University staff on fixed term – time trend 2009-2012 YEAR 2009 2010 2011

2012

Female % Number Male % Number

40% 138 60% 210

43% 147 57% 194

Table 2 SET Staff on Fixed Term – time trend 2009-2012 YEAR 2009 2010 2011

2012

Female % Number Male Number

41% 136 59% 194

43% 130 57% 171

45% 120 55% 147

43% 118 57% 160

44% 111 56% 142

40% 121 60% 190

Averaged over the last 4 years 29% of permanent University staff are female, compared to 25.5% for SET areas. This was investigated via Career Progression Survey conducted in 2011 and case study interviews with women working in SET areas. Results for fixed term staff indicated that for personal barriers, significant numbers of women reported lack of confidence and assertiveness as an issue and for institutional barriers, lack of female role models and mentors was highlighted as an area requiring further attention. Tables 3 and 4 illustrate the low numbers of females on permanent contracts. Recognising this as an area of concern the University has recently introduced a Revised Model Statute and introduced ordinances on the termination of non substantive positions, which means that staff employed for a 4 year period will be

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transferred to a permanent post. This will have significant positive implications for women currently on fixed term contracts. A new automated system with regard to notification to line managers and Heads of College has been introduced. This aims to streamline the management of fixed term appointments and time limited funding. This will improve the clarity of information to staff. (Actions 2.1, 3.2, 3.3) Table 3 University staff on Permanent Contracts YEAR 2009 2010

2011

2012

Female % Number

29% 165

29% 163

30%

29%

183 70% 420

169 71% 407

71% 410

71% 398

SET staff on Permanent Contracts YEAR 2009 2010

2011

2012

Female % Number Male % Number

25% 93 75% 274

25% 91 75% 268

Male % Number

Table 4

27% 109 73% 288

25% 92 75% 274

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. Graph 3 indicates that there has been an overall decrease in the total number of applicants for positions at Swansea University in 2011/12 (6% for females and 4% for males). Slightly more males applied for positions than females (1913 males versus 1722 females). Encouragingly, for 2011/12 the success rate of female applicants (5.6%) was slightly higher than that of their male counterparts (4.9%).

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Graph 3

There are a number of positive initiatives the University has adopted with regard to recruitment and selection. These include actively promoting gender balance on recruitment panels to ensure fairness in the interview process and reduction in possibility of gender bias. Mandatory Equality and Diversity Training is delivered via an online training package to all panel members and additional bespoke Equality Training is delivered throughout Colleges to increase understanding of Equality and Diversity issues. Line manager training aims to embed principles of equality of opportunity and diversity. This ensures promotion of gender equality is actioned at various levels (AS - Principle 1). The old recruitment system ‗Paradox‘ had proved difficult to work with due to its age. We have been unable to separate SET applications from non-SET ones. In order to remedy this, as well as a number of other reporting issues, HR has purchased a new online recruitment system called Lumesse. This will increase ease of use, allow more sophisticated reports to be produced, including analysis of recruitment and selection by SET Colleges (Action 1.1)

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 proportion of successful applications for promotion fluctuates from year to year at both University and SET levels, the numbers are small making it impossible to assess statistical significance. Overall promotion success rates are comparable between the sexes (50% for females and 47% for males in 2011). This reflects progress made in the last 3 years, with a narrowing gap between male and female success rates.

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Graph 4

Academic Promotion Success Rates - Swansea University 80% 70%

Successful applications/ Total applications

47/69

60%

50%

15/26 20/53

40% 30%

15/30 23/49

Male Female

5/16

20% 10% 0% 2009

2010

2011

Graph 5

Academic Promotion Success Rates - SET Colleges 80% 9/13

70%

Successful Applications/ Total applications

60%

50%

8/15

29/48 17/45

40%

15/39

Male Female

30% 20%

1/5

10% 0% 2009

2010

2011

The University has undertaken a significant amount of work to develop clear career pathways, explained under workload models section. Feedback received from female staff, via a Career Progression Survey, and case study interviews indicated that women were less confident and less likely to apply for promotion, as compared to their male counterparts. The survey explored personal and structural obstacles in career progression (AS Principle 6). The AS focus groups conducted in May this year with staff in SET colleges indicated that staff at various grades were unclear about the promotions procedure. (Action 2.2) There is comprehensive guidance for staff on how to apply for promotions, including criteria used, varied application processes, procedures and how appeals can be made. This can be found at: http://www.swansea.ac.uk/media/665%20-%20%20Promotion%20to%20Senior%20Lecturer%20%20Criteria%20and%20Procedures%202010.pdf.

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Training has been delivered to 37% of academics with the aim of enhancing the quality of Performance Development Reviews, so line managers are better equipped in supporting developmental opportunities for staff. This will also enhance awareness into identifying and encouraging potential female staff to apply for promotion. (Action 4.5) The University Strategic Equality Plan 2012-2016 was endorsed by the Vice Chancellor and Senior Management Team. It was developed through extensive consultation with staff, students and was informed by statistics and research. With this in mind, the University objective for gender specifically aims to ‗tackle the persistent under-representation of women in senior and leadership positions, which is supported by a number of specific and measureable actions. (Actions 2.2, 3.2, 3.3)

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.

The University is fully committed to the principles of Concordat to support the career progression of researchers. A comprehensive action plan comprising a number of positive actions was approved by the University‘s Research and Human Resources Committees. It covers areas such as flexible working, career development, mentoring and the University was awarded the HR Excellence in Research by the European Commission in 2010. The Researcher Development Framework (RDF) is utilised extensively and matched with appropriate training needs for researchers. It is recommended that researchers reflect on the RDF prior to their professional review, with a link included in the online PDR form. There is a dedicated Development Officer for research staff, who organises an extensive range of specific training workshops, provides personalised advice, and promotes good management practice through the application of HR policies to support and improve researchers‘ time at Swansea, such as Induction, Probation, and Professional Review. There is direct support from the Director of HR, the Equal Opportunities Department as well as the Research Committee, through to the PVC for Science and Engineering. In May 2011 Swansea University participated in the national Careers in Research Online Survey (CROS), designed to explore the working conditions, career aspirations and development opportunities for research staff. Results reflecting good practice indicated a higher proportion of research staff at Swansea were encouraged to engage in personal and career development (80% at Swansea compared to 76% nationally), with 55% stating that they have a career development plan and 73% maintaining a record of their professional development. Additionally 90% of research staff felt equally treated with regard to access to training and development opportunities at Swansea in comparison to 87% nationally. Particularly noteworthy is that 65% of our staff felt they were treated fairly with regard to opportunities for promotion and progression compared to 40% nationally. Swansea participated in the Principal Investigators and Research Leaders Survey (PIRLS) 2011. The purpose of the survey was to canvass views, assessing experience and capabilities. Research leaders felt confident and in most cases more confident than other UK respondents in the following areas: i. Developing a research area or programme ii. Good research conduct (ethics, IP etc) iii. Leading their research team iv. Maximising research outputs v. Planning and preparing research proposals

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vi.

Demonstrating the impact of their research

The University has successfully started an Interdisciplinary Research Week, funded by EPSRC Bridging the Gaps grant, which comprises public lectures, presentations and a number of competitions. This years activities were well atttended by both women and men, providing a vehicle to support career development. Statistics from the University Academic and Professional Enhancement Centre indicate that in 2011/2012 47% of all staff attended some form of training, of which 56% were female and 44% male. Progress against the last action plan indicates that there has been partial progress on the recognition of childcare responsibilities in relation to the promotion of a research culture that creates an enabling environment. The PIs are asked to discuss any childcare issues with researchers and seek advice from HR if necesssary. Through the delivery of line manager training, HR are confident that this situation will improve. (Actions 6.1 and 6.2)

b)

Mentoring and networking – describe any mentoring programmes, including any SET-specific mentoring programmes, and opportunities for networking.

Networking opportunities and mechanisms both formal and informal are expanding across campus. An excellent example is the University‘s participation in the Women in University‘s Mentoring Scheme (WUMS). It aims to promote professional development for women working in Welsh Universities. Swansea University has a coaching scheme for research staff aimed at developing the cadre of skilled researcher coaches, with the scheme running for its second year. Whilst the Swansea University Research Forum (SURF) is not aimed specifically at females, it aims to encourage interdisciplinary networking — facilitating individual research excellence, and aiming to inspire research throughout all levels of the University. There are currently approximately 90 Fellows from Colleges across campus. Membership is deliberately diverse in all senses, and ranges from postgraduates to professors, as well as from historians to engineers and wider still. (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.

There are a range of activities that the University arranges every year, that have proved to be very effective in raising the profile of women. Annual major events include: 1. Annual Equal Opportunities Lecture, 2012. (The Equality Act 2010, Opportunities and Responsibilities by Gary Loke, Head of Policy at Equality Challenge Unit). References to the challenges facing HEIS in the gender arena were discussed. 2. Swansea Bay Woman of the Year Awards 3. IT Wales – ‗Women Shaping the Future of Wales‘ was widely publicised and well attended. 4. Distinguished Lecture: Dame Wendy Hall on Web Science: Research, Education and Diversity (2012) 5. Active school outreach programmes: Discover! Science Club for Girls; Technocamps promote computing and cognate STEM subjects. 6. International Women‘s Day – a celebratory dinner with distinguished guests and female role models.

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b)

Providing spokeswomen for internal and external media opportunities.

The Marketing department make conscious efforts to ensure that women are represented in University publicity, promotion and press materials. Examples include: 1. Dr Heaven Crawley, Director of Swansea University‘s Centre for Migration Policy Research presented the latest research evidence on migration and its impacts in the UK in London as part of the prestigious Royal Geographical Society City Lecture series. 2. Professor Angela Fawcett, Director of the College of Human and Health Sciences Centre for Child Research (2011), has recently received publicity for securing €500K for a project which aims to overcome stigmatization of students with dyslexia in the Balkans. 3. Dr Shareen Doak, Reader in the College of Medicine has chaired and lectured at numerous conferences. She recently organised an International conference as a Program Committee member, for EEMS 2011 Barcelona, Spain. c)

Nominations to public bodies, professional bodies and for external prizes. 1. Beti Williams, Director of IT Wales, was awarded a MBE in the Queen‘s New Year‘s Honours list, for her achievement and service to the community, particularly for advocating for more females to pursue careers in computing, science and engineering. 2. Professor Tavi Murray: Deputy PVC for Planning and Strategic Projects. Research Director for the School of the Environment and Society: Awarded Polar Medal by HM Queen for "outstanding service to Polar Research". Tavi organized innovative STEM activities for girls for the WISE campaign. 3. Professor Siwan Davies, Professor in Physical Geography was awarded a Leverhulme Prize (2012) and has an international reputation in advancing the dating of rapid climatic changes. She was awarded an European Research Council independent starting grant of €1.4 million (20112016). 4. Professor Hilary Lappin-Scott, University PVC for Strategic Development and Change Management. Chairs Microbiology in her role at Society for General Microbiology (SGM), and is the Equality and Diversity Champion for Athena SWAN at SGM.

6. Organisation and culture (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 5

Swansea University Male Swansea University Female

2009 6 (86%) 1 (14%)

2010 6 (86%) 1 (14%)

2011 5 (71%) 2 (29%)

2012 5 (71%) 2 (29%)

SET Colleges SET Colleges

3 (75%) 1 (25%)

3 (75%) 1 (25%)

3 (75%) 1 (25%)

3 (75%) 1 (25%)

Male Female

14

There are limited opportunities for males and females to be appointed at these roles as there are only 7 Colleges at a University level, of which 4 are SET. As individual colleges submit their Athena applications, initiatives will be identified to support senior females in applying for these roles. The Equalities Team is developing a work-shadowing programme, and confidence building initiatives that are aimed at encouraging senior women to apply for positions that become available. A recent HR survey examining barriers to female career progression identified widespread staff satisfaction with current policies. The challenge has been to manage this across the different Colleges. The College of Science held an equality and diversity forum to identify issues within the College. An action plan was devised from this forum, and will inform their AS application. HR has successfully piloted Line Manager training aimed at embedding equality and diversity issues and dealing with policy implementation by line managers. Plans are in place to deliver this across the institution (Action 4.2) The University acknowledges that ‗to address gender inequalities requires commitment and action from everyone, at all levels of the organisation‘ (AS – Principle 1). Swansea University has developed an innovative approach to staff performance, in the form of its Performance Enabling Programme, for which it has won two prestigious awards this year (mentioned earlier). The process will be beneficial for all staff, but will particularly benefit women, as there will be objective and systematic recognition of work women have undertaken that may not have been recognised and rewarded previously. These will transfer into measureable Key Performance Indicators, which can be compared across SET Colleges. It is anticipated that this will help considerably towards addressing Principle 2 of the Charter, which requires a change in culture and attitudes. Staff engagement through Reward and Recognition Listening Sessions was informed by women at all levels, ensuring the strategy is inclusive, fair, transparent, and reflects staff needs. (Action 4.3)

b)

Gender balance on the senior management positions at University level.

Table 6 Male Female Total

2009 21(84%) 4 (16%) 25

2010 20 (83%) 4 (17%) 24

2011 19 (79%) 5 (21%) 24

2012 17 (74%) 6 (26%) 23

Compared to the 2009 submission, there has been a year-on-year increase in female representation on the senior management team (from 3 in 2008 to 6 at present), supporting Principle 3 and the need for diversity at management levels. Gender balance with respect to senior management demonstrates an encouraging 10% increase in female representation, from 16% in 2009 to 26% at present. The increased visibility of women in senior management positions provides positive role models for other female staff.

c)

Gender balance on influential committees at university level

The Nominations Committee has reviewed the gender balance on University committees and receives annual updates on the progress towards gender balance.

15

Graph 6

Graph 7

For Council and Council Committees, an analysis of gender balance shows an increase in female members from 21% to 25% since 2011. The number of University Committees with at least 25% female membership has doubled since 2009. An on-going challenge is that most Committees have high number of ex-officio appointments, and there are relatively low numbers of female staff in these roles. In the longer term, action elsewhere (Actions 3.2, 3.3) should provide a higher proportion of women in these positions, particularly through mentoring. A bench marking exercise conducted with 17 other Universities found that the gender balance of their respective Councils ranged from 16-52%: 8 had a better gender balance whilst 9 were below that of Swansea University.

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d) Evidence from equal pay audits/reviews The University has undertaken an Equal Pay Review. (Table 7) Table 7 Grade

Numbers F M

Average Basic Pay (£) F M F as % of M 1 141 63 13,409 13,393 100.1 2 47 57 14,397 14,324 100.5 3 99 32 15,707 15,530 101.1 4 84 30 18,554 18,175 102.1 5 106 32 21,699 21,857 99.3 6 71 49 25,367 26,445 95.9 7 171 136 27,797 28,114 98.9 8 192 128 33,418 33,098 101.0 9 176 221 41,769 42,249 98.9 10 70 163 49,873 50,559 98.6 11+ Professorial 20 142 62,842 68,343 92.0 Total of all grades 1177 1053 28,081 38,025 73.8 Since the last submission the University pay scales (1-10) have undergone a Higher Education Role Analysis (HERA) evaluation. This demonstrated no significant gender pay gaps in these grades. However, there is a gap of 8% at the senior management and professorial level (grade 11) and a significant overall gender pay gap, of 26.2%. Initial investigation has shown that this is the result of wider pay ranges and horizontal occupational segregation. The University has, in response, set an equal-pay objective within its Strategic Equality Plan that aims to reduce the existing gender pay gap of 26.2% to the University sector average (20.3% at 2011) by April 2016. (Action 4.1)

e)

Female: male ratio of staff in the 2008 Research Assessment Exercise/ Research Excellence Framework – across the whole institution and in SET departments. The Gender Equality Profile for Swansea University‘s 2008 RAE submission was: Table 8 SWANSEA UNIVERSITY GENDER Male Female Total

Numbers Eligible

Numbers Submitted

%

456 189 645

394 133 527

86 70 82

Table 9 SET COLEGES GENDER Male Female Total

Numbers Eligible

Numbers Submitted

%

292 115 407

251 70 321

86 61 79

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Analysis of Swansea University‘s RAE 2008 submission shows that 86% of eligible male staff and 70% of eligible female staff were submitted. Disaggregated into SET Colleges, the figures show that 86% of eligible male staff were submitted, compared to 61% of eligible female staff, highlighting a 15 % difference. The first internal REF exercise, undertaken in 2011, highlighted some disparity in terms of equality of output. In response a number of short term and longer term actions have been enacted. Individual circumstances forms have been developed, to take into account personal reasons why a reduction in output would be justified. Clear guidance has been produced ensuring consistency of delivery. REF training is being delivered to all key stakeholders, ensuring they are equipped in making fair decisions. At a College level, statements of intent have been produced explaining how the Code of Practice will be implemented. 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. At present there are varied workload models that operate in the Colleges. They are specific to the needs of the Colleges and operate on an informal basis. Although workload is considered, fractional FTE‘s are recognised, for example, employees working fewer hours will also have a reduction in expected output, which benefits female staff in particular. The University is developing proposals for alternative career routes for academic staff, which, it is anticipated, will benefit academic women‘s careers. This change has been driven by the rapidly changing higher education environment and is intended to ensure that female academics are supported in delivering excellence in research, teaching, and learning. Although this will benefit all University staff, it will be of particular benefit to women, as there will be clarity in routes; recognition of a wider pool of talent, and flexibility between routes for career progression. Research undertaken by the University in 2011 indicated that SET women were less likely to apply for promotion as a result of perceptions that their capabilities were not commensurate with higher-level roles. The careers-pathways work will make a positive contribution to women‘s career progression. Detailed criteria have been drafted and subject to wide consultation; implementation will be in December 2012. (Action 3.1) With the development of the Performance Enabling Strategy, there has been extensive consultation with staff in varied roles and grades regarding recognition and reward. Gender themes indicate that women sometimes adopt more pastoral and administrative duties, for which they feel they are not always rewarded. A new Recognition and Reward Strategy is being developed aimed at ensuring staff are recognised and rewarded fairly, and this will have more of an impact on women. (Actions 4.3, 4.4 and 4.5) Additionally, the development of career paths means the promotions process will be clearer, allowing for objective evaluation of additional duties. Key to ensuring workloads are fair and equitable is through the Professional Development Review (PDR). This provides a formal opportunity to staff and their line manager to reflect on individual achievements over the previous 12 months. This programme is driving cultural change, thus supporting AS Principle 2. Improved engagement and development will recognise, incentivise, and challenge employees‘ performance, better equipping staff and the University to attain strategic objectives in a demanding educational environment. Results to date have demonstrated that: i. 79% PDRs were completed in year 1 against 25% previously. Year 2 data indicates that this has increased to 90%. ii. 68% considered that the quality of the review had improved, with this increasing to 81% in year 2. Processes are in place to monitor the gender balance of completed reviews. (Table 10) These data, disaggregated by College, are reviewed annually and mechanisms are in place to address concerns.

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Table 10 GENDER

PRs Expected Male 128

PRs %Male PRs Expected Actual Female Male 84.38 108 56

72

63

87.50

College of Engineering 177

141

College of Human & Health Science

72

Swansea University Total

802

College of Science College of Medicine

g)

PRs Actual Female 38

% + or Female % diff 67.86 16.52

102

87

85.29

-2.21

79.66

58

34

58.62

59

81.94

155

127

81.94

21.04 0.00

621

77.43

875

657

75.09

-2.34

Work-life balance – describe the measures taken by your institution to ensure a healthy worklife balance including, for example, that meetings and other events are held during core hours and to discourage a long hours culture.

The University takes work-life balance issues seriously and has made determined efforts to minimise a long work hour‘s culture. Staff are actively encouraged to ensure that meetings and other events are held during core hours. Typically this is between 9.30-3pm. These documents are available to staff on the website and are also communicated at induction. The University has a recently implemented a ‗My Well Being‘ service, an online staff resource that provides advice and guidance across a wide range of subjects including links to support available at the University. The Dignity at Work and Study policy aims to create a working environment free from discrimination and harassment. There are a number of trained harassment advisors in various Colleges that can be accessed for advice and guidance. Additionally, the University offers a mediation service for resolution of work based issues. Trained counsellors are also available for staff to access. The Careers in Research Online Survey (CROS) of 2009 and 2011 indicated that 70% of researchers agreed or strongly agreed with statements indicating satisfaction with their work-life balance.

h)

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

There has been concerted effort on behalf of the Marketing Department to ensure a good gender balance on all publicity materials, whether these are hard copies or on the Web. A recent overhaul of the University Web pages has provided opportunities to change existing images. The Gender Equality Working Group and the Equal Opportunities Committee have both given this issue consideration and made recommendations which, where appropriate, have been implemented. AS Focus Groups have revealed a need for greater emphasis to be placed on the AS agenda. (Action 5.1, 5.2). The SAT, PVC and HR are planning an event for cross campus networking which will advertise AS. There will also be greater advertising of AS at University open days which will be supported by the Students Union Women‘s Officer.

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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.

Swansea University is committed to promoting flexible working policies and provides a framework for improving the working environment and encouraging diversity in the workforce. Flexible working arrangements policy applies to all staff and covers different works patterns such as term time only, part time working, etc. http://www.swansea.ac.uk/personnel/generalinformation/policiesprocedures/equalopportunities/flexibleworking arrangementspolicy/; http://www.swan.ac.uk/personnel/staffwelfare/familyfriendlypolicies/ All staff have the right to request flexible working. For academic and academic related staff requests are arranged through the Head of College or line manager. This system is operated at College levels with respect to individual needs. All job advertisements welcome applicants seeking part time, job share or flexible working arrangements. The Concordat Action Plan for researchers states that all requests for flexible working are to be discussed with HR before decisions are made. Encouragingly, in the CROS Survey (2011), 75% of researchers stated that they were treated fairly in their requests for flexible working. The 2009 action plan had an objective to create a flexible working environment in which both men and women feel supported and valued. These actions have been completed successfully. (Appendix 1) A Career Progression Survey conducted in 2011 indicated that interpretation of the flexible working policy by line managers varied. This has been incorporated into Line Manager Training, and Equality and Diversity Training that is delivered across campus. The use of family friendly core working hours (930 – 3pm) for scheduling of regular meetings is encouraged. This better supports those working flexibly due to care commitments. (Action 6.3, 6.4)

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 figures below indicate that, as expected, there are fluctuations in the number of women taking maternity leave at University and SET level (academic and academic related staff). Encouragingly, there is a strong return rate although we lack data about whether these women return to work at the same FTE and/or with the same duties. Of those who do not return to work, the predominant reason has been end of fixed term contract. Table 11 Year

09-10 10-11 11-12

Number taking maternity in Swansea University 6 20 12

Number Returned 4 17 10

Number taking maternity in SET Colleges 4 11 9

Number Returned 3 10 8

A range of support services are offered to women upon return, these include Keep in Touch Days whilst on

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maternity leave, and advice and guidance offered by line manager, HR and occupational health. However, feedbacks gained from AS focus groups across SET College staff indicate support is variable. We would like to explore this further with a view to providing tailored support for the needs for staff, both those returning to work and their line managers. (Action 6.1 and 6.2) The University does not hold reliable data on staff taking parental, adoption and paternity leave. (Action 1.2)Guidance on family friendly policies can be found at: http://www.swansea.ac.uk/personnel/generalinformation/policiesprocedures/familyfriendly/ c)

Childcare – describe the institution’s childcare provision and how it is communicated to staff.

Childcare provision has been available on campus since the early 1980‘s. In 2008 Swansea University Students‘ Union (SUSU) took over provision of the nursery facility that is available to all staff and students. The University runs a Childcare Voucher Scheme with Kidsunlimited that was first launched in October 2008. It enables tax savings of up to £900 per year. As at 1st July 2012, there were 133 members of the scheme. Benefits to staff include access to other Kidsunlimited packages such as the Wellbeing services. The scheme is promoted through the University website, induction days and targeted emails sent monthly to members informing them of updates. Recent renovations to Fulton House have meant that baby changing facilities are now available to staff, students and visitors. Word count 4487/4500

6. Any other comments – maximum 500 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 Since the last application there have been successful outcomes as outlined in the report for the previous Action Plan (See Appendix 1) However it has become apparent through focus groups that there was limited awareness of AS across the SET Colleges. To remedy this, the University has adopted a positive approach moving forwards. An AS Strategic Group has been formed, Chaired by Prof Hilary Lappin-Scott PVC, and has representation from each of the SET Colleges, the Equalities Team, HR and the Women‘s Officer from the Student Union. Although student data is not included in this submission it was judged essential to include students in any planning strategy to ensure all key transition points for females considering a career in SET subjects was monitored and reviewed. This approach will also improve student awareness of AS Principles, enabling students to make informed decisions about career choice and progression. Henceforth, the University SAT and Athena Strategy Group will meet each term. This will provide a basis for information flow between SET Colleges, HR and Senior Management Team and ensure implementation and visibility of AS principles at all levels. The structure is in Figure 1.

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Figure 1: Structure for Athena SWAN

The University is developing a mentoring network, which is anticipated to particularly benefit women in academia, by providing support, guidance, and role models. This is being championed by PVC Hilary LappinScott. The College of Medicine has recently supported a Daphne Jackson fellow who returned to work after a career gap of 16 years. Together with the development of the mentoring network we aim to increase awareness of this scheme and spread best practice. (Word Count: 270/500)

7. Action plan Provide a new action plan as an appendix. An action plan template is available on the Athena SWAN website. This should be a table or a spreadsheet comprising plans to address the priorities identified by the data and within this application, success/outcome measures, the person responsible for each action and a timeline for completion. It should cover current initiatives and your aspirations for the next three years.

22

Appendix 1: Swansea University Athena SWAN Action Plan (2009-2012) Progress at 2012 OBJECTIVE 1: To address the under representation of women in leadership positions throughout by significantly increasing the representation of women on decision making bodies both in the University and in particular in SET Schools. ACTION REQUIRED 1.1. Review composition of committees, forums etc. to ensure diversity

RESPONSIBILITY Governance, ViceChancellor and Heads of Schools

TIMESCALE Current/ ongoing

1.2. Expand/extend mentoring and coaching schemes (such as Wales University Mentoring Scheme for women and existing Swansea University schemes)

Career and Development Officer

Current/ ongoing

1.3. Athena Swan as an annual standing item on SMT and Management Board agenda. Instigate informal focus group meeting, and informal meeting with Vice-Chancellor and/or PVCs to update on Athena Swan progress. (Gender Equality data to be provided – see objective 5, action 1)

PVC Science and Engineering

October 2009

1.4. Implement observers on senior and other Committees

HR/Personnel & EO Officers

OUTCOME/PROGRESS AT 2012 More women on decision making bodies

Action completed Progress: Review of committees completed. Annual monitoring of gender balance on University committees introduced and reported on via the Equal Opportunities Committee Annual Report. Outcome: The number of University committees with a gender balance at or above the university recommended minimum had doubled since 2009. Improved retention of, and attractiveness to, female staff Progress: Swansea University fully participates in the Welsh University Mentoring Scheme for women. Outcome: To date 20% of the WUMS participants were Swansea staff. The project is currently being evaluated. The implementation of a work shadowing/mentoring scheme is addressed in the new action plan (Action 3.3)

October 2009

PROGRESS

Substantial Progress made

Ongoing high level engagement with gender equality / Athena Swan Action Completed Progress: An alternative method of engagement was introduced making best use of existing mechanisms. I.e. the Athena Swan Action Plan was mainstreamed and integrated into the University‘s Gender Equality Scheme Action Plan. Outcome: The action plan was monitored 3 times per annum by the University Gender Equality Working Group and progress reported to the University Equal Opportunities Committee and its parent body, the Management Board which includes members of SMT, PVCs and the VC. Progress is also reported to the HR Policy Committee and Council. Increased awareness, involvement and experience of committee work leading to increased confidence of women applicants and nominations for decision making bodies. Progress: Observer status on Senior and other committees was approved by senior management and introduced. However, take up of this opportunity was low. An alternative method of ―work shadowing‖ is being examined as a possible alternative. (Action 3.3)

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Partial Progress

OBJECTIVE 2: To create a flexible working environment in which both men and women feel supported and valued. ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME/PROGRESS AT 2012 2.1. Ensure that the University is compliant with flexible working legislation.

Director HR/Personnel & EO Officers

Ongoing

2.2. Clarify and facilitate the options of part-time / flexible working


January 2010

PROGRESS at 2012

Equip managers and staff to work more flexibly Action completed Progress: University policies reflect current flexible working legislation. This is progressed in the new action plan (Actions 6.3 and 6.4) Equip managers and staff to work more flexibly Progress: The right to request flexible working has been introduced for all staff, going beyond what is legislatively required. This is progressed in the new action plan (Actions 6.3 and 6.4)

Action completed

Outcome: 3% more staff work on a part time basis compared to 2008 2.3. Consider introducing a ―home working‖ policy.


January 2010

Equip mangers and staff to work more flexibly Progress: ―Home working‖ is practised on an informal basis. Formalising the process proved challenging due to the assessment requirements for a safe home working environment.

2.4. Ensure that managers are fully aware of family friendly policies and advertise these more widely among all staff, coordinate policies for part-time and flexible working


January 2010

Equip managers and staff to work more flexibly Progress: A pilot training programme for University line managers has been introduced. The aim of the training is to familiarise line managers with key HR policies and processes. The pilot was successful and it will be rolled out University wide from Autumn 2012. Gender equality and supportive action has been mainstreamed throughout the training. This is being progressed in the new action plan (Actions 6.3 and 6.4).

2.5. Investigate and consult on the implementation and effectiveness of the flexible working policy.

PVC, Head of Human Resources

January 2010

Identify satisfaction levels with current policy Progress: A career progression survey for women at grades 8 and above has been conducted. Outcome: Results suggest that there was varied understanding and implementation of the flexible working policy across different Colleges. This is being progressed in the new action plan (Actions 6.3 and 6.4).

2.6. Review consistency of implementation across the Schools.


January 2010

Equip managers and staff to work more flexibly Progress: A career progression survey for women at grades 8 and above has been conducted across Colleges. Outcome: Results suggest that there was varied implementation of the flexible working policy across different Colleges. This is being progressed in the new action plan (Actions 6.3 and 6.4)

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Action completed

Partial progress against action

Substantial progress made against action


Recruitment and Selection ACTION REQUIRED

RESPONSIBILITY

TIMESCALE

OUTCOME/PROGRESS AT 2012

2.7. Amend R&S policy to ensure that Schools and Departments advertise vacancies on a flexible basis, in keeping with stated aim of facilitating flexibility.


March 2010

Encourage managers to consider flexible working. Attract the best staff

2.8. Recognition of childcare responsibilities in relation to the promotion of a research culture that creates an enabling environment for all staff – e.g. Research seminars and socialising afterwards held at child-friendly times; match paternity leave with maternity leave. Ensure that all managers are fully aware of these policies

Director HR/ Personnel

March 2010

PROGRESS at 2012 Action completed

Progress: The Recruitment and Selection policy has been amended to ensure that all vacancies may be advertised on a flexible basis as standard.

Encourage managers to consider flexible working Attract the best staff


Progress: A child care voucher scheme has been introduced. The new action plan will investigate staff views regarding support provision for staff who are pregnant, on maternity leave and returning from maternity or adoption leave. (Action 6.1), and also develop a checklist for line managers for staff who request maternity, paternity or adoption leave. (Action 6.2)

Outcome: 138 participants.

OBJECTIVE 3: To continue to monitor equal pay issues, identify their causes and put in place mechanisms to narrow the pay gap. 3.1. Conduct equal pay review in accordance with equality guidance and legislation

Director HR/EO Officers

January 2010

Identify the pay gap Action completed Progress: An equal pay review has been conducted. Outcome: An overall pay gap of 26% exists, however there are no significant pay gaps in the job evaluated grades 1-10 indicating there is no evidence of systemic pay discrimination. A gap of 8% exists at professorial level. Further progress will be made in the new action plan (Action 4.1)

3.2.Identify any factors within the control of the University that could narrow the pay gap


September 2009

Reduce the pay gap wherever possible Progress: An equal pay action plan has been developed and included in the University Strategic Equality Plan. Further progress will be made in the new action plan (Action 4.1)

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Action completed

OBJECTIVE 4: To secure the career path by supporting development of academic, research and support staff RECRUITMENT AND SELECTION 4.1. The exact composition of both short-listing and interview panels to reflect better diversity to be confirmed prior to shortlisting and any shortfalls to be rectified in consultation with the Recruitment Team. 4.2. Ensure that any untrained recruitment panel members are advised that they are expected to complete the online Marshall training prior to acting on the panel.

RESPONSIBILITY

TIMESCALE


Director of HR/ Personnel Officers & EO Officers

Current/ ongoing

More confidence in decision making process

Director of HR/Personnel Officers & EO Officers

Current/ ongoing

RECOGNITION & VALUE

RESPONSIBILITY

TIMESCALE


4.3. Regular, formal progress and review meeting – individual research staff and their Supervisors to be reminded of the importance of the Professional Review, staff to be encouraged to plan ahead to make the most of the review.

Career Development Officer/ HR Officer

Current/ ongoing

4.4. Employer to ensure that managers are made aware of, and understand, their responsibilities for the management of staff including providing training opportunities, and themselves undertaking equality and diversity training. Management training will be developed and a programme of short briefing ―Lunch & Learn‖

Director of HR / Career Development Officer/Senior Equal Opportunities Officer

September 2009

Better recognition for existing staff Progress: A new Deputy Director of HR has been appointed whose key remit is performance enabling. A Performance Enabling Strategy has been introduced and mechanisms are now in place to ensure that all staff receive an annual professional review. Training sessions for line managers have also been introduced to equip them with the skills needed to conduct effective professional reviews. Outcome: Female staff are as likely to have received their performance review as male colleagues. The completion and quality of PDRs will be explored in the new action plan (Actions 4.4 and 4.5) Better recognition for existing staff Progress: The performance enabling strategy is key to clarifying managers responsibilities with regards to staff development and appropriate training is being delivered. Employee engagement on the subject of reward and recognition is currently being undertaken with gender equality taking a priority position within this. Results of the exercise will be evaluated during summer 2012.


Progress: The gender balance of short listing and interview panels is routinely considered. Anomalies are challenged and rectified where necessary. Outcome: Of all university applications female applicants progressed at similar success rates to both the short listing and appointment stage. Better informed panel on diversity matters Action completed Progress: The revised recruitment and selection processes require panel members to have received Marshall training. The University also requires all new members of staff to undertake the Marshall on line equality training as part of their probation. Outcome: 522 members of staff have engaged with and passed the Marshall training.

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Action completed

sessions to be provided to promote and share best practice between managers. Consider how research managers‘ performance in these areas is developed, assessed and rewarded 4.5. Managers encouraged to participate in active performance management, including career guidance. Briefings, guidance and support to be offered to Principal Investigators. 4.6. Ensure the openness and transparency of promotion policy for research staff

Director of HR / Career and Development Officer

September 2009

Better recognition of existing staff


September 2009

Progress: A new ―Career Pathway‖ for Academic staff is being introduced and will be in place by the end of 2012.The promotions policy is due to be reviewed as part of the Performance Enabling Strategy. This will be further progressed in the new action plan (Action 2.2), where promotions workshops will be delivered females in SET Colleges.


SUPPORT & DEVELOPMENT

RESPONSIBILITY

TIMESCALE


PROGRESS at 2012

4.7. Refine generic job descriptions to include and clarify that developmental activities that include preparation for academic practice are open to researchers (ensure researchers are provided with teaching and demonstrating opportunities and that suitable training & support is provided). 4.8. PI training provision includes ensuring that researchers undertake Continual Professional Development activity.


September 2009

Better support for research staff


September 2009

4.9. Awareness of the importance of responding flexibly to requests for changed work patterns to be included in PI training provision.


September 2009

Action completed Progress: Performance Enabling Strategy as above. Principal investigators fully included in all aspects of the strategy.

Progress: A new ―Career Pathway‖ for Academic staff is being introduced and will be in place by the end of 2012. This will be progressed in the new action plan (Action 3.1)


Better support for research staff Progress: Comprehensive training opportunities are available for research staff to undertake via the research development framework. Outcome: The University was awarded the HR Excellence in Research by the European Commission in 2010.

Action completed

Better support for research staff Progress: There have been efforts made to increase the importance of flexible working. PIs have been advised to discuss flexible working requests with HR before making decisions. Child care voucher system has been implemented. Flexibility will be progressed in the new action plan (Actions 6.3 and 6.4)

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OBJECTIVE 5: To continue to produce, monitor, and evaluate information on developments in gender equality ACTION REQUIRED

RESPONSIBILITY

TIMESCALE


5.1. Produce data in the prescribed Athena SWAN format for report in the Gender Equality Annual Report and presentation to SMT.


Ongoing

Renewal of Bronze Application Progress: Statistical reports are produced annually to the Gender Equality Working Group, EO Committee, HR Policy Committee and Council. The data gaps that were identified at an institutional level will be addressed in the new action plan (Actions 1.1 and 1.2). This will also assist Colleges to submit individual applications.

. 5.2. Publish an annual feature in ―Newyddion‖ University newsletter (Athena SWAN anniversary statement)

SMT

Ongoing

To promote gender equality issues, raise awareness, and evidence the University‘s ongoing commitment to the Athena SWAN principles.

PROGRESS at 2012 Partial progress against action


Progress: Newyddion is no longer in existence but there has been extensive communication with female academic staff through surveys and focus groups. There are a number of activities are addressed in the new action plan to increase awareness of Athena SWAN. (Actions 5.1 and 5.2)

. OBJECTIVE 6: To prepare for the submission. for the silver award 6.1. To prepare an application on behalf of one School for the Silver Award if appropriate

Director HR/EO Officers Project Co-ordinator

May 2011

6.2. Support individual Departmental/School applications for silver award should this application be successful.

Director HR / EO Officers

Ongoing

.

Application for Silver Award Progress: The College of Science is putting in place appropriate structures with a view to considering an application at a future date. The College of Medicine is intending to apply for a bronze award as a first stage. This is supported in the new action plan (Action 5.3).


Further Athena SWAN applications


Progress: The Equality team is providing support to Colleges. There has been an extension of contract for the equality assistant for 2012-2013 to ensure continuing support. This is supported in the new action plan (Action 5.1 and 5.3).

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Action

Appendix 2 – Swansea University Athena SWAN Action Plan (2012-2015)

Description of action

1

Baseline data and supporting evidence

1.1

Online recruitment system (Lumesse) to produce reliable data on number of male and female applicants, number shortlisted, appointed and promoted by SET College. Ensure full set of data below is complete and current via the new HR/ payroll system. Ensure data on paternity leave, adoption leave, job share and various forms of flexible working is captured.

The Equalities Team has started to work with Systems regarding the production of these reports. Trial run of data capture to be tested. Further action taken if inconsistencies are identified.

Equalities Team Systems Team Recruitment Team Head of SET Colleges.

Data required for renewal submission is complete; where additional data has been identified the Systems Team have been informed. There is also a need to have mechanisms in place to provide Athena SWAN data to the Colleges for their submissions. The new Lumesse on line recruitment system has the facility to produce reports. HR Officers to be encouraged to report on this accurately. Trial run of data report. The challenge is for data collection from existing staff. Data to be captured for existing employees through ‗All about Me‘ pages on intranet and increasing awareness of this.

HR and Equalities Team Recruitment Team Head of SET Colleges.

Ensure completion of exit questionnaires by staff, via the introduction of an online system.

All exit questionnaire data is collected at present, with data on reasons for leaving for males and females. The return rate is low, however, with the introduction of an easier online form, it is anticipated that return rates will be higher, allowing for more meaningful comparison between females and males by SET College.

Equalities Team Systems Team Heads of SET Colleges SAT Team.

1.2

1.3

Action already taken and further planned action

Responsibility

Start date

Timescale

Success Measure

Initial data: February 2013 Promotions data: February 2015. January 2013.

Annually from March 2013

Data requested is available by SET College.

January 2013November 2015.

Data is available for Self Assessment Team to discuss at planned meetings.

January 2014.

January 2014 November 2015.

Increased completion rate for staff Reasons for leaving for males and females can be compared.

Page 29 of 36

Progress Log

2

2.1

2.2

Key Career Transition Points



Responsibility

Compare female versus male transfer rates from fixed term to permanent posts in SET Colleges.

The University has recently developed a policy which will increase staff contracts from a fixed term to permanent contract. Further actions include ensuring that staff and line managers are informed of these changes in a timely and effective manner. Data is captured and can be reviewed

HR Department Systems Team. Head of SET Colleges Line Managers.

Design, deliver, and review promotions workshops aimed at women in SET Colleges.

Athena SWAN Focus groups indicated lack of understanding for the process. It was recommended that promotions workshops, although beneficial to all staff, would be particularly welcomed by female staff, to clarify the process.

HR Director / HR Officers Equalities Team.

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Start date

Timescale

October 2013.

Ongoing evaluations at SAT review meetings.

October 2013-October 2014.

October 2013.

Success Measure Increase in percentage of women on permanent contracts.

Increase in number of promotions requests made by female staff.

Progress Log

3

Career Advice and Support


Responsibility

Start date

Timescale

Success Measure

3.1

Career Pathways Policy developed and communicated to staff.

Extensive consultation regarding career routes has occurred. Criteria and profiles need to be updated and procedural guidance developed so staff have a clear understanding of varying career routes. It is anticipated that this will particularly beneficial effects for women. There is a need to review uptake by gender.

Director of HR/ Equalities Team.

December 2012.

December 2012- 2014.

Policy developed and successfully communicated and understood by staff.

3.2

Introduce workshops/ training sessions to increase the self confidence of women, and thus empower them to make informed choices about their career progression.

HE best practice has been identified with regards to confidence building. A confidence building survey was conducted and results have been analysed. Training needs to be identified and delivered and feedback evaluated. Roll out workshops based on evaluations.

Director of HR/ Equalities Team and APEC Team.

September 2013.

September 2013September 2015.

Successful roll out of confidence building programme and positive feedback from participants.

3.3

Utilising best practice implement a work shadowing / mentoring scheme giving women an opportunity to observe and associate with those in the Senior Management Team.

In the previous action plan observer status on senior and other committees was introduced, and partial progress was made. Since then, the University has identified HE sector best practice with regard to work shadowing for women, and also produced a draft version of the scheme. A pool of Senior Managers needs to be identified to work with. The work- shadowing scheme will then be piloted, reviewed and be rolled out depending on feedback from pilot. A mentoring scheme has been discussed and is being launched with the backup of the PVC for Strategic Development and Change.

Director of HR/ Head of College/ Equalities Team SAT Team.

April 2013.

April2013December 2013

Successful work shadowing/ mentoring scheme piloted reviewed and rolled out to University. More women feel confident to apply for senior roles.

Action


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Progress Log

4

Organisation and Culture Action already taken and further planned action

Responsibility

Start date

Timescale

Success Measure

4.1

Conduct an equal pay review to indicate progress made to reduce the existing gender pay gap of 26.2% to the University sector average (20.3% at 2011) by April 2016, which is the Universities Strategic Objective.

An equal pay audit was carried out in September 09. There is a need to review the pay structure at Grade 11, review effectiveness of starting salary guidance. Review the effectiveness of remuneration committee strategies, and update the equal pay policy.

Director of HR/ Equalities Team.

October 2014

October 2014 November 2015.

Significant progress made in achieving the 2016 target of reducing the pay gap from 26.2% to 20.3%.

4.2

Implement Line Manager Training to all new line managers at the University, ensuring that gender equality is embedded within the training.

Line Manager training has been piloted to a number of staff. Feedback received was very positive. This needs to be rolled out systematically to all new line managers, to ensure they understand and can promote gender equality within their respective Colleges.

Director and Deputy Director of HR/ Equalities Team.

November 2012.

Ongoing.

New staff have successfully completed line manager training better equipping them to deal with staff.

4.3

Research, develop and implement Recognition and Reward Strategy.

Extensive listening sessions have taken place across all staff grades. Themes from a female perspective are now being collated for recommendation by the Senior Management Team. There is a need to develop generic and specific proposals, and share information with key stake holders, and agree an implementation strategy. This action aids with AS Principle 2 and will bring about significant cultural change in the ways in which female and male staff are recognised and rewarded for work.

Director of HR/ Deputy Director of HR.

November 2012.

November 2012 – June 2013.

Recognition and Reward strategy established. Recognition and reward for work is enhanced through a process by which staff feel valued as individuals.

Action


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Progress Log

4.4

Improve completion rate of Performance Development Reviews.

Performance development reviews to be conducted from July – Sept each year, with interim reviews held between January – March. PDR status reports are being produced by College and gender at present. The male and female breakdown of PDRs to be monitored annually.

Director of HR/ Deputy Director of HR Heads of College Line managers.

January 2013.

Annually.

Improve quality of Performance Development Reviews.

Training such as coaching skills, is currently being delivered to line managers to improve quality of reviews. Online feedback forms are also being used. Monitoring of feedback by gender on an annually basis will improve identify further initiatives to improve quality of reviews.

Director of HR/ Deputy Director of HR Heads of College Line managers.

January 2013.

Ongoing.

4.5

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100% completion rate for Performance Development Reviews.

Significant improvement on quality of reviews.

Action

5. Athena Swan Submissions Description of action


Responsibility

Start date

Timescale

Success Measure

5.1

Formation of an Athena SWAN Strategy Group

An AS group has been set up, with terms and conditions. The strategy group will report to the Equal Opportunities Committee which feeds into the Management Board.

Athena SWAN strategy Group SAT members EOC Committee Management Board.

November 2012

Ongoing.

Increased awareness of AS at committee level.

5.2

Increase awareness of Athena SWAN amongst staff and students.

The Bronze Award is currently on the University website. Email staff promoting Athena SWAN. Standing item on Gender and Sexuality Working Group and Equal Opportunities Committee. Organise Athena SWAN Event Put Logo on recruitment (staff and student) documents + on any other University documents. Additional information about Athena SWAN to staff inductions and mention on student Open days. Launch of Athena SWAN network event by PVC.

SAT Team Student Union Recruitment Team, HR.

December 2012.

Ongoing.

Increased awareness of Athena SWAN amongst students and staff.

Investigate the employment of a part time Athena Swan Officer to assist Colleges to submit their Athena Swan applications.

Consider the employment of a part time Athena SWAN Officer, part funded by the four SET Colleges would mean active involvement and progression of actions. The Athena SWAN Officer would also assist Colleges in their respective applications for Athena SWAN Silver and Bronze Awards. This role could also include increasing awareness of Athena SWAN throughout the University.

Director of HR, Head of SET, Colleges, Recruitment Team.

March 2013.

March 2013July 2014.

Appointment of a part time Athena SWAN Officer to work with SET Colleges.

5.3

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Progress Log

Career breaks/flexible working 6 Action already taken and further planned action

Responsibility

Start date

Timescale

Success Measure

6.1

Investigate staff views regarding support provision for staff who are pregnant, on maternity leave and returning from maternity or adoption leave.

Athena SWAN focus groups conducted. Further detailed analysis required, to assess if current support provisions are adequate across SET Colleges. If gaps are indentified further support mechanisms to be put in place.

SAT Team Equalities Team.

June 2013.

June 2013 – June 2015.

Clear assessment of level of provision and further support identified if required.

6.2

Checklist for line managers for staff who are pregnant, or request paternity or adoption leave.

Athena SWAN focus groups conducted with staff identified that maternity support was variable in Colleges. A checklist distributed to line managers would ensure key areas are discussed and staff are signposted in the right direction.

Equalities Team Director of HR Heads of SAT Colleges Line Managers.

June 2014.

June 2014December 2014.

Line managers and staff better informed of support services available.

6.3

Investigate awareness of the flexible working policy and uptake of this policy.

The flexible working policy has been updated. HR to survey staff to assess awareness of policy and identify further supportive actions if required. This is due to a new HR/ payroll system being operational.

Equalities Team Director of HR Heads of SAT Colleges Line Managers.

January 2015.

January 2015 – November 2015.

Increased awareness of flexible working and uptake of policy.

6.4

Increase awareness of job share and other options of flexible working.

There is a need to advertise flexible working more explicitly. Some ways would be to: Have a FAQ on flexibility on recruitment pages Conduct workshops across campus. Develop easy to read booklet on flexible working Link flexibility question to online recruitment survey.

Recruitment Team Systems Team Equalities Team SAT Team Heads of College Line managers.

March 2015.

March 2015 - November 2015.

Increased comprehension of practical implications of flexible working amongst staff and line

Action


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Progress Log

Appendix 3 - Abbreviations used in Athena SWAN submission. APECS – Academic and Professional Enhancement Centre Swansea AS – Athena SWAN BSc – Bachelor of Science CHIRAL – Centre for Health Information, Research and Evaluation CROS – Careers in Research Online Survey ECU – Equality Challenge Unit EEMS – European Environmental Mutagen Society EOC – Equal Opportunities Committee FTE – Full-time equivalent GSEWG – Gender and Sexuality Equality Working Group HEI – Higher Education Institution HERA – Higher Education Role Analysis HPC – High Performance Computer HR – Human Resources ILS – Institute of Life Sciences ISME – International Society for Microbial Ecology MB – Management Board MBE – Member of the British Empire MRes – Master of Research PDR – Professional Development Review PhD – Doctor of Philosophy

PVC – Pro-Vice Chancellor RAE – Research Assessment Exercise RDF – Research Development Framework REF – Research Excellence Framework RSA – Research Staff Association SAT – Self-Assessment Team SET – Science, Engineering and Technology SGM – Society for General Microbiology SMT – Senior Management Team STEM – Science, Technology, Engineering and Mathematics SU – Swansea University SURF – Swansea University Research Forum SUSU – Swansea University Students‘ Union PI - Principle Investigator PDR – Performance Development Review PIRLS – Principle Investigators Research Leaders Survey PVC – Pro Vice Chancellor UHR – Universities Human Resources WEFO - Welsh European Funding Office WISE – Women in Science and Engineering WUMS – Women in Universities Mentoring Scheme

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