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Athena SWAN Silver Department Award Renewal Application Name of institution: University of Leeds
Date of application: 29th April 2016 Department: Faculty of Mathematics and Physical Sciences (MaPS) Contact for application: Dr Kelvin N Tapley
MaPS Pro Dean for Student Education (and MaPS Equality and Inclusion Lead)
Telephone: 0113 343 6732 Email: [email protected]
Departmental website: www.maps.leeds.ac.uk
www.maps.leeds.ac.uk/athenaswan Date of previous award: November 2011 (extended until April 2016) Date of University Bronze Bronze Award Renewed November 2012 Athena SWAN Award: (University applying for Silver Award: April 2016) Level of award applied for: Renewal of Silver Athena SWAN Award
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Contents Part 1 Letter of Endorsement from the Dean of the Faculty 3 Abbreviations 4 Part 2 The Self-Assessment Process 6
a) Description of Self-Assessment Team Chart of Structure of Department 8
b) Account of Self-Assessment Process 11 c) Plans for Future of Self-Assessment Team 13
Part 3 A picture of the Department 14
Student Data (i – v) 16 Staff Data (vi – vii) 46
Part 4 Key Career Transition Points 54 Part 5 Career Development 63 Part 6 Organisation and Culture 71 Part 7 Flexibility and Managing Career Breaks 85 Part 8 Other Comments 89 Part 9 Action Plans (see Appendices below) 94 Part 10 Case Studies 92
Appendices
A. Athena SWAN Action Plan 2016-2019 94 B. Assessment of original Athena SWAN Action Plan 2011-14 109
MaPS Athena SWAN posters 15, 31 Images supporting and highlighting culture in MaPS 45, 61, 81, 82, 83,
85, 86, 87, 90
Important note: Due to the comprehensive range of activity and the subject mix in the Faculty, we requested, and were granted, an additional 1000 word allowance to enable us to be more thorough in our assessment. These have been used throughout the document and are indicated at the end of each section (971 extra words actually used). In line with ECU guidelines, where tables contain predominantly text, we have counted those within the word allowance. However, data tables, headings and titles and Action Plan links/points have been excluded from the word count.
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1. Letter of endorsement from the Head of Department – maximum 500 words
It is my pleasure to submit the Athena SWAN (AS) Silver Award renewal from the Faculty of Mathematics and Physical Sciences (MaPS) at the University of Leeds. Both personally and as a Faculty, we are fully committed to the AS principles and our work against this framework is integral to achieving MaPS’s vision and strategic aims of attracting, developing and retaining the very best staff (and students) with a diverse set of experiences, cultures and approaches.
Our AS activity is owned and managed at the highest level within the Faculty through myself, the Pro-Deans and the Heads of School who are all members of the Faculty Management Committee (FMC). As Dean, I am a member of the University and Faculty Equality and Inclusion (E&I) Committees and the Faculty Self-Assessment Team as is Dr Tapley (Faculty AS lead). In my previous role as Pro-Vice-Chancellor for Staff, I held executive responsibility for E&I and initiated the University’s first application for membership of Athena SWAN. I am now the University’s Academic Lead for AS and chair the University AS Steering Group.
HR issues are managed at the Faculty level and the Faculty HR Manager is also a member of FMC. AS items are discussed under a standing item on the FMC agenda – this allows us to: share approaches to supporting staff returning from maternity leave; pilot schemes e.g. a more flexible approach to part-time working (now fully implemented across MaPS); and act as ‘critical friends’ for data analysis and identifying ‘local’ actions on specific School issues.
The MaPS E&I Lead has championed AS at University level and advised Schools and Faculties on their submissions. University initiatives originating in MaPS include additional University resource for AS delivery, free childcare provision on Saturday Open Days, Unconscious Bias training and establishing institutional approaches such as strap lines on advertisements to attract more female candidates. We persuaded the University to provide improved, more robust and broad ranging data sets to support analysis and progress of AS actions, and the initiatives to deliver these.
Going forward, key actions detailed in the Athena SWAN Action Plan 2016-19 (Appendix A), we will:
ensure best practice E&I process in the recruitment and development, to Associate Professor level within 5 years, of our new University Academic Fellows;
broaden Unconscious Bias training to all staff recruiters, assessing impact and further activity;
run workshops for early career researchers to support career development (e.g. PDRAs looking for Lecturer posts);
establish a scheme (Leeds Alumni Mentoring Partnership, LAMP) to support and mentor (international) graduating PGR students who return/go to work in countries where inequalities exist.
The submission and Action Plan are very much owned collectively by the MaPS community and I trust that the information provided illustrates our current and future commitment to the Athena SWAN values and principles. Professor Stephen Scott, Dean of Mathematics & Physical Sciences (Word Count = 472 words)
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Abbreviations AAM = Annual Academic Meeting AP = Action Plan AS = Athena SWAN CHEM = School of Chemistry (Leeds) CROS = Careers in Research Online Survey DLHE = Destination of Leavers from Higher Education DRI = Director of Research and Innovation (School-based) DSE = Director of Student Education (School-based) E&D = Equality and Diversity E&I = Equality and Inclusion EPU = Equality Policy Unit (Leeds) EU = European Union FHRM = Faculty Human Resources Manager FHRO = Faculty Human Resources Officer FMC = Faculty Management Committee (MaPS) FMM = Faculty Marketing Manager FRIC = Faculty Research and Innovation Committee FSN = School of Food Science and Nutrition (Leeds) FSNG = Food Science and Nutrition benchmark competitor Group HEIDI = Higher Education Information Database for Institutions HEaTED = Higher Education and Technicians Education and Development HoS = Head of School HR = Human Resources MaPS = Faculty of Mathematics and Physical Sciences (Leeds) MATHS = School of Mathematics (Leeds) NSS = National Student Survey PDRA = Post Doctorial Research Assistant PG = Postgraduate PGR = Postgraduate Research PGT = Postgraduate Taught PHAS = School of Physics and Astronomy (Leeds) PI = Principal Investigator PIRLS = Principal Investigators & Research Leaders Survey PMF = People Management Framework (Leeds) Pro Dean R&I = Pro Dean for Research and Innovation Pro Dean SE = Pro Dean for Student Education PRES = Postgraduate Research Experience Survey RG = Russell Group RIS = Research and Innovation Service RSC = Royal Society of Chemistry SAT = Self-Assessment Team (MaPS) SDDU = Staff and Departmental Development Unit (Leeds) SEG = School Executive Group SHRC = School Human Resources Contact SRDS = Staff Review and Development Scheme (Leeds) SRIC = School Research and Innovation Committee SRRC = School Reward and Recognition Committee STEM = Science, Technology, Engineering and Mathematics STEMM = Science, Technology, Engineering, Mathematics and Medicine STSEC = School Taught Student Education Committee SWAN teams = School Athena SWAN teams TPG = Taught Postgraduate Student TSEB = Taught Student Education Board (University level, Leeds) UAF = University Academic Fellow (Leeds recruitment initiative)
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UG = Undergraduate UoL = University of Leeds
WiSET = Women in Science, Engineering and Technology network (Leeds)
(since March 2016 called WaLN = Women at Leeds Network)
WP = Widening Participation
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2. The self-assessment process – maximum 1000 words Describe the Self-Assessment Process. This should include:
a) A description of the self-assessment team: members’ roles (both within the department and as part of the team) and their experiences of work-life balance, parental leave, flexible working etc;
Self-Assessment Team (SAT)
There are fifteen members of the Faculty of Mathematics and Physical Sciences (MaPS) SAT (nine females). The Team previously had nine members at Silver submission in 2011. The SAT incorporates a range of staff roles and life experiences and includes key decision makers, as well as representatives from postgraduate (PG) to professorial level and the Head of Faculty (Dean).
Whilst the leadership has remained consistent, the Team has changed since the original submission, which reflects changes and progression in job roles. Twelve members are new to the team and we have increased male membership from two to six members (40% males).
Table 2.1 MaPS Self-Assessment Team
Title & Name FT/PT Job title (School) Role in School/Faculty Role in Athena SWAN Team
Engagement with work/life balance policies
Children
(F/M)
Dr Kelvin Tapley FT Senior Lecturer (CHEM)
Pro Dean for Student Education (Pro Dean SE) (MaPS)
AS lead MaPS; University (& MaPS) Equality & Inclusion (E&I) Champion for Student Education
Flexible working (lone parent 6yrs - until recently remarried)
18yr (F)
Dr Almut Beige FT Reader (PHAS)
Head of Theoretical Physics Group (PHAS)
AS coordinator (PHAS)
Maternity leave Informal flexible working
8yr (F)
Mrs Christine Craven
PT Faculty Human Resources (HR) Manager (MaPS)
MaPS representative on STEMM HR working group
AS HR Lead (MaPS) Flexible working 16yr (M) & 18yr (M)
Dr John Paul Gosling
FT Associate Professor of Statistics (MATHS)
Year-in-industry coordinator (MATHS)
AS team (MATHS) _____________ _____
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Title & Name FT/PT Job title (School) Role in School/Faculty Role in Athena SWAN Team
Engagement with work/life balance
policies
Children
(F/M)
Professor Jeanine Houwing-Duistermaat
FT Professor of Statistics (MATHS)
New staff member (2015)
AS team (MATHS) Flexible working 20yr (F), 17yr (M) &
13yr (F)
Dr Terence Kee FT Reader in Chemistry (CHEM)
School Outreach Officer and PG Progression Tutor (CHEM)
AS coordinator (CHEM) Flexible working for childcare reasons
7yr (M) & 4yr (M)
Miss Cecilia Madzivire
FT Postgraduate Research (PGR) (Year 2) (CHEM)
PGR representative for AS Committee (CHEM)
AS team (CHEM) Flexible working for childcare reasons
19 months (F)
Dr Danielle Miles P/T Research Fellow (CHEM)
Postdoctoral staff (CHEM)
AS team (CHEM) Flexible working none
Dr Caroline Orfila FT Associate Professor of Nutrition (FSN)
Director of Research and Innovation (FSN)
AS team coordinator (FSN)
Flexible working 8 yr (M) & 9 yr (M)
Mrs Catherine Roberts
FT School Administrator (FSN)
School HR contact (FSN) AS team (FSN) Maternity Leave and Flexible working (Lone parent for 14 years)
17yr (F)
Professor Stephen Scott
FT Dean of MaPS Faculty (also Chair, University of Leeds [UoL] AS Steering Group)
Head of MaPS, Chair of Faculty Management Committee (MaPS)
AS team (MaPS) _________
23yr (F)
Ms Ruth Sweetland
PT MaPS Faculty Strategy Project Manager
Project and Research support (MaPS)
AS Project Manager (MaPS)
Maternity Leave and Flexible working for childcare reasons
10yr (M)
Professor Charles Taylor
FT Professor of Statistics (MATHS)
Head of School (HoS) (2008-2013); Head of Statistics 2014 (MATHS)
AS coordinator (MATHS)
Informal flexible working 26yr (M) 24yr (F) 23yr (F) & 21yr (F)
Dr Sven Van Loo FT Lecturer of Astrophysics (PHAS)
E&I Coordinator & Welfare Officer (PHAS)
AS team (PHAS) Informal flexible working 1yr (M)
Mrs Nicola Williams
PT Faculty HR Officer (MaPS)
HR support (MaPS) AS HR support (MaPS) Flexible working for childcare reasons
6yr (M) & 4yr (F)
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Chart 1 Faculty of Mathematics and Physical Sciences (MaPS)
Organogram of Management Structure (linked to HR and Equality and Inclusion)
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In attendance: Mrs Maria Ayaz and Ms Zarina Sutton (University Athena SWAN team, now part of Equality Policy Unit)
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b) an account of the self-assessment process, with reference to year-on-year activities since the original Department award application, details of the self-assessment team meetings, including any consultation with staff or individuals inside or outside of the university, and how these have fed into the submission;
At the time of our Silver application in 2011, the Faculty identified the following priorities:
maintaining our AS momentum to deliver the required activity and progress for the next three years;
setting up more dynamic School Athena SWAN teams (SWAN teams) to consider and act on staff/student data;
evaluating University (University Bronze AS Action Plan) and Faculty HR initiatives taking into account results and feedback from various sources, e.g. STEM Culture and Loughborough AS surveys and local “health checks”.
Responding to panel feedback from our Silver submission, SWAN teams were established to ensure consistent implementation of policies and activities, taking into account the ‘cultural nuances’ at School-level (please see Chart 1 for teams’ compositions). The SAT meets typically 6 times a year (26 meetings Nov 2011-April 2016), as do the SWAN teams to consider School data against benchmarks, consult relevant groups, set priorities, formulate action plans, report progress and impact to the SAT and to each School Executive Group (SEG). The SAT has also been responsible for pushing forward on progress and collating evidence of impact from the original Silver Action Plan (2011-14) [see Appendix B].
During the preparation process for renewal, there was regular contact between members of the SAT, additional meetings of key SAT members and the SWAN teams, including meetings with each HoS. There was consultation with students (through SWAN teams, Taught Student Education Committee and Faculty Graduate School Committee) and a range of staff on the analysis of the data, research culture/gender balance and the draft renewal document.
The SAT has been responsible for making recommendations to various Faculty committees (e.g.: Admissions Forum; Student Education; Research and Innovation; Graduate Board and SEG meetings) and for obtaining final approval at SEG, Faculty E&I Committee and FMC (April 2016).
During the review period1, MaPS hosted a meeting with Paul Walton (champion of Athena SWAN principles and previous Chemistry HoS, York University), and the Vice Chancellor also hosted (chaired by MaPS AS Lead) a visit from Queens University Belfast AS and Gender Initiative champions (Professors Tom Millar and
Teresa McCormack). MaPS has contributed to and learnt a good deal about effective
practice from these visits. As a result of our AS award, there has been demand for the MaPS Faculty to promote AS principles and provide guidance on effective practice across (and outside) STEMM subjects at Leeds through workshops and invited attendance at other faculty meetings. MaPS has championed a number of proposals that have been introduced at University level (outlined later).
1 “review period” refers to period from application for Athena SWAN Silver Award Nov 2011 - April 2016
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A member of MaPS SAT contributed to a London Mathematical Society Good Practice Scheme workshop on preparing for an AS application.
Since October 2014, the MaPS Dean has been chair of the UoL AS Steering Group and is supported by the MaPS E&I/AS Lead and the MaPS HRM on the Group; this has provided opportunities to promote and engage other faculties at UoL with AS and E&I matters.
Table 2.2 Some key year on year activities to develop staff and students, and to assess progress in embedding Athena SWAN principles (since Silver Award in 2012)
2012 2013 2014 2015
Annual Academic Meetings (AAM) with individual staff
√ √ √ √
Staff Review and Development Scheme (SRDS) with individual staff
√ √ √ √
People Management Framework (PMF) (including survey)
√ √ √
National Students Survey (NSS), Destination Leavers from Higher Education (DLHE) data review (including by gender)
√ √ √ √
School Staff Away Days (Staff Focus groups in Schools)
√ √ √ √
Careers in Research Online Survey (CROS) and Principal Investigators & Research Leaders Survey (PIRLS)
√ √ (CROS only)
Postgraduate Research Experience Survey (PRES)
√ √
Loughborough Athena SWAN Survey
√
STEM Culture Survey √
MaPS (cross-School) Focus groups by staff category
√ √
Many of these activities (Table 2.2) will be expanded on in the relevant sections. Findings of the surveys have been shared in Schools and with the SAT team and appropriate actions developed. Feedback from staff and students has been supportive of the actions and outcomes of the Faculty AS work.
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c) Plans for the future of the self-assessment team, such as how often the team will continue to meet, any reporting mechanisms and in particular how the self-assessment team intends to monitor implementation of the action plan.
The SAT and SWAN teams are well established and will continue to meet every 6 weeks with additional meetings post census dates. The meetings will review the impact of the action plan (AP), keeping it relevant and dynamic with amendments if needed. The outcomes of SAT meetings and updates to the AS AP are reported to the E&I Committee (3 meetings/year) and, as relevant, to FMC, by the Chair of the SAT, who is also chair of MaPS E&I Committee (see Chart 1, for membership of both committees). The Chair (E&I Committee) will seek further approval from FMC for updates to the AS AP. The Dean (Head of MaPS, who is also a member of SAT) will steer implementation of policies and initiatives through the FMC (which meets monthly and has AS as a standing item).
A wide-spread review and update of the AP will continue to happen annually feeding through this governance structure with the latest version posted on Faculty and School (intranet) websites, once approved by FMC. In addition, Faculty HR meetings, held monthly with SHRCs, will enable dissemination of good practice and facilitate AS actions in Schools.
The SWAN teams will continue to provide progress reports to the MaPS SAT, their SEG and School staff meetings. The School SAT coordinator will attend SEG meetings at least three times a year. The HoSs will continue to have responsibility for ensuring School actions are undertaken and for recognising the contribution of SWAN team members in workload models.
Whilst AS is a targeted gender initiative, the approach taken in MaPS goes beyond gender. We have renewed focus on E&I training (including “Unconscious Bias” training), which has been undertaken by all senior leaders in the Faculty and is being rolled out to all staff involved in recruitment. All staff in MaPS, especially those in leadership positions, work to achieve the University Equality mission “to be a beacon of excellence in the sector, promoting a culture of inclusion, respect and equality of opportunity for all”.
(Section 2 Word Count = 983 words)
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3. A picture of the department – maximum 2000 words
a) Provide a pen-picture of the Department to set the context for the application,
outlining in particular any significant changes since the original award.
The Faculty of Mathematics and Physical Sciences is part of the University of Leeds, a QS world top 100 university and member of the Russell Group of leading research-intensive universities. It unites experts in Chemistry, Colour Science, Food Science and Nutrition, Mathematics and Physics and Astronomy in four academic schools.
With more than 130 years of history, MaPS is now one of the UK’s largest scientific research centres, with a combined research income of £14M in 2015 and was ranked in the UK’s top 10 for “research impact” in the REF2014.
The Faculty provides a vibrant and progressive study environment across a dynamic range of Bachelors, Masters and PhD degree courses, which offer both the flexibility and choice to explore the depth and breadth of a subject area.
Research-based learning develops the specialist, cutting edge knowledge and skills that ensure graduates have access to career opportunities in key employment sectors.
MaPS strategic plan has at its heart the continued development of its research and teaching quality, by investing in student services and the recruitment (retainment
and progression) of highly talented academic staff in key priority areas (see Figure
3.1 for staff and student numbers).
Figure 3.1 Staff and Student Numbers in MaPS (1st December 2015)
164 (34%)
37 ( 8%)
75 (16%)
57 (12%)
145 (30%)
Staff Numbers
Academic Technical
Support Academic-related
Research
2194 (83%)
168 (7%)
272 (10%)
Student Numbers
UG PGT PGR
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Figure 3.2 Example of a MaPS Athena SWAN Poster (2014)
For the purposes of the AS submission, the MaPS Faculty continues to be considered as a “Department”, because financial and academic management, HR policies and other policies are determined and managed at Faculty level, whilst implemented consistently in each School (see Chart 1 for Governance Structure).
Since our Silver Award in 2011, two of the four Schools (CHEM and PHAS) have refocused their strategic direction. Initially during this period, there was a reduction of staff in some research areas. More recently both Schools have been in the process of appointing to posts that support their new strategies, principally through a University Academic Fellows (UAF) Scheme (see later).
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b) Provide data and a short analysis for at least the last five years (where
possible with clearly labelled graphical illustrations) on the following, commenting on changes and progress made against the original action plan and application, and initiatives intended for the action plan going forward.
[NOTE: Figures are typically for the period 2010/11-2015/16 (six years of data) with corresponding benchmark data from HEIDI (Sector includes all HE students in the UK in relevant subjects, including Scotland, Northern Ireland and Wales whilst Russell Group (RG) is for CHEM, MATHS and PHAS). Data include Joint Honours students parented by MaPS School subjects. For FSN, its comparator set of institutions are as follows: Kings College, London; Newcastle; Nottingham; Queen’s Belfast and Reading (JACS categories Food Studies and Beverages, and Nutrition); this is shown as FSN Group or FSNG in tables and figures.
Benchmark data is available up to 2014/15 (UCAS up to 2013/14 only).
Where figures/keys/tables and narrative say “Sector” this refers to HEIDI Sector Data for the specific school or for all MaPS subjects.
The census date for Staff Data is 31st August each year.
The census dates for Student Data are as follows: 1st December each year – student numbers; 30th July each year – applications and offers; 30th September each year – acceptance figures].
{ } - refers to an objective carried forward or refined from the original Silver Application Action Plan (2011-14)
[ ] - refers to an objective in the “new” Action Plan (2016-19) (Renewal of Silver)]
Student data (i) Access and foundation male and female numbers- full and part time
(See Tables 3.1 and 3.2)
Table 3.1 Foundation Programme Data*
Academic Session
2009/10 2010/11 2011/12 2012/13 2013/14 2014/15
Physics with Foundation Studies
9 (22%)
15 (13%)
12 (33%) 11 (0%) 1 (0%) Course withdrawn
Interdisciplinary Science Foundation (CFGO)
43 (51%) 44 (48%) 41 (29%) 34 (59%) 42 (45%) 50 (46%)
*Total number of students (and proportion of female students) taking Physics with
Foundation Studies and Interdisciplinary Science Foundation – the two most popular foundation courses for students going on to take MaPS subject courses
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The Lifelong Learning Centre now has responsibility for the strategic direction, recruitment and delivery of “access” and “foundation” programmes. The gender balance for MaPS (although small numbers - see Tables 3.1 and 3.2) is approaching equality (43% F) over the last six years from CFGO (Table 3.2). No further action at Faculty level is planned. Table 3.2 Foundation Programme Data - Progression from CFGO to MaPS
Foundation Year
Male Female
2010/11 3 3
2011/12 4 2
2012/13 2 1
2013/14 2 1
2014/15 3 7
2015/16 5 1
(ii) Undergraduate male and female numbers – full and part-time. (See Tables 3.3-3.5 & Figures 3.3-3.7)
The Faculty average (especially for MATHS, CHEM and FSN) for female undergraduate (UG) students was 45% in 2010/11 rising to 48% in 2015/16, which is higher than the Sector average for MaPS subjects 40% and the RG average (36%) 2010/11-2014/15.
After a disappointing drop in UG female numbers in PHAS (from 24% in 2010/11 to 18% in 2013/14), PHAS female student numbers have recovered in the last 2 years back to the Sector benchmark (21/22%). As well as the appointment of more female staff in the past twelve months (see Sections 3vi) and 4i)) and higher female representation (students and staff) at Open Days, 2013-15, PHAS has also strengthened female presence in marketing and recruitment materials and extended the number of destinations for its Year-Abroad Programme, which is popular with female UG students. To try to further boost UG female numbers PHAS plans to introduce new interdisciplinary programmes [AP E3]. The part-time UG student numbers are too small to be statistically relevant. If a student wishes to study part-time, we have a supportive policy and try to accommodate requests. AP E3 Increase the number of female UG students in PHAS by introducing UG programmes
designed to maximise appeal to female students.
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Table 3.3 Undergraduate Student Numbers
Subject (s)
Academic Session
2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
Total % F Total % F Total % F Total % F Total % F Total % F
Chem Home/EU 399 44 472 40 486 42 499 44 551 48 570 50
Overseas 10 70 17 47 6 83 5 40 5 40 7 57
Total 409 45 489 40 492 43 504 44 556 47 577 50
Russell Group 8450 42 8760 43 8935 43 9310 43 9760 43 - -
Chem Sector 15,125 43 15,960 43 16,580 42 17385 42 18320 43 - -
FSN Home/EU 143 89 163 85 176 81 184 79 192 84 220 83
Overseas 26 85 32 84 46 72 55 64 58 67 59 80
Total 169 88 195 85 222 79 239 76 250 80 279 82
FSN Group 1055 85 1105 83 1170 82 1275 81 1370 81 - -
FSN Sector 6615 82 6550 81 6605 80 6495 79 6755 79 - -
Maths Home/EU 697 47 689 48 700 47 704 50 702 49 758 50
Overseas 62 56 61 49 71 52 82 56 89 54 85 48
Total 759 47 750 48 771 48 786 51 791 49 843 50
Russell Group 15,035 39 15,395 39 15,670 39 16155 38 16485 37 - -
Maths Sector 26,970 41 28,475 40 29,070 40 29665 39 29860 38 - -
PHAS Home/EU 404 23 451 21 416 20 460 17 490 19 486 20
Overseas 10 80 7 71 7 57 7 57 10 60 10 50
Total 414 24 458 21 423 21 467 18 500 20 496 21
Russell Group 9175 22 9670 21 10,265 21 10150 21 11315 22 - -
PHAS Sector 13,000 22 13,985 21 15,195 21 15125 21 17380 21 - -
MaPS Home/EU 1643 44 1775 42 1778 43 1847 43 1935 44 2034 47
Overseas 108 67 117 60 130 61 149 58 162 59 161 60
Total 1751 45 1892 43 1908 44 1996 45 2097 45 2195 48
Russell Group 33715 37 34,930 36 36,040 36 36890 36 38930 36 - -
MaPS Sector 61,710 42 64,970 41 67,450 40 68670 40 72315 39 - -
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Table 3.4 Initiatives/Good Practice Started or Extended During the Review Period1 to help Maintain or Improve the Gender Balance and the Student Experience
Initiative Timescale Where/Who i.e. School(s)/ MaPS/UoL
Impact/Evidence
Student Education “Action Plans” in response to NSS and other student feedback
From 2005 Each School (DSE)
Plans updated annually in Partnership with students, taking into account any gender specific issues.
Approach in MaPS cited as good practice in TSEB review of Action Plans. MaPS 2/9 for highest nominations by staff and students for Partnership Awards (2015/16).
Student Ambassador Scheme
From 2014 UoL and Schools
Increased representation of female students at open days/widening participation events (more females than males in all schools, except PHAS 20 males: 17 females 2015/16).
Revised personal tutoring and attendance monitoring
Implemented 2012/13
UoL and Schools
MaPS joint first at Leeds for retention of first year female undergraduate students (6 year average = 97%) and joint second for male students (96%).
“Peer Assisted Learning” (PAL)
2011/12 onwards
All MaPS Schools Year 1 from 2011/12. Extended to Year 2 MATHS from 2012/13
Positive feedback from students, leading to extension of scheme.
Example of staff & students working in Partnership2 .
Excellent retention rates (see above).
Undergraduate Research and Leadership Scholarships
2011 onwards
UoL and Schools
Typically 2/3 students appointed each year have been female (11/16 in total). Recipients undertake two Summer research placements and act as ambassadors at open days/outreach activities.
Most students progress to PhD scholarship at World’s leading 100 universities.
Employability Action Plan
Spring 2014 Faculty Majority of MaPS student opportunity/employability interns (2014 & 2015) were female. One outcome (2015) has been a Student Employability Mentoring Scheme (4F:1M mentors).
2 (See “The Partnership” http://partnership.leeds.ac.uk/)
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Initiative Timescale Where/Who i.e. School(s)/ MaPS/UoL
Impact/Evidence
Maternity/Paternity leave support:
a) planning & re-introduction
b) Risk assessments for pregnant students (to ensure health and wellbeing)
2012 UoL and Schools
All students in all Schools have been supported and have completed their studies.
http://students.leeds.ac.uk/#Support-and-wellbeing
Figure 3.3 Female (%) Full-time Undergraduates – Faculty of MaPS
Figure 3.4 Female (%) Full-time Undergraduates – School of Chemistry
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Figure 3.5 Female (%) Full-time Undergraduates – School of Food Science and Nutrition
Figure 3.6 Female (%) Full-time Undergraduates – School of Mathematics
Figure 3.7 Female (%) Full-time Undergraduates – School of Physics and Astronomy
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Tables 3.5 a) – d) Gender split for students completing BSc versus Integrated Masters Degrees
a) CHEM
Progressed to Year 3 Male Female
Year 3 of cohort
Total Male Female BScChem% MChem% BScChem% MChem%
2009/10 85 50 35 66 34 51 49
2010/11 100 58 42 62 38 74 26
2011/12 90 61 29 51 49 55 45
2012/13 117 61 56 54 46 61 39
2013/14 133 73 60 33 67 28 72
2014/15 123 73 50 41 59 34 66
2015/16 118 61 57 48 52 39 61
b) Natural Sciences (parented by CHEM)
Progressed to Year 3 Male Female
Year 3 of cohort
Total Male Female BScNat Sci%
MNat Sci% BScNat Sci%
MNat Sci%
2009/10 3 1 2 0 100 50 50
2010/11 7 2 5 0 100 20 80
2011/12 7 6 1 0 100 100 0
2012/13 7 3 4 33 67 25 75
2013/14 15 8 7 0 100 29 71
2014/15 11 8 3 0 100 33 67
2015/16 22 10 12 10 90 8 92
c) MATHS
Progressed to Year 3 Male Female
Year 3 of cohort
Total Male Female BScMath% MMath% BScMath% MMath%
2009/10 102 48 54 69 31 76 24
2010/11 97 54 43 70 30 84 16
2011/12 110 58 52 52 48 71 29
2012/13 127 71 56 65 35 64 36
2013/14 132 61 71 69 31 79 21
2014/15 135 79 56 67 33 82 18
2015/16 142 59 83 66 34 87 13
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d) PHAS
Progressed to Year 3 Male Female
Year 3 of cohort
Total Male Female BScPhys% MPhys% BScPhys% MPhys%
2009/10 83 70 13 56 44 62 38
2010/11 97 67 30 52 48 70 30
2011/12 105 82 23 61 39 65 35
2012/13 103 74 29 57 43 69 31
2013/14 134 112 22 54 46 50 50
2014/15 109 88 21 53 47 71 29
2015/16 160 133 27 56 44 67 33
All Schools are keen to continue with activities to encourage talented students to take Integrated Masters degrees [AP E1]. The progression data (in Tables 3.5 a-d) suggest (especially 2013/14) that actions are impacting positively with more females taking the higher-level Integrated Masters variants of programmes for CHEM and Natural Sciences.
CHEM has revamped the programme order of modules in levels 1 and 2 and PHAS has broadened its optional choices in years 3 and 4 of MPhys programmes.
In MATHS the percentage of female students taking the MMath appears disappointing, but this is mainly due to a much larger proportion of females taking the industry option (21/26 female in 2015/16). To further close the gap, the MMath option will be explained to incoming students, many of whom have applied only for the BSc.
AP E1
Evaluating impact of actions to achieve a sustained improvement in the proportion of females taking Integrated Masters programmes (especially MATHS & PHAS).
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(iii) Postgraduate male and female numbers on and completing taught courses – full and part-time (See Table 3.6 & Figures 3.8-3.12) (Note: does not include students on financial maths/actuarial finance who are parented by Leeds University Business School, in
partnership with MATHS).
Table 3.6 Postgraduate Taught (PGT) Student Numbers
Subject (s)
Academic Session
2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
Total % F Total % F Total % F Total % F Total %F Total %F
Chem Home/EU 8 50 14 29 8 38 9 44 10 30 12 42
Overseas 8 13 17 41 8 50 9 33 7 71 19 42
Total 16 31 31 35 16 44 18 39 17 47 31 42
Russell Group 210 45 200 48 205 46 220 48 255 43 - -
Chem Sector 685 40 560 43 485 45 525 48 550 43 - -
FSN Home/EU 9 89 24 67 6 67 15 73 19 89 15 60
Overseas 57 67 86 76 27 81 41 85 73 73 101 76
Total 66 70 110 74 33 79 56 82 92 76 116 74
FSN Group 260 77 330 74 235 77 315 76 310 76 - -
FSN Sector 1060 71 1115 72 955 73 1015 73 1040 73 - -
Maths Home/EU 11 36 20 40 14 14 13 31 15 47 16 31
Overseas 12 58 13 54 10 60 7 29 9 33 5 60
Total 23 48 33 45 24 33 20 30 24 42 21 38
Russell Group 1145 38 1305 38 1305 39 1330 38 1395 43 - -
Maths Sector 1660 38 1830 39 1780 40 1815 39 2010 43 - -
PHAS Home/EU 7 29 2 0 5 20 5 20 2 0 0 0
Overseas 2 50 0 0 2 50 1 0 0 0 0 0
Total 9 33 2 0 7 29 6 17 2 0 0 0
Russell Group 435 26 455 26 410 20 375 23 445 25 - -
PHAS Sector 710 29 630 28 565 24 530 26 640 25 - -
MaPS Home/EU 35 51 60 47 33 30 42 48 46 59 43 44
Overseas 79 59 116 68 47 70 58 69 89 69 125 70
Total 114 57 176 61 80 54 100 60 135 65 168 64
Russell Group 2050 41 2290 42 2155 40 2240 42 2405 44 - -
MaPS Sector 4115 45 4135 47 3785 46 3885 47 4240 48 - -
25
Figure 3.8 Female (%) Full-time Postgraduates Taught – Faculty of MaPS
Figure 3.9 Female (%) Full-time Postgraduates Taught – School of Chemistry
Figure 3.10 Female (%) Full-time Postgraduates Taught – School of Food Science and Nutrition
26
Figure 3.11 Female (%) Full-time Postgraduates Taught – School of Mathematics
Figure 3.12 Female (%) Full-time Postgraduates Taught – School of Physics and Astronomy
(Note: Postgraduate Taught [PGT] PHAS programmes were not run in 2011/12, 2014/15 and 2015/16)
MaPS has relatively few students taking PGT courses (partly due to the Integrated Masters programmes in CHEM, MATHS and PHAS); therefore, numbers are subject to significant fluctuations. However, the proportion of female PGT students is higher in the Faculty (around 59%) than the RG (42%) and Sector averages (47%), due largely to high numbers in FSN (2010/11-2014/15).
Recently, PGT courses have been strategically reviewed with plans to increase activity with new programmes being introduced in MATHS, CHEM and PHAS during the period 2016-18.
27
(iv) Postgraduate male and female numbers on research degrees and completion times – full and part-time (See Tables 3.7- 3.9 plus Figures 3.13-3.18)
Table 3.7 Postgraduate Research Student Numbers
Subject (s)
Academic Session
2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
Total % F Total % F Total % F Total % F Total % F Total % F
Chem Home/EU 65 45 65 42 65 37 58 36 71 35 66 38
Overseas 17 59 15 67 14 64 12 67 14 57 13 38
Total 82 48 80 46 79 42 70 41 85 39 79 38
Russell Group 2800 39 2970 39 3000 40 3075 39 3145 39 - -
Chem Sector 3800 39 4025 39 4030 40 4060 40 4115 40 - -
FSN Home/EU 11 73 12 92 11 91 11 73 9 78 14 64
Overseas 18 83 23 96 27 81 28 79 25 68 25 76
Total 29 79 35 94 38 84 39 77 34 71 39 72
FSN Group 150 70 150 67 160 69 185 68 170 71 - -
FSN Sector 265 72 300 67 290 69 300 68 320 66 - -
Maths Home/EU 37 27 31 23 42 21 35 17 51 14 61 25
Overseas 18 56 21 62 20 40 30 47 37 54 36 53
Total 55 36 52 38 62 27 65 31 88 31 97 35
Russell Group 1510 29 1580 28 1680 27 1665 26 1715 25 - -
Maths Sector 2090 30 2185 30 2320 28 2325 28 2420 28 - -
PHAS Home/EU 54 20 56 27 44 25 49 24 41 32 43 28
Overseas 6 50 10 50 9 56 12 50 9 44 11 45
Total 60 23 66 30 53 30 61 30 50 34 54 31
Russell Group 2610 24 2770 23 2780 23 2565 23 2905 25 - -
PHAS Sector 3465 24 3640 23 3650 23 3355 23 3820 25 - -
MaPS Home/EU 167 35 164 37 162 33 153 31 172 30 184 33
Overseas 59 64 69 72 70 63 82 61 85 58 85 56
Total 226 42 233 47 232 42 235 41 257 39 269 41
Russell Group 7070 32 7470 31 7620 31 7490 31 7935 31 - -
MaPS Sector 9620 33 10150 32 10290 32 10040 32 10675 33 - -
28
Figure 3.13 Female (%) Full-time Postgraduates Research – Faculty of MaPS
Figure 3.14 Female (%) Full-time Postgraduates Research – School of Chemistry
Figure 3.15 Female (%) Full-time Postgraduates Research – School of Food Science and Nutrition
29
Figure 3.16 Female (%) Full-time Postgraduates Research – School of Mathematics
Figure 3.17 Female (%) Full-time Postgraduates Research – School of Physics and Astronomy
Female PGR student numbers in MaPS have been reasonably consistent around 42%; there was a boost in 2011/12 (47%) due to female international students. This is higher than the Sector average of 32% and RG average of 31% for 2010/11 to 2014/15.
A programme of initiatives started 3 years ago has not yet impacted on CHEM PGR female numbers (Table 3.7), however, further immediate actions are to encourage more PGR applications from Leeds CHEM cohort (see [AP E2] and Table 3.8).
It is pleasing to see that the proportion of female PGR students in PHAS has been consistently above the benchmark for last 5 years. This should be further boosted by increasing numbers of female staff in the last year, including a highly respected female professor.
30
Table 3.8 Examples of Faculty and School PGR Initiatives and Good Practice
Initiative Timescale Where/Who i.e. School(s)/MaPS/ UoL
Impact/Evidence
PGR Symposium (Skills, development & Networking)
Annual All Schools PRES Survey improvement of research culture (64% PRES 2013 compared with 73%, 2015) and for research skills (80% 2013 compared with 87% PRES 2015).
PGR Social Activities
Ongoing All Schools Social events for students (staff and Postdocs are also invited). Increased integration of student community.
Student-led Research Seminar Series and organised events that promote research culture
{AP 2011-14 5.1di}
Seminars weekly; PGR Conference annually
All Schools Schedule of research seminars for PGR students; students are expected to give one seminar a year.
PGR conferences – UG students also invited.
PRES Survey question “my Department provides a good seminar programme”; 82% overall in 2015 survey compared with 75% in 2013.
Female Role Models in New Appointments
{AP 2011-14 5.1di}
Various Examples: DRI (FSN and MATHS), Director of PGR Studies (CHEM), Cavendish Prof/HoS (PHAS)
Too soon to evaluate full impact.
Percentage of female PGR students in MaPS (41% in 2015/16) remain significantly above Sector or RG average (32% in 2014/15).
£100 childcare grant for conference attendance
2015 onwards
Maths 2015. All Schools from 2016
Maths 100% application success rate.
Research degrees are available on a part-time basis to facilitate flexible learning. The actual numbers are very small, with a high of 5/6 being female in 2012/13 and 1/3 female in 2015/16. AP E2 Qualified final year students to apply for University PhD programmes and to
scholarship funds, encouraged through communications such as HoSs letters, final year project supervisors or talks by PGR students to UG finalists.
31
Figure 3.18 Athena SWAN poster of Megan Hughes – PGR student in PHAS
32
Table 3.9 MaPS Full Time PGR Students – Completion Times (date of commencement and the date of their award)
2009/10 2010/11 2011/12 2012/13 2013/14 2014/15
Subject F M F M F M F M F M F M
No. avg yrs
No. avg yrs
No. avg yrs
No. avg yrs
No. avg yrs
No. avg yrs
No. avg yrs
No. avg yrs
No. avg yrs
No. avg yrs
No. avg yrs
No.
avg yrs
CHEM Home/EU 9 3.7 8 4.9 7 4.3 7 4.0 4 3.8 10 4.0 9 3.8 11 4.1 7 4.1 9 4.0 8 4.4 15 4.2 O/S 2 4.1 3 4.6 3 4.4 1 4.2 5 4.7 3 4.4 3 4.6 3 4.7 4 4.1 2 3.4 3
11 3.5 4.1
0 15
0.0 4.2 Total 11 3.8 11 4.8 10 4.4 8 4.0 9 4.3 13 4.1 12 4.0 14 4.3 11 4.1 11 3.9
FSN Home/EU 2 4.0 0 0.0 0 0.0 0 0.0 3 4.4 1 4.1 1 4.7 1 4.1 7 3.8 0 0.0 3 3
4.2 4.3
1 1
4.2 5.6 O/S 0 0.0 1 4.0 1 4.1 1 3.1 4 4.8 2 4.2 2 4.5 0 0.0 7 4.0 0 0.0
Total 2 4.0 1 4.0 1 4.1 1 3.1 7 4.6 3 4.2 3 4.6 1 4.1 14 3.9 0 0.0 6 4.3 2 4.9
MATHS Home/EU 2 4.1 5 4.2 2 4.1 11 4.5 3 4.2 5 3.9 4 4.3 8 4.1 4 4.4 10 4.2 2 3 5
3.6 4.8 4.3
7 0 7
4.2 0.0 4.2
O/S 1 3.7 3 3.7 0 0.0 3 4.1 2 4.3 5 4.6 2 4.4 5 4.1 5 4.2 4 4.1 Total 3 3.9 8 4.0 2 4.1 14 4.4 5 4.3 10 4.2 6 4.4 13 4.1 9 4.3 14 4.2
PHAS Home/EU 3 4.0 6 4.2 7 4.0 22 4.4 1 4.4 13 4.3 4 4.1 16 4.4 2 4.1 8 4.1 1 4.3 11 4.1 O/S 1 4.3 0 0.0 0 0.0 2 4.4 1 5.0 0 0.0 1 4.9 1 3.4 1 5.1 2 4.2 2
3 4.5 4.4
2 13
6.1 4.4 Total 4 4.1 6 4.2 7 4.0 24 4.4 2 4.7 13 4.3 5 4.3 17 4.4 3 4.4 10 4.1
MAPS Home/EU 16 3.9 19 4.5 16 4.2 40 4.3 11 4.1 29 4.1 18 4.0 36 4.2 20 4.1 27 4.1 14 4.2 34 4.2 O/S 4 4.0 7 4.1 4 4.4 7 4.1 12 4.7 10 4.4 8 4.6 9 4.2 17 4.2 8 4.0 11
25 4.3 4.2
3 37
5.9 4.3 Total 20 3.9 26 4.4 20 4.2 47 4.3 23 4.4 39 4.2 26 4.2 45 4.2 37 4.1 35 4.1
MaPS has some of the best PGR completion rates in the University and generally the time taken “to award” has been reasonably consistent over the review period1. On the whole females have been faster than males.
v) Ratio of course applications to offers and acceptances by gender for undergraduates, postgraduate taught and postgraduate research degrees (See Tables 3.10-3.12 & Figures 3.19-3.34)
33
Table 3.10 UCAS Applications, Offers and Acceptances
Subject (s)
Academic Session 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
F M F % F M F % F M F % F M F % F M F % F M F%
Chem App 384 457 46 413 656 39 441 640 41 468 616 43 562 728 44 557 652 46
Off 316 364 46 355 488 42 347 449 44 383 439 47 454 511 47 440 445 50
Acc 79 92 46 80 96 45 66 87 43 74 75 50 92 99 48 104 85 55
Russell Group
App 5980 8440 41 6125 8460 42 5670 8375 40 6510 9140 42 - - - - - -
Acc 1080 1420 43 1100 1380 44 1030 1435 42 1175 1555 43 - - - - - -
Chem Sector
App 9260 13520 41 10000 14890 40 9765 14980 39 10990 16065 41 - - - - - -
Acc 1780 2585 41 1905 2625 42 1810 2685 40 2040 2840 42 - - - - - -
FSN App 269 64 81 310 86 78 260 87 75 351 94 79 415 110 79 432 89 83
Off 220 44 83 241 65 79 214 62 78 277 61 82 288 58 83 325 47 87
Acc 54 10 84 48 13 79 48 19 72 65 21 76 85 17 83 82 12 87
FSN Group
App 1200 245 83 1400 335 81 1160 305 79 1310 315 81 - - - - - -
Acc 190 40 83 230 65 78 205 60 77 210 60 78 - - - - - -
FSN Sector
App 6540 1345 83 7030 1630 81 6190 1485 81 6665 1500 82 - - - - - -
Acc 1195 285 81 1225 290 81 1150 325 78 1305 315 81 - - - - - -
Maths App 644 816 44 738 825 47 679 902 43 695 964 42 766 987 44 772 1090 41
Off 607 708 46 609 633 49 615 700 47 646 806 44 713 883 45 730 963 43
Acc 116 131 47 120 115 51 120 129 48 141 125 53 127 143 47 142 145 49
Russell Group
App 9700 15240 39 9430 14750 39 8730 14835 37 8970 15995 36 - - - - - -
Acc 1495 2395 38 1585 2435 39 1575 2555 38 1575 2815 36 - - - - - -
Maths Sector
App 16450 25095 40 17060 25870 40 15455 25485 38 15765 26825 37 - - - - - -
Acc 2935 4490 40 3170 4620 41 2865 4620 38 2890 4980 37 - - - - - -
PHAS App 164 700 19 172 713 19 188 722 21 182 789 19 182 732 20 157 459 25
Off 149 574 21 143 578 20 162 571 22 164 672 20 163 615 21 134 348 28
Acc 38 109 26 29 129 18 24 99 20 29 139 17 36 132 21 35 98 26
Russell Group
App 3155 11920 21 3375 13455 20 3795 13565 22 4080 15125 21 - - - - - -
Acc 560 2050 21 570 2265 20 620 2300 21 680 2505 21 - - - - - -
PHAS Sector
App 4425 16845 21 4900 20400 19 5645 21555 21 5915 23335 20 - - - - - -
Acc 810 3010 21 830 3475 19 925 3645 20 975 3980 20 - - - - - -
MaPS App 1461 2037 42 1633 2280 42 1568 2351 40 1696 2463 41 1925 2557 43 1918 2290 46
Off 1292 1690 43 1348 1764 43 1338 1782 43 1470 1978 43 1618 2067 44 1629 1803 47
Acc 287 342 46 277 353 44 258 334 44 309 360 46 340 391 47 363 340 52
Russell Group
App 20035 35845 36 20330 37000 35 19355 37080 34 20870 40575 34 - - - - - -
Acc 3325 5905 36 3485 6145 36 3430 6350 35 3640 6935 34 - - - - - -
MAPS Sector
App 36675 56805 39 38990 62790 38 37055 63505 37 39335 67725 37 - - - - - -
Acc 6720 10370 39 7130 11010 39 6750 11275 37 7210 12115 37 - - - - - -
34
Figure 3.19 Total Undergraduate Applications and Undergraduate Female (%) Applications, Offers, Acceptances (Faculty of MaPS)
Figure 3.20 Total Undergraduate Applications and Undergraduate Female (%) Applications, Offers, Acceptances (School of Chemistry)
35
Figure 3.21 Total Undergraduate Applications and Undergraduate Female (%) Applications, Offers, Acceptances (School of Food Science and Nutrition)
Figure 3.22 Total Undergraduate Applications and Undergraduate Female (%) Applications, Offers, Acceptances (School of Mathematics)
36
Figure 3.23 Total Undergraduate Applications and Undergraduate Female (%) Applications, Offers, Acceptances (School of Physics and Astronomy)
Undergraduate
The data for Schools (CHEM, MATHS and FSN) are still encouraging and above the benchmarks, as a result of positive activity outlined in Section 3 (ii). Our priority AS actions are focused mainly around PHAS. With the exception of 2010/11, when 19% female applicants turned into 26% female acceptances, PHAS has been slightly below the Sector average. Work is ongoing and appears to be having an impact with numbers having recovered to 26% for PHAS in 2015/16. To try to further increase the proportion of females, new programmes are to be launched with potentially a stronger appeal for female applicants [AP E3]. In Summer 2015, PHAS revamped the presentation of the School including refurbishment and making better space available for students to study and relax between lectures. AP E3 Increase the number of female UG students in PHAS by introducing UG programmes
designed to maximise appeal to female students.
37
Table 3.11 Postgraduate Taught Applications, Offers and Acceptances
Subject (s)
Academic Session
2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
F M F% F M F % F M F % F M F % F M F % F M F%
Chem App’s 152 235 39 109 225 33 71 128 36 73 96 43 86 73 54 105 71 60
Off’s 118 189 38 86 170 34 51 92 36 53 71 43 65 50 57 74 47 61
Acc’s 24 59 29 26 59 31 17 31 35 14 16 47 12 11 52 12 18 40
FSN App’s 351 249 59 416 201 67 387 164 70 456 193 70 558 198 74 567 193 75
Off’s 223 159 58 307 140 69 277 107 72 373 135 73 443 133 77 472 143 77
Acc’s 77 43 64 99 48 67 40 20 67 76 32 70 79 23 77 95 32 75
Maths App’s 125 128 49 130 211 38 101 163 38 114 163 41 151 173 47 153 183 46
Off’s 76 59 56 84 125 40 59 95 38 78 85 48 91 94 49 95 91 51
Acc’s 11 25 31 25 36 41 15 28 35 12 31 28 17 18 49 11 24 31
PHAS App’s 10 29 26 10 31 24 11 28 28 11 16 41 3 1 75 2 5 29
Off’s 6 23 21 8 28 22 8 26 24 8 16 33 1 1 50 1 2 33
Acc’s 5 8 38 0 6 0 3 4 43 2 9 18 0 0 0 0 0 0
MaPS App’s 638 641 50 665 668 50 570 483 54 654 468 58 798 445 64 827 452 65
Off’s 423 430 50 485 463 51 395 320 55 512 307 63 600 278 68 642 283 69
Acc’s 117 135 46 150 149 50 75 83 47 104 88 54 108 52 68 118 74 61
Postgraduate Taught
MaPS has been trying to grow PGT student numbers through the development of its one-year programmes, which complement the 4-year UG Integrated Masters programmes. Schools promote the exciting science that we do using an inclusive mix of images and people. Our key PGT priority is to recruit talented individuals from diverse backgrounds onto programmes that align with the Schools’ research strengths. Every opportunity is taken to broaden their appeal to female students eg MSc in Physics and Business Management, being launched for 2016/17.
38
Figure 3.24 Total Postgraduate Taught Applications and Female (%) Postgraduate Taught Applications, Offers, Acceptances (Faculty of MaPs)
Figure 3.25 Total Postgraduate Taught Applications and Female (%) Postgraduate Taught Applications, Offers, Acceptances (School of Chemistry)
39
Figure 3.26 Total Postgraduate Taught Applications and Female (%) Postgraduate Taught Applications, Offers, Acceptances (School of Food Science and Nutrition)
Figure 3.27 Total Postgraduate Taught Applications and Female (%) Postgraduate Taught Applications, Offers, Acceptances (School of Mathematics)
40
Figure 3.28 Total Postgraduate Taught Applications and Female (%) Postgraduate Taught Applications, Offers, Acceptances (School of Physics and Astronomy)
41
Table 3.12 Postgraduate Research Applications, Offers and Acceptances
Subject (s)
Academic Session
2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
F M F % F M F % F M F % F M F %
F
M
F %
F
M
F%
Chem App’s 83 191 30 98 211 32 89 203 30 104 218 32 112 213 34 96 157 38
Off’s 14 28 33 22 26 46 16 30 35 21 25 46 14 37 27 24 31 44
Acc’s 13 21 38 16 19 46 10 21 32 12 17 41 10 25 29 16 20 44
FSN App’s 88 51 63 74 62 54 77 58 57 61 47 56 65 56 54 79 53 60
Off’s 44 13 77 40 14 74 37 21 64 30 8 79 21 20 51 28 26 52
Acc’s 29 8 78 25 5 83 24 12 67 22 4 85 10 9 53 19 16 54
Maths App’s 66 132 33 58 193 23 80 173 32 93 177 34 93 168 36 58 141 29
Off’s 32 51 39 32 90 26 32 80 29 43 69 38 33 68 33 23 44 34
Acc’s 11 25 31 19 54 26 21 44 32 17 39 30 17 37 31 13 21 38
PHAS App’s 29 100 22 38 114 25 24 79 23 34 101 25 46 97 32 25 86 23
Off’s 6 26 19 15 23 39 9 25 26 13 22 37 14 31 31 10 27 27
Acc’s 5 16 24 12 17 41 7 14 33 7 15 32 10 19 34 6 18 25
MaPS App’s 266 474 36 268 580 32 270 513 34 292 543 35 316 534 37 258 437 37
Off’s 96 118 45 109 153 42 94 156 38 107 124 46 82 156 34 85 128 40
Acc’s 58 70 45 72 95 43 62 91 41 58 75 44 47 90 34 54 75 42
42
Figure 3.29 Total Postgraduate Research Applications and Postgraduate Research Female (%) Applications, Offers, Acceptances (Faculty of MaPs)
Figure 3.30 Total Postgraduate Research Applications and Postgraduate Research Female (%) Applications, Offers, Acceptances (School of Chemistry)
43
Figure 3.31 Total Postgraduate Research Applications and Postgraduate Research Female (%) Applications, Offers, Acceptances (School of Food Science and Nutrition)
Figure 3.32 Total Postgraduate Research Applications and Postgraduate Research Female (%) Applications, Offers, Acceptances (School of Mathematics)
44
Figure 3.33 Total Postgraduate Research Applications and Postgraduate Research Female (%) Applications, Offers, Acceptances (School of Physics and Astronomy)
Postgraduate Research
The percentage female acceptances at Leeds is generally (with the exception of MATHS which fluctuates) at least as high as the percentage female applications (except 2014/15, which was a particularly unusual year and the causes not fully understood).
Consistent with activities for UG and PGT students in Section 3(ii), MaPS has been involving more female staff in recruitment and refreshing its marketing material, including greater female representation, to improve the proportion of females recruited; these actions seem to be having the desired impact (2010/11-2015/16 MaPS average acceptances 42% in line with MaPS PGR numbers for the same period, which is significantly higher than both RG and MaPS Sector benchmarks – both 32% [2010/11-2013/14] - see Table 3.7 PGR Student Numbers).
The percentage of accepted female PGR students has generally been good but variable in PHAS. For example, the 41% PHAS PGR female acceptances in 2011/12 resulted from an unusually high number of female applications, while the number of male acceptances remained steady.
All Schools now communicate (both orally and via a letter) to their own UG students about the possibility of PGR study to ensure females are aware of, and encouraged to think about, this option [AP E2].
AP E2 Qualified final year students to apply for University PhD programmes and to
scholarship funds, encouraged through communications such as HoSs letters, final year project supervisors or talks by PGR students to UG finalists.
45
Figure 3.34 University of Leeds publicity of one of the University’s Women of Achievement winners (2016) – Sannia Farooque - PGR student (2015-) in Chemistry
46
Staff data (vi) Female: male ratio of academic staff and research staff – researcher, lecturer, senior lecturer, reader, professor (or equivalent) Table 3.13 Female Staff in MaPS Schools by Category (2010 - 2015)
School Staff CategoryM_F
Total
Total
(M)
Total
(F)%F
M_F
Total
Total
(M)
Total
(F)%F
M_F
Total
Total
(M)
Total
(F)%F
M_F
Total
Total
(M)
Total
(F)%F
M_F
Total
Total
(M)
Total
(F)%F
M_F
Total
Total
(M)
Total
(F)%F
Researcher 80 55 25 31 71 46 25 35 59 36 23 39 67 47 20 30 75 51 24 32 73 49 24 33
Lecturer* 14 12 2 14 13 11 2 15 6 5 1 17 8 6 2 25 6 5 1 17 9 7 2 22
A Professor** 12 10 2 17 12 10 2 17 11 9 2 18 10 8 2 20 10 8 2 20 9 9 0 0
Professor 25 24 1 4 19 18 1 5 20 18 2 10 19 17 2 11 19 17 2 11 20 18 2 10
Total 131 101 30 23 115 85 30 26 96 68 28 29 104 78 26 25 110 81 29 26 111 83 28 25
Researcher 10 5 5 50 10 6 4 40 9 3 6 67 7 2 5 71 11 4 7 64 17 6 11 65
Lecturer* 6 2 4 67 7 2 5 71 5 2 3 60 5 2 3 60 8 3 5 63 9 4 5 56
A Professor** 4 2 2 50 4 2 2 50 5 2 3 60 5 2 3 60 4 1 3 75 3 1 2 67
Professor 6 5 1 17 5 4 1 20 5 4 1 20 6 5 1 17 6 5 1 17 6 5 1 17
Total 26 14 12 46 26 14 12 46 24 11 13 54 23 11 12 52 29 13 16 55 35 16 19 54
Researcher 18 15 3 17 17 15 2 12 22 20 2 9 24 21 3 13 31 27 4 13 29 23 6 21
Lecturer* 18 16 2 11 23 20 3 13 16 15 1 6 21 19 2 10 19 18 1 5 17 15 2 13
A Professor** 9 9 0 0 9 9 0 0 9 9 0 0 10 10 0 0 12 12 0 0 13 13 0 0
Professor 37 36 1 3 37 36 1 3 35 34 1 3 32 31 1 3 31 30 1 3 32 31 1 3
Total 82 76 6 7 86 80 6 7 82 78 4 5 87 81 6 7 93 87 6 6 91 82 9 10
Researcher 29 25 4 14 33 26 7 21 36 29 7 19 33 25 8 24 30 21 9 30 31 21 10 32
Lecturer* 11 7 4 36 9 6 3 33 9 6 3 33 7 6 1 14 8 7 1 13 11 10 1 9
A Professor** 13 10 3 23 15 11 4 27 13 9 4 31 12 7 5 42 8 5 3 38 8 5 3 38
Professor 13 12 1 8 12 11 1 8 13 12 1 8 12 11 1 8 9 9 0 0 11 10 1 9
Total 66 54 12 18 69 54 15 22 71 56 15 21 64 49 15 23 55 42 13 24 61 46 15 25
Researcher 137 100 37 27 131 93 38 29 126 88 38 30 131 95 36 27 147 103 44 30 150 99 51 34
Lecturer* 49 37 12 24 52 39 13 25 36 28 8 22 41 33 8 20 41 33 8 20 46 36 10 22
A Professor** 38 31 7 18 40 32 8 20 38 29 9 24 37 27 10 27 34 26 8 24 33 28 5 15
Professor 81 77 4 5 73 69 4 5 73 68 5 7 69 64 5 7 65 61 4 6 69 64 5 7
Total 305 245 60 20 296 233 63 21 273 213 60 22 278 219 59 21 287 223 64 22 298 227 71 24
* Lecturer includes University Academic Fellows (from 2015 onwards)
** A Professor includes Senior Lecturer, Reader and Associate Professor
2010 20152014201320122011
FSN
MATHS
PHAS
MaPS
CHEM
Note the census date is 31st
August each year. MaPS data is presented at Faculty and individual School level as a percentage of female academic staff, for each staff category. To allow comparison to national benchmark data sets, a combined value is presented for Grade 9 staff (marked ** within Tables).
47
The proportion of female staff has increased across MaPS over the last five years (from 20% to 24%). There has been consistent progress throughout this period, with the exception of 2013 when a decline in male members of staff in 2012 temporarily inflated the percentage of female staff. The progress made to date is considered to be an outcome of initiatives intended to support female staff during the employment life cycle (see Sections 4 to 8).
48
49
50
Since 2010, female (%) Academic and Research staff has increased in all four Schools (see Table 3.14). CHEM, FSN & PHAS are performing well against the benchmarks. It is recognised that MATHS currently falls below its benchmark, however, 2015 saw a 4% increase in female Academic and Research staff in the School; these figures do not include a female professor who joined MATHS in October 2015. MATHS has a senior management team, a third of whom are female, who are committed to attracting more females to the School through a number of initiatives (see Sections 4 (iv) & 7(iv)).
51
In 2015 the number of female Lecturers increased; this was partly due to increased recruitment as a consequence of the introduction of the UAF scheme, which saw the appointment of two female academics in MaPS (see Section 8). Outside of the UAF scheme a permanent female Lecturer was also appointed in MATHS. In January 2015 a female joined PHAS as the Cavendish Professor of Physics and became HoS in April 2016. The appointment was undoubtedly an influencing factor in securing the appointment of a female UAF in PHAS, who had previously worked with the incoming HoS.
52
vii) Turnover by Grade and Gender - where numbers are small, comment why individuals left Table 3.14 MaPS Leavers Data by Gender, School and Staff Category (2010-2015)
Leavers
M F M F M F M F M F M F
Researcher 80 16 5 71 11 6 59 6 1 67 5 3 75 4 0 73 7 0
Lecturer* 14 0 0 13 0 0 6 0 0 8 1 0 6 1 1 9 0 0
A Professor** 12 0 0 12 0 0 11 1 0 10 0 0 10 0 0 9 0 0
Professor 25 4 0 19 0 0 20 0 0 19 0 0 19 1 0 20 0 0
Total 131 20 5 115 11 6 96 7 1 104 6 3 110 6 1 111 7 0
Researcher 10 0 1 10 2 1 9 0 0 7 1 0 11 1 1 17 0 0
Lecturer* 6 0 0 7 0 0 5 0 0 5 0 0 8 0 0 9 0 1
A Professor** 4 0 0 4 0 0 5 0 0 5 0 0 4 1 0 3 0 0
Professor 6 1 0 5 0 0 5 0 0 6 0 0 6 0 0 6 0 0
Total 26 1 1 26 2 1 24 0 0 23 1 0 29 2 1 35 0 1
Researcher 18 4 1 17 3 2 22 3 0 24 2 0 31 1 1 29 2 2
Lecturer* 18 0 0 23 2 1 16 0 1 21 0 0 19 1 1 17 2 0
A Professor** 9 0 0 9 0 0 9 0 0 10 0 0 12 0 0 13 0 0
Professor 37 0 0 37 2 0 35 0 0 32 3 0 31 0 0 32 1 0
Total 82 4 1 86 7 3 82 3 1 87 5 0 93 2 2 91 5 2
Researcher 29 13 2 33 8 1 36 0 0 33 5 1 30 6 1 31 2 1
Lecturer* 11 0 0 9 0 0 9 0 0 7 0 0 8 0 0 11 0 0
A Professor** 13 2 0 15 0 0 13 0 0 12 1 0 8 1 2 8 0 0
Professor 13 3 0 12 1 0 13 0 0 12 0 0 9 2 1 11 0 0
Total 66 18 2 69 9 1 71 0 0 64 6 1 55 9 4 61 2 1
Researcher 137 33 9 131 24 10 126 9 1 131 13 4 147 12 3 150 11 3
Lecturer* 49 0 0 52 2 1 36 0 1 41 1 0 41 2 2 46 2 1
A Professor** 38 2 0 40 0 0 38 1 0 37 1 0 34 2 2 33 0 0
Professor 81 8 0 73 3 0 73 0 0 69 3 0 65 3 1 69 1 0
Total 305 43 9 296 29 11 273 10 2 278 18 4 287 19 8 298 14 4
* Lecturer includes University Academic Fellow s (from 2015 onw ards)
** A Professor includes Senior Lecturer, Reader and Associate Professor
2014
Leavers
MaPS
Total
Staff
Total
Staff
Total
StaffSchool Staff Category
CHEM
FSN
MATHS
PHAS
2010
Leavers
2011
Leavers Total
Staff
2012
Leavers
2013
Leavers Total
Staff
Total
Staff
2015
53
Attrition rates have largely been due to the end of fixed term contracts (mostly Researchers completing their research projects), progression opportunities outside of MaPS or death in service. The percentage of female Lecturers declined in 2012 and 2013 mostly due to females being successful in internal promotions (without new female Lecturers being appointed at that time) and also as a consequence of strategic reviews in CHEM and PHAS. This was a necessary exercise for the development of the Schools, but manpower planning and risk assessments were built into the planning process to ensure that the risk to female academics was minimised and there were no unnecessary staffing losses. MATHS saw a fluctuation in the number of female Lecturers in the period 2012 to 2014 due to a fixed term contract to cover sabbatical leave. In 2014, PHAS female numbers decreased due to a Professor leaving to become a Max Planck Director and an Associate Professor leaving to join a higher-ranking university. CHEM also lost a female academic in 2014 (who chose not to return from a career break) and in 2015 an Associate Professor left to take up a position elsewhere (for strategic research); this was in addition to the very sudden and sad death in service of a Reader, who held the role of MaPS Director of Postgraduate Studies. FSN also lost a female Associate Professor in 2015 due to a refocusing of school research and workload priorities. Turnover amongst Researchers has also fallen significantly since 2010 when the University redeployment scheme (see Section 6 (ii)) was reviewed and additional resource was invested. From 2015, (see Appendix B {AP 2.5}) following a pilot scheme in FSN, all MaPS staff are offered a University exit interview with their HoS or Line manager or HR. Alternatively, they can leave feedback via an on-line survey. This is communicated to them in their leaver’s letter. A consistent set of exit questions has also been developed. The new approach has seen an 80% increase in the number of staff undertaking on-line exit interviews. The data is now analysed on a monthly basis with feedback being given to Schools to help improve employment practices; it has not identified any gender issues. AP B8 Monthly analysis of exit interview data - sharing data, analysis and feedback with
Schools.
(Section 3 Word Count = 2492 words, which is 2000 plus 492/1000 extra words)
54
Sections 4-7 Supporting and advancing women’s careers- maximum 5000 words Provide data and a short analysis for at least the last three years including clearly labelled graphical illustrations where possible) on the data sets listed, commenting on changes and progress made since the original application, and including details of successes and where action has not worked and planned initiatives going forward. 4. Key career transition points
(i) Job application and success rates by gender and grade In MaPS, over the past 4 academic years 10 females have been appointed to academic roles (23% of appointments) and 55 females to research roles (36% of appointments).
55
2
4
19
28
1
1
8 4
1
0
1
1
6 31 71 30
0
2 5
6
0
1 2
1
0
10
12
11
4
3 1
0
2
8 39
71 31
4
4
8 7
0
2 6
5
1
2 8 5 18
19 1
2 2
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2011-2
012
2012-2
013
2013-2
014
2014-2
015
2011-2
012
2012-2
013
2013-2
014
2014-2
015
2011-2
012
2012-2
013
2013-2
014
2014-2
015
2011-2
012
2012-2
013
2013-2
014
2014-2
015
2011-2
012
2012-2
013
2013-2
014
2014-2
015
2011-2
012
2012-2
013
2013-2
014
2014-2
015
Apl Int Apo Apl Int Apo
Academic Posts Research Posts
Figure 4.3 Applications & Appointments in FSN (Sept 2011 - Aug 2015)
Male Female
Apl = Applications Int = Interviews Apo = Appointments
56
MaPS committed in 2011 to increasing the number of female applicants (see Appendix B {AP 2.4}) with actions such as:
a statement inviting applications from females;
a link to family friendly policies;
the inclusion of the MaPS AS Silver Award logo on all job advertisements.
57
Despite these enhancements, initially the number of female applications continued to be of concern, particularly in MATHS, PHAS and CHEM. Additional interventions were therefore introduced from September 2014, these included the use of:
an executive search agency and professional networks for senior posts;
recruitment search panels (as recommended by MaPS E&I Committee to identify and encourage applications from a diverse and inclusive range of candidates);
recruitment sites targeted at female academics, such as http://www.ams.org/women-mathematicians;
social media, such as researchgate, to advertise vacancies;
greater use of female academics in marketing materials;
Unconscious Bias training for colleagues involved in recruitment. The long term impact of these initiatives has yet to be established, however, since their introduction 13 female academic appointments have been made, including 2 Chairs, 1 Associate Professor and 10 UAFs (see Section 8). Due to the census date, 10/13 of these staff are not included in the figures/graphs. AP B1 Research staff recruitment processes to be enhanced to support female applications.
AP B2 All academic posts to be advertised as being available to part-time workers and job share partners.
AP B4 All staff involved in recruiting of staff to receive Unconscious Bias training via on-line course(s), workshops or inductions as part of refreshed E&I training.
AP B5 Impact of Unconscious Bias training shows higher proportion of female applicants for academic and research positions are shortlisted, interviewed and appointed.
AP C3 Working groups with academics that have been in role 3-6 months to gain an understanding of their recruitment experience.
(ii) Applications for promotion and success rate by gender and grade Candidates for promotion are identified through discussion at their AAMs, which feed into the SRDS discussion (see Section 8). The Dean and FHRM meet with HoSs on an annual basis to discuss those who are promotion ready in each School and how to support them with the process. The Dean meets with senior female academics who make a significant impact to MaPS, but have not applied for promotion to discuss their thoughts and make them aware of his support. Summarised below are two examples of females promoted to Associate Professor: A female was appointed as a Lecturer (Grade 8) in 2009 (FSN); this was her second academic appointment. In 2011 she was appointed as Admissions Tutor and was included in the REF submission. The HoS nominated her to participate in the ‘Tomorrow’s Leaders course’ (see Section 4 (iv)). The member of staff was then promoted to Associate Professor (Grade 9) in 2013. In 2014, she took up the role of DRI and has joined the SEG (see Case Study 1).
58
A female was appointed to PHAS in 2008 at Lecturer level (Grade 8) and within a 4 year period was at the right stage in her career to apply for promotion to Associate Professor. An application was submitted, following discussion with her Head of Group about promotion readiness, and was successful in 2012. During the 4 years this member of staff had a period of maternity leave, and was supported before and after leave with a phased return to full academic life, during which she was given support to build up her research portfolio. Since 2010 all females applying for promotion have been successful (see Table 4.2). On reviewing promotions data over the last five years it appears (although caution with small numbers) that female academics tend to spend longer in role before achieving promotion. Table 4.1 Average time in role for Academic Staff before Promotion (Promotions Awarded 2010 – 2015)
In 2014 MaPS identified through questionnaires and focus groups some additional ways to encourage more females to apply for promotion (see Appendix B {AP 2.3b}), which have been used to support the launch of the new promotions procedure (see Section 6 (vi)). Applications fell in 2014/2015, which coincided with an extended review of the University promotions scheme. Under the old promotion scheme, due to the perceived administrative burden of the promotions process, feedback from female academic members of staff suggested that they waited until they were sure they would be successful before applying for promotion, which is supported by 100% success rates of female applications under the old scheme. A new promotions scheme was launched in February 2016, the intention being to simplify the process. The number of criteria has been reduced; it recognises that colleagues have different career paths and rewards quality of output rather than quantity, which benefits part-time staff. AP C5 Annual workshops to raise awareness of new promotions criteria for academic
staff.
Male Female
Promotion to
Grade 73 years 7 months 7 years 1 month
Promotion to
Grade 88 years 8 months 9 years 4 months
Promotion to
Grade 95 years 2 months 3 years 10 months
Promotion to
Grade 10
All Grades 5 years 3 months 7 years
Average time in role
No female promotions to Grade 10
59
Table 4.2 Promotion Applications Across the Faculty (2010 - 2015)
M F M F M F M F M F M F M F M F M F M F
Researcher Promotion
to Higher Grade1 1 0 0 0 0 0 0 3 0 1 0 0 1 0 0 0 0 0 0
Lecturer Promotion to
Higher Grade0 1 0 0 0 1 0 0 2 3 0 0 3 1 0 0 0 1 0 0
Research Fellow to
Reader1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Lecturer to Senior
Lecturer0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Lecturer to Reader 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Lecturer to Associate
Professor0 0 0 0 1 1 0 0 1 2 2 0 2 0 0 0 1 0 0 0
Associate Professor to
Professor0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0
Senior Lecturer to
Professor0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0
Reader to Professor 0 0 0 0 3 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0
Total Promotions 3 4 0 0 4 2 0 0 6 5 3 0 6 2 2 0 2 1 0 0
Unsuccessful Successful Unsuccessful Successful Unsuccessful
2010/2011 2011/2012 2012/2013 2013/2014 2014/2015
Successful Unsuccessful Successful Unsuccessful Successful
60
(iii) Impact of activities to support the recruitment of staff – how the department’s
recruitment processes ensure that female candidates are attracted to apply, and how the department ensures its short listing, selection processes and criteria comply with the university’s equal opportunities policies
The wording of all advertisements is checked for gender impartiality by HR and all academic appointing panels have at least one female member. All members of senior appointment panels and UAF panels have undertaken Unconscious Bias training (see Appendix B {AP 2.4}). From June 2015 a series of Unconscious Bias training sessions were run, with 69 members of staff attending (see Section 4 (i)). Activities to support academic recruitment have been effective up to interview, as there was a 44% increase in applications from female academics between 2011 to 2015. There has also been an increase in the number of female academic appointments being made (50% increase 2014/15) (see Figure 4.1). Further action is required at the short-listing stage of academic recruitment and with the recruitment of research posts. AP B1 Research staff recruitment processes to be enhanced to support female applications.
AP B4 All staff involved in recruiting of staff to receive Unconscious Bias training via on-line courses, workshops or inductions as part of refreshed E&I training.
AP B5 Impact of Unconscious Bias training shows higher proportion of female applicants for academic and research positions are shortlisted, interviewed and appointed.
AP C3 Working groups with female academics who have been in role 3-6 months to gain understanding of their recruitment experience.
(iv) Impact of activities to support staff at key career transition points –
interventions, programmes and activities that support women at the crucial stages, such as personal development training, opportunities for networking, mentoring programmes and leadership training
Staff are supported at key transition points via probation, AAMs/SRDS (see Section 8), individual one to one meetings, mentoring, networks and leadership training (see Appendix B {AP 3.3b}). Schools continue to support the career aspirations of all staff at an early stage in their career by encouraging collaborations with more experienced colleagues on joint research grants and studentships, as well as through peer review of individual grants. Example of the support provided includes: MATHS is piloting the opportunity for PDRAs to obtain lecturing experience by applying for contract extensions of up to one year with School-funded Academic Fellowships with 8 being appointed over three cohorts (2 female and 6 male). Three of whom have already moved onto full lectureship posts (1 female, 2 male). The University has a Code of Practice for the Management of Research Staff, including mentoring and this is used within Schools. In addition staff have a probationary adviser during their probationary period. Any need for further mentoring is identified through the SRDS process. Although mentoring has been taking place across MaPS, the recent
61
surveys undertaken (STEM and PMF Surveys) indicated that this was an area for improvement across all Schools. In order to enhance mentoring in late 2015 the University purchased an e-mentoring system (SUMAC), which records mentoring arrangements, allows people to register as mentors/mentees and enables people to establish mentoring relationships specific to their need at the time. The launch of this system was supported by open training sessions for all MaPS staff in February 2016. AP C6 Local guidance and training (where required) on mentoring for all staff across the
Faculty. (This will include all forms of mentoring (formal and informal) for example career mentoring networks, women’s researcher groups, peer mentoring).
Following the launch of the SUMAC system there has already been a 22% increase in staff registering their interest in entering into a mentoring relationship in MaPS. As part of the EPSRC Fellowship Scheme, eligible PDRAs are encouraged to apply by their supervisor, who also acts as an academic mentor and assists them with their application and preparation for interview. If successful, the fellows continue to receive support from their mentor and from RIS throughout their fellowship. A similar scheme exists for EU Fellowships. In December 2014 FSN piloted a Post-Doctoral Forum. The aim of which was to share knowledge, create networks, highlight support available and invite speakers to discuss research career progression with this community (see Appendix B {AP 3.5}); this has now been rolled out in CHEM and MATHS, with a women’s researcher meeting and network being established in PHAS. The CHEM Postdoc Forum, for example, has met twice since its inception in September 2015 and held its first annual Postdoc Symposium in December 2015 with 5 out of the 9 presenters (56%) being female. This meeting attracted external sponsorship from a number of sources, including The Royal Society of Chemistry (RSC). Figure 4.6 CHEM 1st Annual Postdoctoral Conference
62
In order to assist early career research staff at this important time of their academic life a suite of courses have been developed http://www.emeskillstraining.leeds.ac.uk/fileadmin/documents/eme/EME_Course_Brochure_2015-16_-_final.pdf. Details of these training courses are included in induction material and are circulated to research staff and their PI/Manager before AAM/SRDS are undertaken. AP C4 Workshops for early career researchers to support career development (e.g.
PDRAs looking for lecturer posts).
The Women at Leeds Network (WaLN), formally the University’s WiSET Network, provides networking opportunities and activities in the area of career progression. Since May 2013, it has welcomed PGT, PGRs and Technicians, and they are all encouraged to attend the monthly workshops. The promotion of the workshops has seen participation rates from MaPS increase from 23 in 2013 to 44 in 2015. The sessions cover topics including “how to get yourself promoted”, “family friendly policies”, “building personal confidence” and “imposter syndrome.” The University has established a professional development network, which is linked to a national network (“HEaTED”), for Technical staff; this network is promoted across MaPS through e-mails and on the website. The FHRM is a member of the steering group. A key training programme offered by the University is Springboard, which is a three-month development programme open to all female staff, focusing on enabling women to achieve greater recognition and influence and to fulfil their potential in both their work and personal lives. Since 2011 ten members of MaPS staff have attended, six since September 2014. Case Study 1 is an example of the impact of Springboard. The following quote has been provided by the member of staff :''The Springboard Programme made me reflect on my personal strengths as a female academic and gave me the confidence to be ambitious in setting career goals while taking into consideration family and personal circumstances. In itself, participating in Springboard does not get you promoted, but it gives you confidence to set goals and targets.'' (see Appendix B {AP 3.1b}) The “Tomorrow’s Leaders” course is a 10 month University-wide “leadership and management programme”. Since 2010, 23 members of MaPS staff have joined this programme, including 8 females. Two female Lecturers who attended have since been promoted to Associate Professors (one also appointed as DRI), a female Professor has also been appointed to a DRI post and a female reader has been appointed to Head of Group in PHAS. Female academics have been offered the opportunity to join the Aurora programme, (Leadership Foundation for Higher Education’s women-only leadership development programme). A female Lecturer promoted to Grade 8 in July 2015 joined the programme from February 2016 (see Case Study 2). AP B6 Training for all new PIs on performance management, which includes probation and
SRDS processes.
AP C7 PDRAs have the opportunity to obtain teaching and grant writing experience through a formal scheme.
(Section 4 Word count = 1666 words)
63
5. Career development
(i) Impact of activities to support promotion and career development – appraisal, career development process, promotion criteria.
MaPS has embedded AAMs/SRDS (see Section 8). In 2015 98% of staff across MaPS received AAMs and SRDS reviews (see Appendix B {AP 3.1a}). These discussions have had an impact on females applying for and being successfully appointed to key roles in the Schools, for example, in FSN and MATHS females have been appointed to DRI roles, whilst and in MATHS and PHAS females have been appointed to DSE roles (see Table 6.2). All Schools have transparent recruitment processes, for internal roles, to ensure that roles and responsibilities are open to all and equitably distributed amongst staff (see Appendix B {AP 2.1a}). Guidance and support is provided to those going through a “Fellowship” application process (see Section 4 (iv)). It is, however, recognised that further action could be taken to encourage female applications for fellowships. There are examples of females applying to other Research Councils for example in FSN there are two females applying for NIHR fellowships and one female applying for Wellcome Trust, so there is effective practice that is being shared between the Schools. AP C8 Increase in EPSRC (and other) Fellowship applications from females within their
area (and to gain feedback on any perceived barriers to application (for review and development of further action).
MaPS uses the University’s Contribution Pay Exercise, whereby applications can be made for exceptional levels of performance. Under this scheme an application can be made for an increase in increment level or a one-off payment. The exercise is publicised to all staff and is an additional way that females are identified as having the potential for future promotion. Each SEG or an appointed School committee, discusses staff performance to ascertain whether an application for Contribution Pay should be made and also which members of staff should be recognised on a more long-term basis through the promotions process. Where individuals are identified as promotion ready a member of the SEG is given responsibility for discussing this with the member of staff and supporting them with their subsequent promotions application. The majority of management recommendations have been successful (91%) (see Table 5.1).
64
Table 5.1 Contribution Pay Applications and Success Rates by Gender in MaPS*
* This table includes all School staff.
M F M F M F M F M F M F M F M F M F M F M F M F
Self-application 4 1 2 1 1 0 1 0 0 1 0 1 2 0 2 0 3 1 2 1 1 1 0 1
Managers
recommendation4 6 4 6 1 2 1 2 1 0 1 0 2 1 2 1 2 3 2 3 5 1 5 1
Self-application 0 0 0 0 1 2 0 1 3 1 3 1 1 1 1 0 0 0 0 0 0 4 0 3
Managers
recommendation2 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 4 5 3 5 1 1 1 1
Self-application 7 7 5 6 1 0 0 0 1 0 1 0 1 0 1 0 2 1 2 1 1 0 1 0
Managers
recommendation1 0 1 0 1 2 1 2 1 0 1 0 0 0 0 0 0 4 0 4 0 5 0 5
Self-application 6 3 5 2 1 2 1 0 0 0 0 0 1 0 1 0 1 0 1 0 1 2 1 2
Managers
recommendation9 5 9 5 7 7 6 3 0 0 0 0 0 0 0 0 2 1 1 1 2 1 2 1
Self-application 17 11 12 9 4 4 2 1 4 2 4 2 5 1 5 0 6 2 5 2 3 7 2 6
Managers
recommendation16 12 15 12 9 11 8 7 2 0 2 0 2 1 2 1 8 13 6 13 8 8 8 8
2014/2015
Applied Approved
CHEM
FSN
Applied Approved Applied
MATHS
PHAS
MaPS
Approved
2009/10 2010/11 2011/12 2012/13 2013/2014
Applied Approved Applied Approved Applied Approved
65
The data (Table 5.1) indicates a good mix of staff receiving Contribution Pay awards. In order to raise awareness of “Contribution Pay” from 2014 MaPS highlights individual cases of excellence by publishing their achievements in newsletters and on the intranet site. From October 2015 “Contribution Pay” became an on-going rather than an annual process. It is expected that, in addition to increased applications, this should lead to more regular performance conversations and the discussions will also be timelier for AAMs and SRDS. AP B7 Implement the University new Recognition provision (financial and non-financial
mechanism for recognising exceptional performance of staff), ensuring that it meets the needs of MaPS staff.
The numbers of Contribution Pay applications declined in 2011 to 2013 when there was a University-wide voluntary severence exercise and the reiteration that Contribution Pay was for excellence above and beyond what was expected of people in role. From 2014, when SEGs began again to holistically review Contribution Pay applications and who should be recognised there has been a significant increase in management applications (21 in 2013/14 and 16 in 2014/15). Over the last six years management applications have been 15% more successful than self-applications.
66
Since more active involvement of SEGs in 2014 there has been a significant increase in female applications. The data would suggest that there is no gender disparity in the Contibution Pay process and that the interventions put in place to support female applications have had an impact.
67
AP B7 Implement the University new Recognition provision (financial and non-financial
mechanism for recognising exceptional performance of staff), ensuring that it meets the needs of MaPS staff.
68
In 2013 the University introduced Professorial Salary Zoning; these arrangements were introduced to support the University’s strategic aims and to ensure a fair and transparent means for rewarding Professors. On an annual basis non-clinical professors can request a review of their zone or increment level. Similar to Contribution Pay, senior staff may apply either for a salary increase or for a one off payment and a management recommendation (Dean or SEG) can be made. Under this scheme an application can also be made to move to a higher professorial zone. To support this process the Dean, HoS, Deputy HR Director and FHRM also hold discussions to identify any staff member who should be applying for a change in zone. Account is taken of the length of time in grade, research success, grant income and their contribution to academic excellence. Since its introduction there have been 18 applications (4 from females) to the Professorial Salary Zoning scheme. Applications were higher in the first year, which was expected, as this was seen as an opportunity for recalibration to ensure that Professors were at the appropriate zone point. On-going support and monitoring of Professorial Salary Zoning is now seen as business as usual activity. (ii) Impact of activities to support induction and training – support provided
to new staff at all levels, and any gender equality training. It was highlighted, in the 2010/11 People Management Framework Survey (PMF) that there were sometimes inconsistencies in induction documentation and how it was used (see Appendix B {2.4}). To address this, SHRCs reviewed the induction process and associated documentation, which resulted in a standardised pack that includes new starter information (payroll forms, HR policies and Health & Safety information), in addition to:
A welcome letter from the Dean (introduced 2016);
A copy of MaPS Strategy and the E&I Strategy and Framework;
Link to Athena SWAN and E&I pages and the Learning and Teaching Partnership;
Training and development course information (introduced 2016);
Link to the University’s on-line E&I training module (introduced 2016).
A welcome e-mail for new starters has also been introduced; this is sent out prior to arrival. The induction paperwork is provided to new staff and published on the intranet. New members of academic staff now meet the Dean and their respective HoS to talk about MaPS/School strategy, objectives and their individual contribution.
69
All Schools have the opportunity to add School specific material to the induction pack. In 2016 the feedback mechanism for induction moved on-line for ease of data capture and analysis (reviewed monthly).To date, 100% of staff completing the feedback survey have responded positively to the induction received with no suggestions for further enhancement being provided. AP B3 Monthly analysis of induction feedback - sharing data, analysis and feedback with
Schools.
AP B4 All staff involved in recruiting of staff to receive Unconscious Bias training via on-line course(s), workshops or inductions as part of refreshed E&I training.
(iii) Impact of activities that support female students – support (formal and
informal) provided for female students to enable them to make the transition to a sustainable academic career, particularly from postgraduate to researcher, such as mentoring, seminars and pastoral support and the right to request a female personal tutor.
MaPS Graduate School encourages a positive research culture for PGR students and supports attendance at training, conferences and networking events. There is a requirement for students to complete a training plan, refreshed annually, and to attend a range of events available through the University’s Graduate Training and Resource Centre, as well as externally where appropriate. PGRs in all Schools arrange events such as research seminars and more social meetings on a regular basis throughout each year. MaPS operates an EPSRC Doctoral Prize Scheme open to PhD Students. It advertises the scheme externally. Successful applicants receive induction, mentoring and career development planning. Since 2011 nine males and one female candidate have been successful out of an interview pool of fourteen (13 males and 1 female). It is recognised that further action is required to encourage female applications. PGR supervisors provide a lot of pastoral support. Mentoring of PGRs is largely informal and also through WaLN. AP C9 Increase the number of successful female applications for ESPRC doctoral
prize scheme by offering bespoke training and mentoring opportunities to females who are in a positions to apply.
AP C10 A scheme (Leeds Alumni Mentoring Partnership, LAMP) established to support and mentor (international) graduating PGR students who return/go to work in countries where inequalities exist.
70
Additionally, MaPS continues to raise the profile of career planning in Schools through activities such as Research away days, Industrial away days and Alumni networking events. In 2015 there was also an Employability Fair aimed at PGR students, organised by the Director of MaPS Graduate School, which was positively received. The FSN PGR Handbook was developed to include information about family-friendly policies. In all Schools PGR students are encouraged to become involved in demonstrating to increase their experience of academic activities.
AP C1 Raise the profile of career planning for PGR students e.g. via annual Postgraduate Symposium; talks from alumni, PDRA’s and advisory board members, showcasing a wide range of career paths and demonstrating that women have successful careers.
AP C2 Collect destination data for graduating PGRs (this will be via communications between former supervisor/Graduate School and former PGR).
(Section 5 Word count = 1185 words)
71
6. Organisation and culture (i) Male and female representation on committees – provide a breakdown by committee
Table 6.1 Male and Female Staff Representation on Faculty- Level Decision Making Committees
Female representation on a number of Faculty-level committees has improved over the period (FRIC, TSEB and Reward & Recognition). The reduction in female representation on the E&I committee was planned, as it was felt that the Committee needed to be more balanced in its gender representation.
Committee Male Female TotalFemale
%Male Female Total
Female
%Male Female Total
Female
%Male Female Total
Female
%Male Female Total
Female
%
Faculty
Management9 4 13 31 9 4 13 31 9 4 13 31 10 3 13 23 8 4 12 33
Equality &
Inclusion5 8 13 62 4 8 12 67 4 8 12 67 5 6 11 55 5 6 11 55
Health &
Safety12 2 14 14 12 2 14 14 12 2 14 14 8 0 8 0 8 0 8 0
Research &
Innovation10 3 13 23 10 3 13 23 10 6 16 38 5 3 8 38 5 3 8 38
Taught Student
Education12 5 17 29 11 7 18 39 13 10 23 43 13 10 23 43 12 9 21 43
Reward and
Recognition7 2 9 22 7 2 9 22 6 3 9 33 7 2 9 22 6 3 9 33
2015/162011/12 2012/13 2013/14 2014/15
72
Table 6.2 Number of Males and Females Holding Key Leadership Positions
School 2011/12 2012/13 2013/14 2014/15 2015/16
CHEM Male Male Male Male Male
FSN Male Male Male Male Male
MATHS Male Male Male Male Male
PHAS Male Male Male Male Female
% Female 0 0 0 0 25
School 2011/12 2012/13 2013/14 2014/15 2015/16
CHEM Male Male Male Male Male
FSN Male Male Female Female Female
MATHS Male Female Female Female Female
PHAS Male Male Male Male Male
% Female 0 25 50 50 50
School 2011/12 2012/13 2013/14 2014/15 2015/16
CHEM Male Male Male Male Male
FSN Male Male Male Male Male
MATHS Female Female Female Female Female
PHAS Female Female Female Female Female
% Female 50 50 50 50 50
School 2011/12 2012/13 2013/14 2014/15 2015/16
CHEM Male Male Female Male Male
FSN Female Female Female Female Female
MATHS Male Male Male Male Male
PHAS Male Male Male Male Male
% Female 25 25 50 25 25
School 2011/12 2012/13 2013/14 2014/15 2015/16
CHEM Female Female Female Female Male
FSN Male Male Male Male Male
MATHS Male Male Male Male Male
PHAS Male Male Male Male Male
% Female 25 25 25 25 0
UG Admissions Tutor
PGR Admissions Tutor
Director of Research and Innovation
Director of Student Education
Head of School
73
In the most recent PMF Survey (December 2015) the majority of staff responded positively when asked if they were encouraged and given the opportunity to represent their School (see Table 6.3); this demonstrates the positive culture and impact of the work undertaken to date. Table 6.3 Percentage of positive responses - School/Faculty representation by gender (PMF Survey December 2015)
Table 6.4 Male and Female Staff Representation on Key School Committees
Total Male Female Total Male Female Total Male Female Total Male Female
I am encouraged and given opportunities to
represent my School externally and/or
internally (e.g. on committees or boards, as
chair or speaker at meetings)
92% 100% 96% 74% 78% 73% 70% 70% 83% 81% 82% 86%
MATHS FSN PHAS CHEM
School Male Female
%
Female Male Female
%
Female Male Female
%
Female Male Female
%
Female Male Female
%
Female
CHEM 10 6 38 9 6 40 9 6 40 10 4 29 11 2 15
FSN 3 4 57 3 4 57 3 5 63 3 3 50 3 3 50
MATHS 6 4 40 6 4 40 5 5 50 4 3 43 4 3 43
PHAS 6 6 50 6 6 50 5 7 58 7 8 53 8 7 47
School Male Female
%
Female Male Female
%
Female Male Female
%
Female Male Female
%
Female Male Female
%
Female
CHEM 7 2 22 6 2 25 7 2 22 8 2 20 9 1 10
FSN 9 7 44 9 7 44 3 3 50 3 3 50 4 3 43
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Female staff are generally well represented on key committees such as SEGs, STSECs and SSSFs. MATHS, despite low numbers of female staff, has been able to achieve a reasonable gender balance on most of its committees. Females have historically been under represented on SRICs and SSRCs; whilst improvements have been made over the period in female representation on the SRRCs, SRICs remain male dominated (CHEM and MATHS).
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Female representation will improve due to the number of senior female acacdemic appointments made in 2015/16 (see Section 4(i)). The PGR Admissions Tutor is a role where Schools need to undertake further work to redress the balance, e.g. in FSN a female Deputy PGR Admissions Tutor has been appointed and MaPS is to further develop the process of appointing females to management and committee roles below DRI and DSE level. AP D4 HoSs to meet with female academics who have recently completed their probation
to encourage committee membership, on a timescale that is appropriate.
(ii) Female: male ratio of academic and research staff on fixed-term contracts and open-ended (permanent) contracts
The increase in females on fixed term contracts coincides with an increase in female Researchers in the Faculty whose funding is dependent on external grants. Since 2010 the percentage of female Researchers in MaPS has increased from 27 to 34% (see Table 3.13). In April 2012 the University implemented a revised procedure to support the employment security of staff on fixed funding or fixed term contracts. The procedure highlights a commitment to avoiding, wherever possible, the use of successive fixed term contracts. MaPS reviews non-core funding streams through the annual planning process and works to minimise the risk of potential redundancies. Where research staff are employed on a second or subsequent fixed term contract, which has resulted in service of over three years, they have been transferred to open-ended contracts. MaPS measures the impact of the revised procedure as part of business as usual. In 2015 there was also a University wide review to ensure that the use of fixed term contracts was appropriate across all faculties.
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All fixed-term colleagues within MaPS, employed by the University for more than 12 months, are entitled to join the Redeployment Register 6 months prior to their contract end date. The Redeployment Register gives exclusive early access to vacancies within the University. Colleagues on the register only have to match 70% of a role’s essential criteria to be interviewed for the post. In 2015 45 % of MaPS colleagues who entered the Redeployment Register were reappointed or redeployed. (iii) Representation on decision-making committees - evidence of gender equality in the mechanism for selecting representatives. Discussions about committee membership and the importance of key leadership roles within an individual’s workload forms part of the review of staff activity at SRDS meetings and AAMs. Committee membership is also taken into account in the workload model (see Section 6 (iv)). These reviews are having a positive impact with individual Schools moving towards an equitable gender split on all committees and in key leadership roles (see Section 6(i)). There is now a more equal balance between males and females in DRIs (0% to 50%) and Student Education plus Undergraduate Admissions Tutor roles (see Table 6.2). Some committee positions are ex-officio and are attached to certain roles (which staff are elected to) and occasionally members with specific expertise are co-opted. MaPS is moving to a position where elected membership is refreshed more frequently through rotation (see Appendix B {AP 2.6}). AP D4 HoSs to meet with female academics who have recently completed their probation
to encourage committee membership, on a timescale that is appropriate.
(iv) Workload model – describe the systems in place to ensure that workload
allocations, including pastoral and administrative responsibilities (including the responsibility for work on women and science) are transparent, fairly applied and are taken into account at appraisal and in promotion criteria.
The workload allocation model aims to be transparent and fair; each School now publicises its workload allocation in an anonymised way on the intranet (see Appendix B {AP 2.1b}). There is no apparent gender inequality in the way workload is allocated. The majority of staff responded positively when asked about their work-life balance in the December 2015 PMF Survey. Table 6.5 Percentage of positive responses about work-life balance by gender (PMF Survey December 2015)
Workload is also discussed during AAMs with each staff member and an allowance for AS work, Committee membership, outreach activities and E&I responsibilities is included.
Total Male Female Total Male Female Total Male Female Total Male Female
My work allows an appropriate work-life
balance68% 71% 67% 78% 89% 80% 62% 57% 83% 57% 55% 60%
MATHS FSN PHAS CHEM
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(v) Timing of departmental meetings and social gatherings – evidence of consideration for those with family responsibilities, for example what the department considers to be core hours and whether there is a more flexible system in place.
The vast majority of meetings continue to be held within “core hours” of 10am - 4pm. Schools also consider the needs of part-time staff and those with caring responsibilities when arranging meetings. Social gatherings currently occur at various times, but all Schools are committed to improving “family-friendly” social activities. AP D2 Build upon and share the good practice in Schools in respect of improving “family-
friendly” social activities.
(vi) Culture – demonstrate how the department is female-friendly and inclusive and
ensures visibility of women, for example external speakers. ‘Culture’ refers to the language, behaviours and other informal interactions that characterise the atmosphere of the department, and includes all staff (academic, technical and support) and students.
AS features regularly in the Faculty newsletter, on Faculty and School websites and is a standing item on key agendas such as SEG meetings, MaPS E&I Committee, HR Contacts meetings and FMC (see Appendix B {AP 1.1}). Regular updates, highlighting progress against APs, are provided to staff at School Staff meetings. All Schools celebrate the achievements of individual members of staff through School meetings, HoS news, School newsletters, the Faculty Newsletter and on the School/Faculty websites In 2016, the “inclusivity” work of the MaPS AS champion has been recognised (by the UoL and Leeds Student Union) with the overall “Partnership Award” for the Institution. MaPS has implemented the Staff-Student Partnership, which sets out expectations for both staff and students. PMF Survey results in 2012/13 and 2013/14 showed that over 80% of staff who completed the surveys believe that their SEG upholds and promotes the Staff – Student Partnership agreement. AP A1 All staff and all students to develop (through Partnership working) school-level
comprehensive guides for professional behaviour and for how to work with others (plus what to do if an issue arises). To be refreshed annually to keep members engaged and aware.
Table 6.6 Percentage of positive responses – Values, Leadership & Working Environment by Gender (PMF Survey December 2015)
Total Male Female Total Male Female Total Male Female Total Male Female
We are actively working together in the School to put the
University Values into practice71% 71% 86% 81% 78% 93% 68% 74% 75% 71% 73% 64%
I would recommend my School as a good place to work 86% 89% 100% 89% 89% 93% 62% 70% 50% 73% 73% 71%
Leaders/managers in the School behave in line with the
University's Leadership and Management Standard74% 71% 100% 81% 78% 87% 76% 74% 75% 74% 76% 64%
MATHS FSN PHAS CHEM
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MaPS continues to be successful in having a culture that is female-friendly and inclusive. In the most recent PMF Survey 81% of colleagues across the 4 Schools felt they were encouraged and given the opportunity to formally represent their Schools, with 73% stating that they were encouraged to contribute to developing School/Faculty plans. Females do not appear to feel disadvantaged and have responded more favourably than males in some Schools (see Table 6.7). Table 6.7 Percentage of positive responses - representation and contribution to School/Faculty plans by Gender (PMF Survey December 2015)
MaPS aims to engage external females to act as seminar speakers and honorary visitors. However, this has proved difficult at times in some research areas. All Schools have made efforts to address the gender balance with external visitors and have made a commitment to increase the proportion of female visiting speakers (see Appendix B {AP 3.5}, [AP C11]). AP C11 The proportion of external visiting speakers who are female increased to above the
benchmark staff demographic.
In 2013 the University introduced free childcare provision at the onsite nursery for children of staff and students working at recruitment Open Days on Saturdays; this was initiated and championed by the MaPS Faculty; this provision is promoted in MaPS, in particular, during discussions pre and post paternity and maternity leave. Table 6.8 Use of free childcare provisions by staff and students assisting with open days.
Year No. of children
2013 30
2014 43
2015 40
All Schools now provide up to £100 per student for support towards childcare for PGR students attending conferences. Additionally, MaPS has recently agreed to grant some “childcare” funds to support an academic couple to jointly attend a conference (overseas) with their child. In 2014 MATHS piloted a new practice on flexible working (see Section 7 (iv)). This initiative was well received by colleagues and it was rolled out across MaPS in January 2016. To date six members of staff have utilised this arrangement. All Schools hold social events examples include Christmas parties, staff social events that include PDRA’s, student social events, Chinese New Year celebrations and Balls (organised by students, and staff attend). However, Schools plan to build on these. AP D2 Build upon and share the good practice in Schools in respect of improving
“family-friendly” social activities.
Total Male Female Total Male Female Total Male Female Total Male Female
I am encouraged and given opportunities to represent
my School externally and/or internally (e.g. on
committees or boards, as chair or speaker at meetings
92% 100% 96% 74% 78% 73% 70% 70% 83% 81% 82% 86%
I am encouraged to contribute to developing the plan for
my School (e.g. through away days, staff meetings etc.)83% 73% 86% 78% 89% 73% 65% 57% 75% 57% 61% 50%
MATHS FSN PHAS CHEM
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Figure 6.9 CHEM Staff & Students at a Curry & Quiz Night
Figure 6.10 A Group of CHEM Staff (including HoS) at a Postdoc Ball
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Figure 6.11 FSN Chinese New Year Celebrations
Table 6.12 The Research Excellence Framework (REF) 2014 Inclusion Data
* This figure is unusually low due to long term female staff absences
The REF data shows that the research culture is inclusive with a good proportion of females returned in REF 2014. Schools continue to celebrate the achievements of females e.g. in School meetings, local newsletters, on School websites and through University literature (see Appendix B {AP 3.4}) and put forward female candidates for prizes and awards at both staff and student levels. Recent achievement include the RSC Young Researcher Prize (2014), a female student being recognised by the RSC as one of the 175 faces of Chemistry (2016) and three University’s Women of Achievement Awards.
SchoolEligible
Males
Males
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% Males
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Females
Females
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Females
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FSN 10 9 90% 9 6 67%*
CHEM 38 28 74% 9 8 89%
PHAS 23 19 83% 6 5 83%
MATHS 66 53 80% 3 3 100%
Faculty
Total137 109 80% 27 22 81%
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Figure 6.13 Examples of Staff & Student Achievement in University Literature
Schools also offer local prizes to students that are disproportionally won by more female students. A range of Bursaries and Scholarships are also awarded to undergraduate students, which supports them undertake activities such as summer research projects. Following the STEM Culture Survey (January 2014), focus groups were established to explore barriers to career progression as it was a theme highlighted in the survey results. The groups identified barriers to career progression and promotion, suggested ways to combat them, such as online delivery of training courses to allow greater opportunity for participation, and review of local promotion benchmarks. Academic members of the SAT from the four Schools research information externally to see what is happening in their respective communities. Examples include adopting the use of the “Good Practice Checklist for Mathematics”, which is structured to meet the needs of the London Mathematical Society’s (LMS) Good Practice Scheme and PHAS hold the JUNO Sponsor level award and are planning to progress an application for Practitioner level. CHEM have reviewed RSC literature and the 2010 ASSET Good Practice Guide with strong alignment. AP D1 Focus groups following the PMF Survey in order to get views of staff about
career development and positive working culture.
AP D2 Build upon and share the good practice in Schools in respect of improving “family-friendly” social activities.
AP D3 PHAS to make an application for JUNO Practitioner Level Award.
(vii) Outreach activities – level of participation by female and male staff in outreach
activities with schools and colleges and other centres, and how the department ensures that this is recognised and rewarded (e.g. in appraisal and promotion).
MaPS has an Outreach Officer (0.8FTE) who coordinates the outreach programme for schools, aimed at encouraging more young people to study STEM subjects further. The amount and quality of “community” work (including outreach activities) is discussed in AAMs; this work is also recognised in the workload model and through appropriate "Contribution Pay”.
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In 2014 a full-time female Outreach Officer was recruited in PHAS (part funded by the Ogden Trust), she has introduced a large range of activities and events for all age groups and we have seen an increase of over 100% participation in PHAS outreach activities (from 700 participants in 2013/4 to 1700 in 2014/5). She has worked closely with a local girls school (Batley Girls High) on a number of events, including an event for girls and their parents to show everyday applications of Physics and to break down any misconceptions surrounding Higher Education. Both Outreach Officers attended an ‘Opening Doors’ conference in 2015 on gender imbalance and are using the guidance from the Institute of Physics (IoP) when developing and delivering outreach activities. As well as academics presenting outreach activities, MaPS also currently employs two female PhD students as ‘Education Outreach Fellows’ in MATHS and CHEM. This may be partly why MaPS saw a 10% increase in the number of female presenters taking part in outreach events in 2014/15. (Section 6 Word count = 1690 words)
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7. Flexibility and managing career breaks (i) Maternity return rate Over the past three years six academic staff have taken maternity leave with five returning to work. The one member of staff who did not return relocated to Europe to be closer to her family network. Returning staff have been supported back to work in line with the University guidance in re-inducting staff back to work. For example, in May 2015 one female academic returned from maternity leave on a phased return and was then granted a reduction in workload and flexible working to support her return to the School. From January 2016 the support provided to MaPS staff returning from long-term leave, including maternity, has been enhanced (see Section 7(v)). (ii) Paternity, adoption and parental leave uptake Since 2010 33 members of staff have taken paternity leave. There have been no requests for adoption or for parental leave. In 2015 Shared Parental Leave was introduced into the University, like Maternity Pay this is an enhanced provision. To date there has been one application for Shared Parental Leave, which commenced in March 2016. Figure 7.1 University Share Parental Leave Leaflet
(iii) Numbers of applications and success rates for flexible working by Gender
and Grade All requests for formal flexible working are considered by the relevant HoS and since 2010 all formal requests from academic and research staff have been accommodated. Table 7.1 Formal Flexible Working Agreements by Gender and Grade (2010 - 2016)
Male Female
Grade 6 0 1
Grade 7 0 3
Grade 8 1 2
Grade 9 0 0
Grade 10 7 0
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Six Academics and two Researchers were granted flexible working between 2011 and 2014. Following the MATHS flexible working pilot and its subsequent introduction across MaPS (see Section 7 (i)) a further 5 Academics and 1 Researcher have requested and been granted flexible working. (iv) Flexible working – numbers of staff working flexibly and their grades and gender, whether there is a formal or informal system, the support and training provided for managers in promoting and managing flexible working arrangements, and how the department raises awareness of the options available. Figure 7.2 University Flexible and Part-time Working Leaflet
MaPS actively promotes the University’s family-friendly policies. In 2014 MATHS started piloting an initiative whereby full-time staff (male or female) could apply to work on a part-time basis and then revert back to full time when their circumstances change. On review of this initiative, it has been well received in the School (increase in applications from zero to five) and 97% positive response about flexible working in December 2015 PMF Survey. In January 2016 FMC approved its implementation across all Schools. There are also a number of staff working flexibly under informal arrangements, for example lectures and tutorials being timetabled around personal commitments (e.g. “the school run”), working from home, staff members swapping classes or the rescheduling of a programme of Lecturers to support external commitments or extended research trips; these are not formally recorded, some examples are, however, listed below:
Timetabling lectures to accommodate childcare or caring responsibilities e.g. two academics in CHEM, two Associate Professors in FSN and a Lecturer in PHAS;
in MATHS staff have the opportunity to submit requests for times to be kept free in the teaching timetable via an on-line survey. For the 2016/17 academic year, out of 64 responses to the survey, 13 were childcare related;
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In FSN, two recently appointed female academics were supported with interim flexible working arrangements until they arranged childcare and schooling for their children.
Where staff request flexible working Schools make every effort to accommodate and where this is not possible a compromise is sought. AP B2 All academic posts to be advertised as being available to part-time workers and job
share partners.
(v) Cover for maternity and adoption leave and support on return – what the
department does, beyond the university maternity policy package, to support female staff before they go on maternity leave, arrangements for covering work during absence, and to help them achieve a suitable work-life balance on their return.
Since 2010 there have been no applications for adoption leave. For all future adoption leave the same principles would be applied as those supporting staff with maternity leave. Schools support staff in the period around maternity, adoption and shared parental leave by reviewing workload and, where appropriate, reducing teaching to allow the individual to concentrate on research activities. HoSs are encouraged to make reasonable contact with members of staff during leave; this is agreed with staff at the outset. A checklist and guidance was introduced in 2014 which detailed what should be covered pre, during and post leave. Staff also have the opportunity, if they wish, to engage in up to ten (paid) ‘Keeping in Touch’ days (KIT); this includes being able to attend a training course, conference or team updates. There are an additional 20 Shared Parental Leave in Touch (SPLIT) days for those undertaking shared parental leave. Figure 7.3 Quiet Facilities (this particular example is in FSN)
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Quiet spaces have been created for staff wishing to breast-feed or express. The FSN space was used on a regular basis by a female PDR and a female Lecturer on their return to work from maternity leave. It was also used by the female Lecturer during her 10 KIT days throughout her maternity leave. It is recognised that successful re-induction and support on return from maternity leave are important for individuals and their Schools. In January 2016, to ensure wide-spread reach and consistency with support, an initiative was launched across MaPS to help staff with the transition back. Each School has committed resource (financial and non –financial) to supporting returning staff. Examples include teaching relief and financial support to attend conferences to help build/re-establish networks. Information about additional support offered by MaPS has been circulated to all staff and is available on the Faculty and on School HR websites. Details are also discussed in meetings held with staff who are about to go on maternity leave and those returning from leave (see Appendix B {AP 2.2a}). This manner of support is also extended to those returning from other types of long-term leave. (Section 7 Word Count = 823 words) (Sections 4 – 7 Total Word Count = 5364 words, which is 5000 plus 364/1000 extra words)
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8. Any other comments – maximum 500 words Please comment here on any other elements which are relevant to the application, e.g. other SET-specific initiatives of special interest that have not been covered in the previous sections. Include any other relevant data (e.g. results from staff surveys), provide a commentary on it and indicate how it is planned to address any gender disparities identified. Since the AS application in 2011, the HR Service received the Award for Organisational Impact at the 2014 URH conference for its PMF. In March 2016 the HR Service was awarded the Investors in People Gold Award. The purpose of the PMF initiative has been to ensure a consistent, strategically connected and measurable high quality approach to people management, based on the University’s values (Community, Professionalism, Integrity and Inclusiveness), which will impact positively on academic excellence and organisational success. The PMF Survey, is an annually run colleague opinion survey. The data and associated APs are examined and discussed at FMC, SEGs and at staff meetings. The PMF APs are developed by the Schools through staff focus groups in conjunction with Faculty HR to share good practice and address areas for development. The survey results, areas for improvement and APs are also discussed with staff at focus groups and in School meetings (see Appendix B {AP 2.3b and AP 4.1a}). In addition to the annual PMF Survey the Faculty has, since 2011, also run the Loughborough AS Survey and the STEM Culture Survey. The results of these surveys have been used to inform discussions in focus groups held across MaPS and to help agree how to progress key issues. All this work helps evidence impact and has fed into the AS AP. As part of the Staff-Student Partnership we have integrated students into a wide range of Committees, not just the Staff Student Forum e.g. Faculty E&I Committee, Faculty and School Taught Student Education Committee and staff recruitment panels, including UAFs and Professorial staff appointments. Over the last four years all staff, who have completed probation, have had an annual opportunity in AAMs and SRDS to discuss their achievements, areas for development, career progression, promotion readiness and consideration of opportunities to undertake other key leadership roles. Each School has a robust system in place for monitoring and recording that the meetings have taken place and objectives agreed (see Appendix B {AP 3.1a and 3.2}). Between 2014 and 2017 the University is seeking to recruit up to 250 exceptional early career academics, UAFs. A UAF is a leadership development position, initially appointed at Grade 8 where on successful completion of a 5 year probation plan the Fellow is automatically promoted to Associate Professor (Grade 9). The UAF scheme is a strategic focus for all Schools in MaPS and for the University.
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Figure 8.1 Example of Advertising from UAF Recruitment Campaign
In order to support the UAFs in their academic development a number of initiatives have been put in place including:
A detailed UAF specific probationary plan, being managed by the HoS with input from a disciplinary expert;
A development programme including research, student education, academic leadership and bespoke training dependent on the UAF’s specific development needs;
Mentoring support - each UAF will have at least one identified mentor who is separate to the probation adviser and the line manager.
Of those appointed by MaPS to date in cohort 1 (2014/15) 2 out of 8 were female and in cohort 2 (2015/16) 8 out of 13 were female. Other than those already mentioned in the submission key initiatives that have been developed and implemented since the 2011 Award include:
To further support staff, local promotions guidance has been developed and implemented entitled “Some helpful guidance on how to complete your forms for academic promotion (to Grade 8 and above)”;
Introduction of a consistent leave of absence policy;
Promoting awareness of family-friendly policies;
Active involvement of the student body in AS and WaLN, and promotion of these groups;
Faculty and School websites promote E&I and Athena SWAN;
Athena SWAN and E&I are standing items on FMC, E&I Committee, School staff meetings and SEGs (see Appendix B {AP 1.1}).
(Section 8 Word Count = 615 words, which is 500 plus 115/1000 extra words)
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9 Athena SWAN Action Plan See Appendix A for Athena SWAN Action Plan 2016-19 See Appendix B for Assessment of Original Athena SWAN Action Plan 2011-14 10 Case study: impacting on individuals – maximum 1000 words Describe how the department’s SWAN activities have benefitted two individuals working in the department. One of these case studies should be a member of the self assessment team, the other someone else in the department. More information on case studies is available in the guidance.
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Case study 1 – Dr Caroline Orfila
Dr Caroline Orfila was appointed to a Lectureship (Grade 8) in FSN in February 2009, when her two sons were aged 1 and 2.5 years old. When her older son started school in September 2010, the after school club could only take him on three out of five days. Dr Orfila discussed this with her HoS who supported her to work flexible hours. In practice, this meant that she was able to start work earlier on most days to enable her to leave to pick her son up on time on those two days. In May 2012, just months before he started school, Dr Orfila’s younger son became critically ill, which required regular hospital visits for 7 months. During this time, Dr Orfila wanted to continue working full time. She continued to be involved in marking exams and dissertations, supervising her PhD students and was able to complete several projects during that time. All staff in the School were extremely supportive (and still are) - helping her to manage her workload, alongside a more flexible working pattern. This included: arranging for other staff to be on stand-by to undertake examination and dissertation marking; reallocating her MSc students and the HoS representing her as External Examiner. Her son continues to require monthly hospital visits for treatment and again the School has supported her by not scheduling lectures or meetings on those days, plus allowing her to work flexibly at other times to achieve her goals and objectives. Dr Orfila continued, with some additional support put in place, in her role as Admissions Tutor during this period; this included appointing a temporary Deputy Admissions Tutor. In 2013, Dr Orfila was encouraged to apply for the position of DRI and was successful in being appointed to the role (January 2014). She also became a member of the MaPS Athena SWAN SAT. Since 2009, Dr Orfila has: secured research funding (~£500k) and established a research group (currently 1 postdoc and 4 PhD students; 12 PhD students have graduated); developed two new taught courses for the School (both accredited externally); and mentored two junior members of staff. Dr Orfila has also benefitted from attendance at the University's Tomorrow’s Leaders Programme (2013) and the Springboard Programme (2011/12). The Springboard Programme is specifically designed to develop the careers of women (not just scientists) who work across a number of functions and grades in the University. It is not only a source of information, Springboard allows time for reflection about women's strengths, and an individual’s strengths, within a workplace environment. Participating in Springboard gave Dr Orfila the confidence to set ambitious career and personal goals. One of her goals was to create a strong group identity for her research group, which she has been working on since she finished the Springboard Programme. Springboard also gave Dr Ofila the confidence to apply for School roles and for promotion. Dr Orfila was successfully promoted to Grade 9 in September 2013. (Word Count = 490 words)
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Case Study 2 – Dr Samantha Pugh
Dr Pugh began her relationship with the University as an Undergraduate student in 1997 studying a BSc (Hons) in Colour and Polymer Chemistry, she then went on to study for her PhD in Colour Chemistry followed by a Postgraduate Certificate in Learning and Teaching in Higher Education.
In June 2001 Dr Pugh secured the position of Teaching Fellow in Applied Polymer Science at Leeds, before switching to take up the (academic-related) role of Student Education Enhancement Officer in MaPS in 2008, in order to pursue her interest in education and scholarship. In July 2015 she applied for, and was successfully promoted to, Grade 8 Lectureship (academic) in STEM Education and Teaching Enhancement.
Dr Pugh has not undertaken a traditional academic career route and credits the support of Professor Stephen Scott (Dean - Faculty of Mathematics and Physical Sciences) and Professor Vivien Jones (Pro-Vice Chancellor for Student Education) as enabling her to pursue a career in teaching enhancement by providing advice, support and access to opportunities.
Due to the changing career route Dr Pugh has followed under the previous promotions criteria achieving academic promotion to Grade 8 was not at all straightforward, but she was supported and encouraged in her application by Professor Scott and Dr Kelvin Tapley (Pro-Dean for Student Education). Given her experiences of the promotions process Dr Pugh welcomes the new promotion process, which is more representative of teaching and scholarship.
Dr Pugh sits on several Faculty committees (e.g. MaPS Taught Student Education Committee) plus is an elected representative on a number of University bodies (such as the Taught Student Education Board (TSEB) and Senate). She is also the co-lead of the Pedagogic Research in Science and Mathematics (PRiSM) Group and is the Deputy Chair of the Leeds Enhancing Educational Practice (LEEP) Network.
Dr Pugh has attended a number of Women at Leeds Network events (formally WiSET) and has been supported in her development through her SRDS meetings. Having been identified by MaPS as a high performing female, Dr Pugh commenced the Aurora leadership development programme in February 2016.
Between 2004 and 2006 Dr Pugh had three periods of maternity leave. In 2007 she reduced her hours in order to balance work and family commitments and has continued to work part-time. Dr Pugh currently works four days a week.
(Word Count = 381 words)
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Athena SWAN Silver Award (Renewal)
Appendix A
ACTION PLAN 2016-2019
This Action Plan has been drawn up following the development of the Award Renewal Submission, with advice and guidance from the Athena SWAN Self-Assessment Team and taking into account widespread feedback from the
Schools, who have developed actions that have been integrated into this plan. The development of the submission was, in itself, a very valuable process, helping the Faculty to draw together much good work already undertaken (especially in the last 4 years since our original application) and to identify opportunities for further improvement.
This plan has been cascaded to all staff in Schools via email with hyperlink and posted on the Faculty intranet, in line with our Faculty Communications Policy. The plan has also been discussed at School staff meetings.
{ } in the “Action” Column refers to an objective carried forward or refined from the original Silver Application Action Plan (2011-14).
( ) in the “Action” column is a cross-reference to the relevant section in the current (April 2016) renewal narrative document.
[ ] in the “Timescale and Importance” Column indicates a relative ranking of importance on a scale from High to Low.
Faculty of Mathematics and Physical Sciences
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ABBREVIATIONS
AAM = Annual Academic Meeting
AP = Action Plan
AS = Athena SWAN
CHEM = School of Chemistry (Leeds)
CROS = Careers in Research Online Survey
DLHE = Destination of Leavers from Higher Education
DRI = Director of Research & Innovation (School-based)
DSE = Director of Student Education (School-based)
E&D = Equality and Diversity
E&I = Equality and Inclusion
EPU = Equality Policy Unit (Leeds)
EU = European Union
FHRM = Faculty Human Resources Manager
FHRO = Faculty Human Resources Officer
FMC = Faculty Management Committee
FMM = Faculty Marketing Manager
FRIC = Faculty Research and Innovation Committee
FSN = School of Food Science and Nutrition (Leeds)
FSNG = Food Science and Nutrition benchmark competitor Group
HEIDI = Higher Education Information Database for Institutions
HEaTED = Higher Education and Technicians Education and Development
HoS = Head of School
HR = Human Resources
MaPS = Faculty of Mathematics and Physical Sciences (Leeds)
MATHS = School of Mathematics (Leeds)
NSS = National Student Survey
PDRA = Post Doctorial Research Assistant
PG = Postgraduate
PGR = Postgraduate Research
PGT = Postgraduate Taught
PHAS = School of Physics and Astronomy (Leeds)
PI = Principal Investigator
PIRLS = Principal Investigators & Research Leaders Survey
PMF = People Management Framework (Leeds)
Pro Dean R&I = Pro Dean for Research and Innovation
Pro Dean SE = Pro Dean for Student Education
PRES = Postgraduate Research Experience Survey
RG = Russell Group
RIS = Research and Innovation Service
RSC = Royal Society of Chemistry
SAT = Self-Assessment Team (MaPS)
SDDU = Staff and Departmental Development Unit (Leeds)
SEG = School Executive Group
SHRC = School Human Resources Contact
SRDS = Staff Review and Development Scheme (Leeds)
SRIC = School Research and Innovation Committee
SRRC = School Reward and Recognition Committee
STEM = Science, Technology, Engineering, Mathematics
STEMM = Science, Technology, Engineering, Mathematics and Medicine
STSEC = School Taught Student Education Committee
SWAN teams = School Athena SWAN teams
TPG = Taught Postgraduate Student
TSEB = Taught Student Education Board (University level, Leeds)
UAF = University Academic Fellow (Leeds recruitment initiative)
UG = Undergraduate
UoL = University of Leeds
WiSET = Women in Science, Engineering and Technology network (Leeds) (now called WaLN = Women at Leeds Network)
WP = Widening Participation
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
A - GENERAL ISSUES
A1 All staff and all students to develop (through Partnership working) school-level comprehensive guides for professional behaviour and for how to work with others (plus what to do if an issue arises). To be refreshed annually to keep members engaged and aware.
(6vi)
HoSs/SWAN Teams
Initiated by AS SAT and agreed by FMC (April 2016).
2016 Annually each Autumn [Medium]
Females and males are treated equally and report a supportive and inclusive culture (very positive PMF and student surveys results).
B - FACULTY POLICIES AND PROCEDURES
B1 Research staff recruitment processes to be enhanced to support female applications. (4 i & iii) {2.4}
School E&I Forums/Faculty E&I Committee/FHRM
Agreed to further improve the recruitment of females into research roles.
July 2016 Review [High] July 2019 Impact of Actions [High]
Steering group set up to review data and current recruitment practices of researchers in the Faculty. Changes to recruitment processes based on steering group recommendations.
Increase in the number of female applications and appointments to at least 40% for research roles by 2019.
B2 All academic posts to be advertised as being available to part-time workers and job share partners. (4 i & 7 iv) {2.4}
FHRM/SHRCs Since January 2016, academic vacancies (6 in MATHS & 1 in CHEM) have been advertised as “part time
April 2016 (& ongoing) [High]
100% of academic roles and greater than 75% of all vacancies are available as part-time or job share.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
hours will be considered”. Wording will be reviewed and included on all future advertisements.
B3 Monthly analysis of induction feedback - sharing data, analysis and feedback with Schools. (5 ii) {2.4}
FHRM/SHRCs
An on-line (initial) feedback form has been implemented (2015). Monthly review of initial feedback has started. Follow up feedback (3 months after receiving induction) is planned.
June 2016 [Low]
Analysis of feedback provides evidence that the induction process and documentation is still fit for purpose and, where appropriate, further improved. Feedback indicates that the induction process addresses new staffs’ questions about support processes such as flexible working and support on return from maternity or shared parental leave.
B4 All staff involved in recruiting of staff to receive Unconscious Bias training via online course(s), workshops or induction as part of refreshed E&I training. (4 i & 5 ii)
EPU/FHRM/ SHRCs
Agreed by FMC that this is required. All key recruiters have already participated in generic E&I training. Training to be rolled out via the most appropriate method, initially targeting staff who regularly serve on appointing panels (commenced Winter 2015).
Sept 2016 [High]
Data shows that 100% of existing staff involved in recruiting having undertaken Unconscious Bias training as part of E&I courses. Unconscious Bias training to be embedded in induction for all new staff.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
Used the UAF process as a case study and data from this (diverse applications; short and long lists; appointments) shows improvement; just minor adjustments for future.
B5 Impact of Unconscious Bias training shows higher proportion of female applicants for academic and research positions are shortlisted, interviewed and appointed. (4 i & iii)
School E&I Forums/Faculty E&I Committee/HoSs
UAF cohort 2 appointee data (8/13 = 62% F); this suggests that the action may be having a positive impact.
July 2016 [Medium]
Report from E&I Committee to SEG and FMC.
Improved gender balance from application, interviewee and appointments data.
Above the average benchmark data by subject and by grade for appointment of female staff; this takes into account the “size of the pool” and performing better than peers.
B6 Training for all new PIs on performance management, which includes probation and SRDS processes. (4 iv)
FHRM Feedback from PMF Survey (December 2015) indicates that an area of development across the Faculty is performance management. Focus groups are being held to identify issues in Schools.
October 2016 (training) [Medium] October 2018 (impact) [Medium]
Development of training specific to the needs of the Schools. Improvement in PMF Survey scores of at least 5% in each School by 2018.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
B7 Implement the University’s new Recognition provision (financial and non-financial mechanism for recognising exceptional performance of staff), ensuring that it meets the needs of MaPS staff. (5 i)
FHRM Recognition that method of recognising and rewarding exceptional performance requires improvement. University steering group set up to develop improved Reward and Recognition provision. School panels are held annually to discuss staff recognition under Contribution Pay.
January 2017 [Medium] Then annually
Annual review of the impact of provision through staff feedback and data. Positive feedback from staff about new provision. 75% of staff responding positively when asked if excellent performance is recognised. Increase in the number of staff being recognised for their performance.
B8 Monthly analysis of exit interview data - sharing data, analysis and feedback with Schools. (3 vii) {2.5}
FHRM/SHRCs Template e-mail developed and sent by HoSs to individuals personally & making the offer of a discussion with HoS, Line Manager or FHRM (SHRC) on their departure. A template set of questions has been developed for PIs to ask Researchers, when informed about them leaving.
The responses are collated by the SHRCs.
Monthly sharing has started.
July 2016 (initially) [Medium]
Increase in exit data. 80% of leavers to provide exit information by 2017, and 95% by 2018. Monthly evaluation and dissemination of exit information to develop future actions. More efficient process (feedback from staff) and positive changes as a consequence of feedback and its analysis.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
C - SUPPORTING AND ADVANCING WOMEN’S CAREERS
C1 Raise the profile of career planning for PGR students e.g. via annual Postgraduate Symposium, talks from alumni, PDRAs and advisory board members, showcasing a wide range of career paths and demonstrating that women have successful careers. (5 iii) {3.3,3.3a & 3.3b}
Supervisors/PGR Tutors/MaPS Graduate School
MaPS Graduate School planning to co-ordinate careers events across Schools. In CHEM pilot, discussion about career takes place when 18, 30 and 36 month progress form completed. Graduate School agreed to roll out across Faculty.
Autumn 2016 [Medium]
Events for alumni and PGR students to meet.
Increase in (female) PGR students obtaining PGR-level employment following graduation, including appropriate PDRA roles at Leeds and other institutions.
Where appropriate, PGRs encouraged (and supported) to apply for personal fellowships.
C2 Collect destination data for graduating PGRs (this will be via communications between former supervisor/Graduate School and former PGR). (5 iii) {5.1}
MaPS Graduate School/ Supervisors
Collection and consideration of data has increased. There are still some inconsistencies in practice.
Agreed email(s) to respective supervisor(s) 6 months after PGR left to ask for data.
August 2016 [Medium]
MaPS Graduate School and Alumni office have a comprehensive destinations dataset (95% of leavers). Ability to monitor gender differences and assess impact of any action taken on career progression.
C3 Working groups with academics that have been in role 3-6 months to gain an understanding of their recruitment experience. (4 i & iii) {2.4}
FHRM Recognition that the recruitment experience of academics could be improved.
January 2017 [High] Then biannually
Working groups have taken place. Changes to process as a result of activity.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
Agreement by FMC and SAT that this action will be undertaken.
Becomes Business as Usual activity.
C4 Workshops for early career researchers to support career development (e.g. PDRAs looking for lecturer posts). (4 iv) {3.3b}
Pro Dean R&I/DRIs/SDDU (Collation of data by SHRCs)
Various themed workshops run by and/or for Post Docs in MaPS e.g. in conjunction with Cavendish Professor in PHAS, Post Doc forum members in CHEM. Agreed to facilitate discussions/events between Industrial Advisory Boards and PDRAs.
Annually/ ongoing [High]
When exit data shows female PDRAs have secured appropriate positions (e.g. lectureships or research appointments in industry).
C5 Annual workshops to raise awareness of new promotions criteria for academic staff. (4 ii) {3.3b}
HoSs/FHRM/ SHRCs (E&I Committee)
Discussions currently take place in SRDS/AAMs (help women to identify career paths and how they align with the new promotion pathways/criteria). Agreed at FMC that workshops will run. Agreed that promotions data and feedback will be reviewed after 6 months and annually thereafter in order to
February 2016 and annually [Medium]
Positive feedback from workshop attendees.
At least 50% of female academics attending workshop(s) apply for promotion (within two years of attending).
Increased number of female applications for promotion compared with the previous 12 months.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
ensure that objectives have been met and that the workshops are effective.
Maintain success rate of female promotions applications of 100%. Improving gender parity seen at all levels. Females spend, on average, the same length of time as males in grade by 2020 (based on those starting in/or after 2014). Dean/HoSs/HR to review promotions and staff progression on an annual basis.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
C6 Local guidance and training (where required) on mentoring for all staff across the Faculty. (This will include all forms of mentoring (formal and informal) for example career mentoring networks, women’s researcher groups, peer mentoring) (4 iv)
FHRM/FMC/SEGs /SHRCs/SDDU
Recognition that mentoring requires improvement (only 12% of staff currently known to be involved). New system in place to support mentoring, but impact will need to be assessed. Informal mentoring arrangements are widespread and will continue (but still not all are known about). Local guidance developed to formalise mentoring; piloted in FSN. Agreed to be rolled out in the other 3 Schools.
December 2016 then annually [High]
Improved communication about mentoring in the Faculty, including systems information, details of training and also the benefits of mentoring to encourage further participation. Information accessible to staff. Inclusion on School websites, in induction and in SRDS/AAM material. All staff who are ready for/seeking career progression are offered mentoring. 90% of staff respond positively on the PMF Survey about mentoring support by 2019. An annual review of mentoring data takes place - to ensure progress is being made and to identify areas for development. An annual summary of mentoring activity is presented to SEG, SRIC and E&I Committee. 40% of staff in a mentoring relationship by 2018.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
C7 PDRAs have the opportunity to obtain teaching and grant writing experience through a formal scheme. (4 iv)
HoSs/SEGs MATHS is piloting “extending contracts” by up to one year with School-funded Academic Fellowships. (Advertised Winter 2014). 7 PDRAs on Scheme in MATHS; 100% of female applicants were successful. (3 have already progressed to permanent posts).
Initial review August 2016 [Medium]
Evaluation of MATHS pilot. A greater proportion of MaPS PDRAs on the scheme progress to Lectureship posts. At least 50% of those females on the scheme progress to lectureship posts (within 3 years of completing being on the scheme).
C8. Increase in EPSRC (and other) Fellowship applications from females within their area (and to gain feedback on any perceived barriers to application for review and development of further action). (5 i)
Pro Dean R&I/DRIs
Recognition that the number of female applications for fellowships is low and is not representative of gender balance compared to proportion of female PGR students.
2017 [High]
Increased number of female applications, encouraged by Supervisors/PIs.
The proportion of female applications to be representative of the gender balance of research roles in the Faculty.
C9 Increase the number of successful female applications for ESPRC doctoral prize scheme by offering bespoke training and mentoring opportunities to females who are in a position to apply. (5 iii)
Pro Dean R&I/DRIs
Recognition that the number of female applications is low and is not representative of gender balance of staff.
2017 [High]
Increased number of female applications, encouraged by Supervisors/PIs.
The proportion of female applications to be representative of the gender balance of research roles in the Faculty.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
C10 A scheme (Leeds Alumni Mentoring Partnership, LAMP) established to support and mentor (international) graduating PGR students who return/go to work in countries where inequalities exist. (5 iii)
MaPS AS Lead/EPU/ International Office
Two initial meetings (with 9 international female PGRs attending the 2nd meeting). Initial communications have taken place with the following offices/officers: Alumni; Library; International; Dean of PGR Studies.
2017 [Medium]
Becomes a University-wide activity.
Ongoing commitment to support is secured. Excellent engagement of staff/PIs and a large number of graduating PGR students/ alumni.
Establishment of at least 3 international inter-university partnerships for the scheme.
C11 The proportion of external visiting speakers who are female increased to above the benchmark staff demographic. (6 vi)
Pro Dean R&I/DRIs
Analysis of data shows an average of 14%F speakers over last 3 years.
Female speakers for prestigious named lectures have been selected in recent years.
2017 [High]
All Schools at least exceed the demographic for their subject area (e.g. MaPS total was 24%F in 2015).
D - ORGANISATION AND CULTURE
D1 Focus groups following the PMF Survey in order to get views of staff about career development and positive working culture. (6 vi) {2.3a, 2.3b & 4.1a}
HoSs/FHRM/ SWAN Team
Focus groups were held in May 2014 and in February 2016 (after improved participation rates).
Annually (After PMF) [Medium]
Positive PMF Survey data and analysis.
Improved PMF participation rate (40% participation).
All Schools run Focus groups and/or discuss results and
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
actions in full staff meetings.
Results reveal no significant differences between genders.
D2 Build upon and share the good practice in Schools in respect of improving “family-friendly” social activities. (6 v & vi)
SEGs/FHRM/ SHRCs for PMF
Some good practice has been identified in all 4 Schools.
All Schools hold social events – often near certain festivities or at significant points in the academic calendar.
May 2016 [Medium]
New question in PMF Survey to measure impact. Satisfaction evident from positive feedback in PMF Surveys. At least 70% positive response to PMF question from all Schools. Wider range of inclusive activities take place across the academic year.
Communicate and implement University guidance on how to organise accessible and inclusive events.
Increase in female staff/students involved in social activities.
D3 PHAS to make an application for JUNO Practitioner Level Award. (6 vi)
SEGs/SWAN Team (PHAS)
PHAS already holds supporter level award and has re-applied for this. New HoS determined to go for JUNO Practitioner level award.
Aiming for May 2017 [Medium]
PHAS to be awarded JUNO Practitioner Level Award.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
D4 HoSs to meet with female academics who have recently completed their probation to encourage committee membership on a timescale that is appropriate. (6 i) {2.1a & 2.6}
HoSs Committee make up reviewed, recognition that females could be better represented in a small number of cases.
June 2016 & ongoing [Medium]
100% of all females academics passing probations to have these meetings (either specific or in AAMs). Female committee membership is at least proportional to the female gender balance of staff in Schools.
E - STUDENTS
E1 Evaluating impact of actions to achieve a sustained improvement in the proportion of females taking Integrated Masters programmes (especially MATHS & PHAS). (3 ii) {5.1c}
Directors of Student Education & School E&I representatives
Progression data is collected and analysed on an annual basis.
Some actions have been identified and implemented e.g. in MATHS, a survey of UG students was arranged to determine reasons for career choices, and why the UCAS applications for Integrated Masters in MATHS was less than expected.
It has been agreed that MPhys students (one male, one female) talk to the students at the end of their second year about their experience of doing the MPhys.
Sept 2016 [Medium]
Regular focus groups and surveys to take place in Schools. Evaluations completed at appropriate times. Increase in females taking Integrated Masters programmes.
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Action Responsible Person/Function
Progress to date Timescale & Importance
How will we know we have succeeded?
E2 Qualified final year students to apply for University PhD programmes and to scholarship funds, encouraged through communications such as HoSs letters, final year project supervisors or talks by PGR students to UG finalists. (3 iv & 3 v) {5.1d}
HoSs/Supervisors/PGR Tutors/project supervisors
All Schools send letters from HoS to high achieving students.
All Schools now promote PhD Scholarships & potential opportunities to talented UG students from Year 2. Female staff are more visible in research-led/ research-based modules at higher levels, e.g. for next year PHAS is offering a new level 3 course (Quantum Photonics) with a female lecturer. All Schools offer PGRs subsidised childcare (up to £100) to attend conferences.
Annually [Medium]
A 3% annual increase in the proportion of female applications. A trend of an increasing proportion of female students in MATHS and CHEM, plus maintaining a higher proportion of females at PGR level than at UG level in PHAS.
E3 Increase the number of female UG students in PHAS by introducing UG programmes designed to maximise appeal to female students. (3 ii & 3 v) {5.3}
PHAS Admissions Tutor/HoSs (supported by FMM)
PHAS has identified a potential collaborative programme with another school, which it believes has broader gender appeal.
2017/18 recruiting for 2018/19 entry [High]
Greater proportion of UG females (above benchmark) studying on PHAS programmes over the next 5 years. Initiative transferred to other schools (if successful).
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Athena SWAN Silver Award (Renewal)
Appendix B
Assessment of Original ACTION PLAN 2011–2014
The original Action Plan (2011–14) has been assessed and updated. It has been cascaded to all staff in Schools via email with hyperlink and posted on the Faculty Intranet, in line with our Faculty Communications Policy. The Action
Plan has also been discussed at School staff meetings, as part of the assessment process and in preparing the renewal Action Plan 2016–19 (see Appendix A).
Note: Text in black on white background is the original wording and refers to the original submission in November 2011. Whereas the rows
of black text on yellow background provides an update on progress and assessment of success by January 2016.
[ ] in “Further action” refers to an Action carried forward to the renewal Action Plan (2016-19) (see Appendix A).
Faculty of Mathematics and Physical Sciences
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ABBREVIATIONS AAM = Annual Academic Meeting AP = Action Plan AS = Athena SWAN CHEM = School of Chemistry (Leeds) CROS = Careers in Research Online Survey DLHE = Destination of Leavers from Higher Education DRI = Director of Research & Innovation (School-based) DSE = Director of Student Education (School-based) E&D = Equality and Diversity E&I = Equality and Inclusion EPU = Equality Policy Unit (Leeds) EU = European Union FHRM = Faculty Human Resources Manager FHRO = Faculty Human Resources Officer FMC = Faculty Management Committee FMM = Faculty Marketing Manager FSN = School of Food Science and Nutrition (Leeds) FSNG = Food Science and Nutrition benchmark competitor Group FRIC = Faculty Research and Innovation Committee HEIDI = Higher Education Information Database for Institutions HEaTED = Higher Education and Technicians Education and Development HoS = Head of School HR = Human Resources MaPS = Faculty of Mathematics and Physical Sciences (Leeds) MATHS = School of Mathematics (Leeds) NSS = National Student Survey PDRA = Post Doctorial Research Assistant PG = Postgraduate PGR = Postgraduate Research Student
PGT = Postgraduate Taught PHAS = School of Physics and Astronomy (Leeds) PI = Principal Investigator PIRLS = Principal Investigators & Research Leaders Survey PMF = People Management Framework (Leeds) Pro Dean R&I = Pro Dean for Research and Innovation Pro Dean SE = Pro Dean for Student Education PRES = Postgraduate Research Experience Survey RG = Russell Group RIS = Research and Innovation Service RSC = Royal Society of Chemistry SAT = Self-Assessment Team (MaPS) SDDU = Staff and Departmental Development Unit (Leeds) SEG = School Executive Group SHRC = School Human Resources Contact SRDS = Staff Review and Development Scheme (Leeds) SRIC = School Research and Innovation Committee SRRC = School Reward and Recognition Committee STEM = Science, Technology, Engineering and Mathematics STEMM = Science, Technology, Engineering, Mathematics and Medicine STSEC = School Taught Student Education Committee SWAN teams = School Athena SWAN teams TPG = Taught Postgraduate Student TSEB = Taught Student Education Board (University level, Leeds) UAF = University Academic Fellow (Leeds recruitment initiative) UG = Undergraduate UoL = University of Leeds WiSET = Women in Science, Engineering and Technology network (Leeds) (now called WaLN = Women at Leeds Network) WP = Widening Participation
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Action Responsible
Person/Function Progress Timescale How will we know we have
succeeded?
1. GENERAL ISSUES
1.1 Publicise the Athena SWAN Charter Initiative e.g. through presentations to key meetings such as School staff meetings; posters around the School, news items in the Faculty Newsletter and on the School/Faculty Intranet
Leads: Dean/Faculty E&I/HoS/FHRM/ SHRC. Athena SWAN to be discussed annually at SEG meeting and general staff meetings. FHRM present at SEG meetings to raise awareness throughout year
Successful, wide spread, initial roll outs. Set up for on-going promotion established
Commenced 2010 Complete roll out by December 2011 Ongoing
Athena SWAN featuring regularly, on key agendas such as Faculty E&I Committee, SEG meetings, all staff meetings, HR Contacts meetings and on Faculty and School web sites etc. Staff awareness and understanding of Athena SWAN
Progress update: Completed
Evidence/impact
Athena SWAN (AS) and Equality and Inclusion (E&I) are FMC/SEG/School agenda items at least 3 times a year and at least twice a year on other school committees. FHRM/or SAT representative has attended School meetings to publicise AS and provide update on progress.
Posters highlighting positive role models and/or progress against the actions from the plan, updated typically once a year and are displayed in Schools and the Faculty Office area.
FHRM attends WiSET and has presented to the group. FHRM has been a member of the WiSET Steering Group and working with AS SAT members to increase WiSET membership across the Faculty. FHRM is the key Faculty contact to update eligible individuals about Springboard and Leadership courses.
AS publicised on Faculty and Schools’ websites (on new page linking off the main page).
AS is a standing item, on Faculty E&I Committee where progress is discussed.
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The Faculty arranged for Paul Walton, AS Champion at the School of Chemistry in York to be a guest speaker at Leeds to hear about the School’s work on AS and gender equality, best practice and their submission (and renewal) for Gold award.
Further action: Moved to business as usual.
1.2 The Athena SWAN Assessment Team to meet on a termly basis to review progress and to then disseminate the progress reports and receive feedback from FMC and E&I Committee. Consider at School Staff meetings with a view to further developing local level Action Plans where appropriate
Faculty E&I Lead/HoS (in conjunction with FHRM/SHRC and E&I School Representatives). Development of action plans through SEG, consideration at School Staff meetings
MaPS E&I Action Plan/Athena SWAN Action Plan developed and being implemented
Established 2011 On-going
MaPS E&I and Athena SWAN Action Plans agreed Report presented to FMC, E&I Committee and School Staff meetings Evidence of progress with Action Plans at all levels
Progress update: Completed
Evidence/impact
Progress is regularly reported against Faculty and School Action Plans to FMC and E&I Committees and the minutes from those Committees are published on the Faculty intranet.
The School SWAN SAT lead reports progress on the School Action Plan annually at a School Staff meeting.
All Schools have their own SWAN teams consisting of a Faculty Athena SWAN SAT member(s), E&I representative, HR contact, student(s) and HoS (as full member or ex-officio); this links in with the E&I Forum in each School. The University has recently agreed its new E&I strategy and framework and the Faculty has embedded both strategy and framework at local level.
The Action Plan for E&I has been developed in line with the new University template and incorporates the high level actions from the Athena SWAN Action Plan.
Further action: Moved to business as usual.
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
2. FACULTY SCHOOL POLICIES AND PROCEDURES
2.1 a) Ensure policies for selection of key roles within Schools and Faculty are fair and transparent
HoS Policy through SEG & FHRM
Discussions of individual workload allocation for roles and appropriate revisions
Review 2012 Roll out 2012
Annual Academic Meetings here workloads discussed individually with all staff to take place by 31 July annually. Progress recorded by School and monitored by FHRM. Evidence of improved gender balance in key roles
Progress update 2.1 a): Completed Evidence/impact
A competitive and transparent recruitment and selection process is now embedded for all key roles in all Schools, e.g. Head of School (HoS), Director of Student Education (DSE) and Director of Research and Innovation (DRI).
To promote transparency, individual workload allocations, showing teaching, research and administration are now placed on each
School’s intranet.
The Annual Academic Meetings (AAMs) include discussions of individual workloads and aspirations. Additionally, other School roles such as Admissions and PGT Tutor are promoted at AAMs.
The SHRCs have a system in place to record gender balance of key roles and dates of appointment to the roles.
There is a good balance between genders for the School roles with rotating appointments. Where possible there is a mix of genders between the main role-holder and the deputy with the deputy taking on the main role after an agreed period of time.
In the latest PMF Survey, December 2015, 81% of staff responded positively when asked if they had the opportunity to represent their schools in committees/meeting etc.
Evidence, in terms of data showing improved gender balance in key leadership roles, is included in Table 6.2 (Section 6). Further action: Moved to business as usual.
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Progress Timescale How will we know we have succeeded?
b) Review individual workload allocations to ensure that part-time staff are not disadvantaged. Individuals to be given the opportunity to have key roles by taking into account potential for job share See submission document 6 (iv)
FHRM to undertake staff surveys HoS, DoSE and DoR (to undertake Annual Academic Meetings with individuals)
Agreed that this will be considered within Annual Academic Meeting process
Review 2012 2013 - 15
Positive reports in future staff surveys Appropriate proportion of part-time staff with key roles. Evidence of improved gender balance in key roles.
Progress Update 2.1 b): Completed
Evidence/impact
All Schools have reviewed staff workloads to ensure that part-time staff workloads are appropriate and adjusted pro rata by HoS and Line Manager.
Discussions of workload are firmly embedded in the AAM process.
PMF survey results for 2012/13 generally good across all Schools.
PMF 2013/14 shows that the workload model is well documented in each School and is considered transparent and fair.
PMF 2015/16 the majority of staff responded positively when questioned about their work life balance.
Each School publicises its workload in an anonymised way enabling staff to see where they are positioned.
A part time member of staff has been appointed to the DSE role in one School. Further action: Moved to business as usual.
2.2 Increase awareness and uptake of work-life-balance policies
HoS/FHRM/SHRC
FHRM monitors work-life-balance requests
2012 - 14
Further applications and an increase in the total number that have applied and been approved
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
Progress update: Completed
Evidence/impact
All staff are made aware of work-life balance policies at induction. All staff who have not recently had an induction have received an email to alert them to the policies.
The FHRM and SWAN Team Lead have promoted the policies at School Staff meetings.
The Faculty has revised its induction procedures in the last two years with the aim of raising awareness of the Faculty’s inclusive culture and the University’s work-life balance policies. (These are available on the Faculty Intranet for all staff to see).
FHRM monitors applications for all formal flexible working requests.
Potential for formal and informal flexible working arrangements are highlighted pre and post maternity leave.
The PGR Support Officer advises PGR students on the Maternity Leave policy as appropriate, and deals with the associated administration.
Faculty HR has seen an increase in flexible working applications since the Faculty’s flexible working policy was piloted in MATHS in 2014 and then rolled out Faculty-wide in January 2016 (6 applications since 2014 compared to 8 in total for the years 2011 to 2014).
All Schools have reported flexible working data and there are arrangements for informal flexible working in each School, such as teaching timetable arrangements.
Further action: Moved to business as usual.
a) Embed recently developed guidance for schools in supporting females returning from long term absence e.g. maternity leave
SHRC (supported by FHRM)
Local guidance developed and implemented on how to promote and support flexible working
2012
When maternity leave return rates are at the maximum realistic level Measured through Exit Interviews of those who choose not to return
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
Progress update 2.2 a): Completed
Evidence/impact
Local guidance implemented and PHAS and CHEM have recently used this to support female returners.
Changes are being progressed to increase the uptake of Exit Interviews in all Schools (other than FSN where interviews are already carried out for all staff who leave). Staff returning from long term leave have a ‘return to work’ meeting to discuss their return.
Five out of six females have returned from maternity leave since 2011. The one who did not return relocated to Europe.
Further action: Moved to business as usual.
b) Evaluate success through survey and/or focus groups one year on
See submission document 6 (vi)
HoS, SHRC and FHRM 2012 Annually thereafter
Monitor and analyse working patterns and report data to FMC, E&I and SEG on an annual basis Feedback from staff is positive
Progress update 2.2b): Completed
Evidence/impact
All 4 Schools have undertaken 3 PMF Surveys, an AS Survey and the STEM Culture Survey. All results are analysed and feedback shows staff are positive (see Sections 6 & 8) in respect of culture, flexible working and how they are supported following long periods of absence.
Additionally MATHS garnered feedback through the completion of a London Mathematical Society Survey by members of its School. The School subsequently circulated a questionnaire to ascertain the effectiveness of MATHS/AS initiatives and made further refinements.
Further action: Moved to business as usual.
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2.3 a) Implement, in a more consistent way, data collection on staff views and experiences of how people are managed and developed
University Wellbeing Directorate (staff survey) and FHRM (coordinating People Management Framework)
Data collection methods have been approved and implemented
2012 Analysis of data will be On-going
Analysis of data co-ordinated by FHRM from Bristol Online tool, CROS and PIRLS data at Graduate Board and School PG Committee meetings. Implementation of annual staff feedback through Mini Staff Health Checks (run by FHRM annually) and through Focus Groups
Progress update 2.3 a): Completed
Evidence/impact
PMF Surveys have been run annually since 2012/13 and response data analysed.
PMF Action Plans developed and owned at School level, although where appropriate integrated with AS Action Plan.
Focus groups held to discuss and progress key themes (recent themes have been “mentoring” and also “work-life balance”).
PMF Action Plans developed by staff and communicated to all staff.
Other surveys CROS, PIRLS and PRES are considered at MaPS Committees and actions implemented.
Further action: Moved to business as usual.
2.3 b) Analysis of initiatives to promote a positive working culture See submission document 6 (vi)
HoS with SEG (supported by FHRM)
First round of staff surveys complete. Results embedded in School Action Plans
Annually (January- March)
Analysis of data from University staff survey (run annually by University Well-being Directorate) at school level through SEG and School meetings and considered by
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Progress Timescale How will we know we have succeeded?
FMC. Use of data / information to inform future action plans and associated actions. Measurable positive impact on staff as evidenced in annual People Management Framework data collection exercise
Progress update 2.3b): Completed
Evidence/impact
Data has been analysed from 3 PMF Surveys, the Loughborough AS Survey and the STEM Culture Survey.
Data has been used to inform individual Schools PMF Action Plans, and MaPS E&I Action Plan, which are reviewed annually.
Data from all surveys have been used to inform focus group discussions.
The PMF Survey results for the last 3/4 years, indicates that we have a positive working culture across the Faculty. Over 80% of respondents in 2014 felt that the working culture is positive and inclusive and that they believe their SEG upholds and promotes the Staff–Student Partnership agreement; with 77% of respondents in 2015 stating that leaders behaved in accordance with University values.
The Faculty successfully championed a case for the University to make funding provision for childcare on Saturday University Open Days in October 2013 and June 2014 to enable staff on duty to bring children to the University nursery. The uptake was very positive (30 children in 2013, 43 in 2014 & 40 in 2015) and continues to be; this is now “business as usual”.
Further action: Moved to business as usual.
2.4 To review staff recruitment and induction processes and associated documentation to ensure that they are female
SHRC with (FHRM and FHRO)
Recruitment Review commenced 2011 Actions arising being
Completion August 2012 Annually
Positive messages and female images consistently visible in recruitment literature and on websites
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
friendly and up to date See submission document 4 (i) 5(ii)
discussed and implementation started Working group established to review induction across MaPS
thereafter Review to be completed July 2012 New induction process from September 2012
Promotion of membership of the Athena SWAN Charter. Ensure all interview panel members are appropriately trained through SDDU bespoke training sessions
Annual monitoring and analysis of recruitment data by gender, via the University’s e-recruitment system showing positive results An induction process and associated handbook that is consistent and female friendly
Progress update: Excellent
Evidence/impact
Recruitment review completed. Positive messages and female images are now consistently visible in recruitment literature and on Faculty and School websites.
All School adverts, job descriptions and further particulars contain wording to make them gender neutral.
All adverts include the advertising of AS and a strap line actively encouraging women to apply in under-represented areas.
A review of induction processes and associated documentation has taken place and appropriate changes have been made. The induction paperwork is provided to new members of staff and published on the intranet. In terms of evaluation of the process we have now introduced an opportunity for new members of staff to provide feedback about their induction experience.
E-Recruitment data since February 2011 shows impact of revisions to recruitment process with an increase in females applying and being shortlisted for academic positions, although the (small) number appointed in the early years is disappointing from a gender perspective, but the most recent round of appointments have been very encouraging.
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
Unconscious Bias training and update E&I training delivered to all staff responsible for senior level recruitment during 2015 (via four repeated workshops).
See Section 4 and 6 of submission.
Further action: [See AP B3 and AP B5]
2.5 Review exit interview process to create a more nuanced approach e.g. to explore the reasons for leaving of key groups e.g.
female research staff
females who do not return, or leave shortly, after maternity leave
SHRC (encourage face to face meeting or questionnaire exit process) SEG to be provided with reports from FHRM
Revised exit interview pro-forma developed and implemented at school level, where leavers are invited to participate in an exit interview or complete a questionnaire. Analysis has commenced
August 2012 Annually thereafter
Establishment of annual reports Athena SWAN Action Plans updated to address any identified issues We will know and understand the reasons why people leave
Progress update: Good
Evidence/impact
Up until 2015:
Exit interview data are analysed monthly. The uptake of exit interviews/online questionnaire is slowly increasing in Schools with the exception of FSN, where all staff who leave already engage in a face-to-face exit interview with the HoS. Minutes of the meeting are recorded and the School-level Action Plan is updated with any consequent actions. Questions regarding equality and inclusion are included in the interview.
CHEM - An exit procedure is in place and to date, has flagged up no gender-based issues. The current situation is that exit reviews
121
Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
are completed for all leavers other than those who have come to the end of a specified course of study (PGR, PGT or UG). The most common reason for leaving is that a funding contract has ended without the possibility of renewal.
PHAS – PDRA’s are given an exit survey. Since 2015:
On-line exit interview data and local information analysed monthly
All staff are offered the opportunity of an exit interview with the HoS, Line Manager or Faculty HR. For those staff who do not want a meeting, an on-line exit survey is available.
Standard exit interview questions and guidance for managers and staff have been developed.
Uptake of exit interviews has increased.
Further action: [See AP B8 and AP C2]
2.6 Faculty to request Schools to monitor membership of their Committees and ensure a fair and transparent process for deciding Committee membership and selection of members for all Committees See submission document 6 (i) [compliments actions in 2.1 and 3.1]
HoS/SEG/FHRM
Data collected to be discussed at FMC in December 2011
Review current position 2012 Greater gender balance by 2015
FMC discussion of statistics followed by discussion at SEG leading to discussions regarding opportunity taking place at individual Annual Academic Meetings Evidence of greater gender parity in future academic years across all Committees
Progress update: Completed
Evidence/impact
There is now a system in place with SHRCs where Committee lists are updated when changes are made.
FHRM monitors gender balance on Committees annually and reports to FMC/SEGs any gender gaps to inform discussions in
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
AAMs.
Data shows increases in female representation on key Committees. (See Section 6 of submission).
Further action: [See AP D4]
3. SUPPORTING AND ADVANCING WOMEN’S CAREERS
3.1a a) Ensure individual Annual Academic Meeting and SRDS meetings are carried out in a consistent and transparent way to focus on promotion and career development
HoS (with support from DoSE and DoR) FHRM to monitor and support Schools
Process approved, guidance developed and rolled out
31/7/12 Annually thereafter
100% completion rates for individual Annual Academic Meetings. Training and Development identified (through SRDS). Impact to be evidenced through the discussion on performance and career development
Progress update 3.1a): Completed
Evidence/impact
Individual AAMs are being carried out in all Schools (in PHAS, MATHS and FSN 100% completion rates over the last 12 months and CHEM 90%). SRDS – 98% or above completion rates in all Schools over the past years.
SRDS meetings have clear discussion and documentation points concerning training needs associated with career development and these are reviewed at least on an annual basis.
See Section 4 (ii) of submission. Ongoing action: To ensure appropriate Training and Developmental needs, identified as part of the SRDS process, are supported through School funding.
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
b) Ensure Reviewers are aware of positive action initiatives such as Springboard and WiSET. Ensure women are supported at key transition points, as well as the standard developmental and support for career progression offered by the Faculty and University e.g. Tomorrow’s Leaders and Action Learning Sets
HoS and PGRTDL SHRC to record SRDS Personal Development Plans/Training
2012 Inclusion of such information publicised to all reviewers as part of SRDS training.
Peer observation, assistance with writing of grants and attendance at leadership courses to be monitored and progressed through SRDS by HoS and reviewers (Staff Development Action Plans completed for all staff) When the proportion of women applying for promotion reflects the proportion of potential women who can apply, and success rates match or exceed those of men
Progress update 3.1b): Excellent
Evidence/impact
Discussion takes place in SRDS meetings with females about the appropriateness of Springboard courses. Ten females have attended in the last 5 years, six since 2014.
PIs assist early career researchers in writing grant applications.
WiSET events are widely communicated to staff by HR through email and attendance at SEG meetings and by AS SAT members to their School colleagues.
SHRCs record all Personal Development/Training Plans through the SRDS process. See Section 4 (iv) & 5 (i) of submission.
Further action: Moved to business as usual.
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
3.2 Ensure that females in MaPS are aware and encouraged to engage, through SRDS (where appropriate), with external equalities networks/forums that may be of benefit
FHRM, Equality Service Records of attendance to be maintained by PGRTDL to be passed to HoS/Reviewer/Mentor for action
Links to useful external networks via School link to Faculty web site
2012 - 13
Review awareness of, and active membership of, the external networks/forums by gender and school (analysed by E&I Committee) showing positive results
Progress update: Excellent
Evidence/impact
CHEM have through SRDS meetings discussed and supported a junior academic with the Springboard programme, the member of staff also attends the WiSET first Wednesday meetings.
Tomorrow’s Leaders Management Programme is promoted and the number of females being nominated has increased.
FHRM is the key Faculty contact for publicising Leadership and Springboard courses.
WiSET is promoted widely across the Faculty.
Equalities networks are advertised through WiSET and then via FHRM to SHRCs and onto all staff.
Attendance of MaPS staff and students at WiSET “First Wednesday” sessions has doubled from 2012/13-2014/15, linked to greater local communication and promotion.
All SHRCs provide a check-list of courses and development opportunities to reviewers before the SRDS cycle begins. See Section 4 (iv) of submission.
Further action: Moved to business as usual (through ongoing AMMs and SRDS).
3.3 To further investigate and improve gender parity at Researcher and Lecturer level via support and career planning
HoS (supported by DoR, Postgraduate Researcher Training & Development Lead and FHRM)
Ongoing monitoring of recruitment data Mentors providing guidance on
2012 - 15
Separate focus groups for males and females ( where perceived barriers to career progression are identified) have taken place and any identified issues have
125
Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
professional development
been actioned
Progress update 3.3): Excellent
Evidence/impact
Focus groups for males and females have taken place with representation from all Schools.
Barriers to career progression have been identified; some actions have been taken (eg, Setting up Post Doc Forums) and have informed the AS Action Plan.
HoSs meet with all new staff on a regular basis and meet with staff near the top of grade to help with promotion readiness.
Nominations for a variety of Fellowships are made through the DRIs and require a mentor in the School to be identified for each nominee. The nominees are very strongly supported by the University (Research & Innovation Support office).
See Section 4 (i) & 6 (vi) of submission. Further action: [See AP C4, AP C5, AP C9, AP B1, AP B2]
3.3 a) Carry out further research into the profile of females on fixed term contracts and to explore the reasons for them not progressing to permanent positions in the same proportion as male counterparts
FHRM
Exit interview data being analysed
2012
Analysis of exit interview data to establish why females not progressing to permanent positions and report to E&I and Research & Innovation Committee
Progress update 3.3a): Completed
Evidence/impact
Exit interview data is analysed monthly. The uptake of exit interviews/online questionnaire is slowly increasing.
On analysing data available, staff on fixed term contracts are almost exclusively Researchers and the reason for leaving is mostly attributable (and expected) due to the expiry of fixed-term funding.
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
Two Schools (CHEM and PHAS) were re-focussing their strategic direction and therefore not making any academic appointments for a period of time.
A revised procedure to support the employment security of staff on fixed funding or fixed-term contracts is embedded within the Faculty. Research staff employed on a second or subsequent fixed-term contract, which has resulted in service over 3 years, have transferred onto open-ended contracts.
All staff are offered the opportunity of an exit interview with the HoS, Line Manager or Faculty HR. For those staff who do not want a meeting, an on-line exit survey is available.
Standard exit interview questions and guidance for managers and staff have been developed.
Further action: [See AP B8]
b) Draw up a plan to improve the progression of females at key transition points by providing positive support (in the form of mentoring, SRDS, PI training)
FHRM, Postgraduate Researcher Training & Development Lead (to coordinate training of PIs), HoS and Research Group Leaders
Maintaining the high percentage of positive destinations All HoS have agreed to pilot a new mentor scheme for Research staff
2012 - 15
Monitoring destination statistics for graduates and PDRAs Improving gender parity seen at relevant levels
Progress update 3.3b): Excellent progress on activities put in place. Limited progress on impact so far (not seen at lecturer level)
Evidence/impact
Destination data for PDRAs and PGR Students is collected, but not yet in a consistent and robust way.
HoSs meet with all new academic staff on a regular basis and encourage promotion applications in a timely manner.
FSN piloted local guidance to formalise mentoring.
All Schools - Monitoring of graduates has become more effective, but more could still be done.
All Schools – use of AAMs and SRDS to provide positive support for career development and progression. Further action: [See AP C1- C9]
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
3.4 Schools to continue to celebrate the achievements of females e.g. in local newsletters, on School websites and through University literature etc.
HoS (supported by FMM)
This information appears on websites and in newsletters
Monitor annually
Regular appearance of images and features on MaPS and Schools’ websites, and in newsletters celebrating women’s’ achievements
Progress update: Completed
Evidence/impact
Internal communications improved with development of pro forma to record achievements (prizes, fellowships, measures of esteem) for units to complete and send to Dean’s PA and FMM. These feature in the Faculty newsletter, marketing material and School websites. Additionally, some go on to feature in University-wide publications (eg. The Reporter) and the University “For Staff” website (examples have been included in the main submission document).
School web pages are regularly reviewed by Schools and FMM for their gender balance.
School web pages continue to be actively managed and women feature strongly throughout the websites. Further action: Moved to business as usual.
3.5 Increase proportion of women from outside the Faculty involved in various activities, especially those relating to research, within Faculty and Schools
DoR (supported by Pro Dean for Research and Innovation) with research administration recording activities
Responsibility assigned to relevant academic staff and committees
2011 - 13
Increased number of females from external organisations e.g. Research Colloquium presenters and Honorary Visitors
Progress update: Excellent
Evidence/impact:
FSN - Of the 4 external examiners appointed by the School, 3 are female. Around 50% of the external Lecturers for taught courses are female. The School is also increasing female representation on the Industrial Advisory Board.
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
The number of academic visitors has a good gender balance. The School encourages and ensures a good gender balance in invited External Examiners for PhD Vivas. A female member of the Industrial Advisory Board gives talks about employability to students and parents at Open Days.
MATHS encourages seminar organizers to invite women, and records are now automatically kept through a web interface. In the first year, the School recorded 16% seminar speakers as female (and 14%, 15% subsequently), which is significantly more than the proportion of female academic staff in the School.
FMC/FRIC has agreed an action to increase the proportion of external female visiting speakers to above the staff benchmark demographic (MaPS total was 24% F in 2015).
In recent years, we have purposely selected leading female scientists to give the prestigious named lectures – Bolton Lecture in Astronomy, Stoner Lecture and Astbury Lecture.
PHAS is also working with the Ogden Trust to promote Physics in schools and colleges to encourage more young people to continue studying the subject. As part of this initiative, the School has recruited a female to the role of Ogden Science Officer. The Officer has been developing, coordinating and running Physics outreach work in schools and at the University.
CHEM – There are 3 female representatives on the external Industrial Advisory Board (IAB), including a Leeds MChem/PhD alumnus who is now working for the NHS; additionally CHEM has made one of the female IAB members (who is from Procter and Gamble) a visiting Fellow of the University. One out of the three undergraduate external examiners is female.
See Section 6 of submission.
Further Action: [See AP C11]
4. ORGANISATION AND CULTURE
4.1 Produce a data pack (recruitment, promotion, development and reward and recognition) for MaPS on an annual basis to inspire and structure discussions of gender equality priorities
FHRM and Strategy Project Manager
First data set produced, gender priorities are being considered in individual School People Management Framework plans across MaPS
August 2012 Monitor annually
Report prepared and submitted to FMC, Faculty E&I Committee and SEG and potential new priorities identified (and subsequently implemented)
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
Progress update: Excellent
Evidence/impact:
Progress reports are presented to FMC (4 times per year) and E&I (3 times a year), although there still needs to be further improvements in data collection/monitoring and analysis at key transition points to inform and agree actions to address gender gaps.
New priorities and initiatives are discussed and agreed at FMC e.g. Sabbatical policy, promotion guidelines, return from long-term leave (eg. maternity) and financial support for childcare costs (up to £100) for PGR students to attend conferences.
Further Action: Moved to business as usual.
4.1a) To implement individual School People Management Framework Action Plans, which include gender equality priorities
HoS responsible at School level with actions carried out through SEG, DoSE, DoR and Heads of Research Groups
First data set produced, gender priorities are being considered in individual School People Management Framework plans across MaPS
August 2012 Monitor annually
Report prepared and submitted to FMC and Faculty E&I Committee and priorities identified and shared with SEG SEG owns and implements its people management framework action plans including gender equality priorities
Progress update 4.1a): Completed
Evidence/impact
The People Management Framework has been implemented. Associated surveys have run for 3 academic years and results have been analysed. PMF Action Plans have been developed highlighting key areas for improvement. The Plans are owned, progressed and monitored by SEGs.
PMF Plans showing progress and areas for development are reported via FMC to the Integrated Planning Exercise (IPE).
PMF Survey results show that there has been improvement in the following key areas over the last 4 years: - Schools valuing the full range of skills and experience of staff and celebrating the contribution of staff in ways other than through
the research arena, plus setting clear objectives and feedback on performance;
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
PMF Survey results show that more focused work needs to be progressed around mentoring opportunities and staff development (results stable).
Focus groups held to follow up on PMF Survey results (This activity will be repeated annually, if required).
Further action: Moved to business as usual.
5. STUDENTS
5.1 To further improve data collection/monitoring and its analysis at key transition points
E&I School Representatives working with E&I Lead (supported by key administrators in MaPS and Central Services)
Data collection/ monitoring and analysis has been taking place, especially as part of the preparations for Athena SWAN Silver submission; this now needs to be expanded and fully embedded throughout MaPS
Annually from 2011/12
Staff in key positions routinely collect, collate, consider and report on gender data. Overall data is considered annually by the MaPS E&I Committee and then FMC When this work is seen as important by the University centrally and further support is provided by Central Services (roll-out across the institution)
Progress update: Excellent
Evidence/impact
Collection and consideration of data has increased as discussed in the following sub-sections. There are still some inconsistencies in practice and a need for greater focus on actions where inappropriate differences occur.
The Faculty has been assisting the University towards greater consistency.
Further action: See actions under sub-sections below.
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
a) School outreach activities
School Admissions Tutors and MaPS SL/WP Officer
Some data is collected but only limited analysis so far (SAT, E&D to review progress)
Annually from 2012
Regular reports to MaPS FAWPC Greater understanding of the impact of different activities, leading to greater focus on the most “successful” activities
Progress update: Completed
Evidence/impact
In the last 2 years we have seen an increase in the level of female participation in outreach events for schools (up from 46% in 2012/13 to 57% in 2014/15), coupled with a 10% increase in the number of female presenters.
As well as a female Physics Outreach Officer, we also currently employ two female PhD students as ‘Education Outreach Fellows’ in MATHS and CHEM. We are still striving to increase the level of male participation in FSN activities and will be working with a scout group in 2016 in order to raise awareness of the subject with them.
We continue to record all outreach activities in a CRM system, including the number of young people taking part (typically around 5000 per year for MaPS) and, where feasible, we undertake written evaluation that includes data on gender breakdown. In 2015 we introduced a question for teachers to declare the number of students with a disability.
Each School within the Faculty now provides a Summer School for A-level students and we have seen a positive impact on recruitment from these events, ranging from 20% to over 40% of attendees applying to study an undergraduate degree course in the Faculty in 2016.
Further action: Moved to business as usual.
b) Progression of female students from foundation to degree programmes
School Admissions Tutors (supported by FMM)
Recently identified as an action and will be considered during 2012 as part of University “Inclusiveness” Agenda
Annually from 2012
Proactive recruitment campaign, systematic monitoring in place. Equivalent progression by gender
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Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
Progress update: Limited
Evidence/impact
The University has, since the Faculty’s Silver application, prioritised within its strategy, inclusiveness and the broadening of socio-economic groups entering the University rather than high level initiatives to improve specifically female uptake.
MaPS engage with the overall University schemes, which provide relatively small numbers of foundation students. Further action: None (at MaPS level).
c) Progression of female students through UG programmes, especially from 3 year to 4 year programme variants (e.g. BSc vs Integrated Masters Programmes) (especially MMath) See submission document 3 (vi)
DoSE, Programme Leaders (and E&I Representatives – to assist) in Maths, PHAS and CHEM
Recently identified as an action and will be considered during 2012 as part of University “Inclusiveness” Agenda
2012 to discuss potential issues with students and staff and identify actions, if appropriate
Gender parity should be monitored and achieved through the different levels of UG programmes (based on the gender split on initial registrations in Year 1), taking account of natural fluctuations year by year
Progress update: Excellent
Evidence/impact
Now monitored closely and analysis has shown some imbalances with consequent actions developed. In particular, use of images and communications to female students with appropriate ability and academic profiles (letters/follow up, including with personal tutor) and promotion at year group discussions.
Analysis of programme choice on University entry/registration.
Evaluating on-going discussions and promotion of Integrated Masters programmes to students in all years about opportunities available.
Further action: [See AP E1]
133
Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
5.1 d) i) Progression from UG to PG
PGR Tutors and PGR Administrators
Annually from 2012
PGR gender balance at least as good as National average (and ideally consistent with UG gender balance, if this is higher than national PGR average)
Progress update: Limited Evidence/impact
Female role models in key appointments – PGR Tutors (CHEM and FSN [deputy]), Director of Postgraduate Studies (MaPS) and Directors of Research and Innovation (FSN and MATHS), Outreach Officer in PHAS.
PGR Conferences, research seminars and social activities taking place (with UG students invited to some of them).
Undergraduate Research and Leadership Scholarships – UG undertake 2 Summer research placements in consecutive years.
School Summer research placements in all Schools Further action: [See AP E2]
5.1 d) ii) Monitoring CHEM, PHAS and MATHS PGR Home/EU offers and acceptances
PGR Administrators and PGR Tutors (reporting to MaPS Graduate School)
Annually from 2012.
Annual consideration of data and review of activities with changes to the latter (if necessary) recommended by MaPS Graduate School.
Progress update: Excellent
Evidence/impact
Monitoring of applications, offers and acceptances routinely considered by PGR teams in Schools and at Faculty Graduate School.
Further action: Moved to business as usual (although see AP E2 for new action to increase female applicants).
134
Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
5.2 Consider initiatives to attract male students in FSN to increase gender parity in the future
FSN DoSE and FSN admissions tutor (supported by FMM)
Agreed to action for 2012/13 after review of attractiveness to male population (at programme review)
2011/12 considerations 2012 - 14 actions and changes implemented
Greater gender parity for males in line with national benchmark data
Progress update: Excellent
Evidence/impact
There have been visits to schools with male staff and students as well as female staff and students, to promote the courses and to provide role models.
Increase in male students having key roles on Open Days and Summer School including Industrial Placement talks. There has been a reasonable increase in male students in the last couple of years. Marketing material is balanced in terms of gender. The BSc Food Science and BSc Nutrition courses attract more males than the Food Science & Nutrition course.
Further action: To make further progress in increasing numbers of male UG students in FSN, however this is no longer being included as an Athena SWAN action.
5.3
Increase the number of female UG students, particularly in PHAS See submission document 3 (ii)
HoSs & Admissions Team in PHAS, MATHS and CHEM (supported by FMM) Action through Taught Student Education Committee, led by DoSE, for programme changes
Revised publicity materials for 2012. Currently completing for 2013 entry
2013 - onwards increased proportion of female students
Consistently above average (compared to national subject benchmark data) proportion of UG females studying on MaPS programmes over the next 5 years, especially in PHAS Programme content, delivery and assessment considered, from a gender perspective (in addition to “marketing” activity)
135
Action Responsible Person/Function
Progress Timescale How will we know we have succeeded?
Progress update: Limited
Evidence/impact
Data shows that limited progress has been made in working towards UG numbers being consistently above national average. Student UG female numbers in PHAS have been recovering to the national benchmark. This is believed to be the result of increased female UG students speaking to applicants in informal drop-in sessions and female staff presentations and activities at Open Days (female staff presence has double from 2014/15-2015/16); these activities need to be continued.
Programme content, delivery and assessment were discussed in all Schools Taught Student Education Committees. Initial feedback confirmed that the curriculum, including images and case studies were appropriate. However, the Schools Taught Student Education Committees will continue to monitor and report back to SWAN teams as appropriate.
A new PHAS programme has been identified that should have greater appeal to female students.
Further action: [See AP E3]
