THE UNIVERSITY OF WESTERN AUSTRALIA Institution … · 2018-12-06 · The University of Western Australia (UWA) is in Tranche 1 of the SAGE Athena SWAN Pilot and is applying for a

THE UNIVERSITY OF WESTERN AUSTRALIA

Institution Application

Bronze Award

Name of institution The University of Western Australia

Date of application 29 March 2018

Award Level Bronze

Date joined Athena SWAN September 2015

Contact for application Jessica Thomas

Email [email protected]

Telephone 08 6488 8091

PLEASE NOTE to maintain confidentiality sensitive information has been redacted from

this document.

THE UNIVERSITY OF WESTERN AUSTRALIA Athena SWAN Institutional Submission

Page 2 of 55

Completing the form Do not attempt to complete this application form without reading the Athena SWAN AWARDS handbook. Do not remove the headers or instructions. Each section begins on a new page. The overall word limit for applications are shown in the following table. There are no specific word limits for the individual sections, and you may distribute words over each of the sections as appropriate. At the end of every section, please state how many words you have used in that section. The action plan is not included in the word count. We have provided the following recommended word counts as a guide.

Word count

Word limit 11,000 10,535

Recommended word count

1.Letter of endorsement 500 646

2.Description of the institution 500 542

3. Self-assessment process 1,000 750

4. Picture of the institution 2,000 2282

5. Supporting and advancing women’s careers 5,000 5135

6. Supporting transgender people 500 350

7. Intersectionality 500 349

8. Indigenous Australians 500 481

9. Further information 500 0

10. Action plan N/A N/A


Page 3 of 55

CONTENTS

1 LETTER OF ENDORSEMENT FROM THE VICE CHANCELLOR ............................................... 7

2 DESCRIPTION OF THE INSTITUTION ................................................................................... 9

3 THE SELF-ASSESSMENT PROCESS ..................................................................................... 12

4 A PICTURE OF THE INSTITUTION ...................................................................................... 15

4.1 ACADEMIC AND RESEARCH STAFF DATA .................................................................. 15

5 SUPPORTING AND ADVANCING WOMEN’S CAREERS ..................................................... 27

5.1 KEY CAREER TRANSITION POINTS: ACADEMIC STAFF ............................................... 27

5.2 CAREER DEVELOPMENT: ACADEMIC STAFF .............................................................. 32

5.3 FLEXIBLE WORKING FOR MANAGING CAREER BREAKS ............................................ 34

5.4 ORGANISATION AND CULTURE ................................................................................. 38

6 SUPPORTING TRANSGENDER PEOPLE ............................................................................. 47

7 INTERSECTIONALITY ......................................................................................................... 48

8 INDIGENOUS AUSTRALIANS ............................................................................................. 49

9 FURTHER INFORMATION ................................................................................................. 50

10 ACTION PLAN ................................................................................................................... 51


Page 4 of 55

FIGURES AND TABLES

Table 1.1: Current UWA faculties mapped to prior school structure (2011-15) with total academic headcount and FTE by gender (2017). .................................................................... 11

Fig 4-1: The distribution of academic women and men, on all non-casual contracts at UWA, across Levels A – E and from 2011-2015. ................................................................................ 15

Table 4.1: Proportion of women at each level and overall at UWA, the average of WA universities and the average of Go8 universities (2016 data). ................................................ 15

Fig 4-2: The distribution of academic women and men, on all non-casual contracts in STEMM faculties, across Levels A – E and from 2011-2015. ................................................................. 16

Fig 4-3: The distribution of academic women and men, on all non-casual contracts in non-STEMM faculties, across Levels A – E and from 2011-2015. ................................................... 17

Fig 4-4: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts across UWA, from 2011-2015 (excl probationary staff). .......... 18

Fig 4-5: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts in non-STEMM faculties, from 2011-2015 (excl probationary staff). ........................................................................................................................................ 19

Fig 4-6: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts in ECM, from 2011-2015 (excl probationary staff). .................. 19

Fig 4-7: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts in Science, from 2011-2015 (excl probationary staff). .............. 19

Fig 4-8: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts in MDHS, from 2011-2015 (excl probationary staff). ................ 20

Fig 4-9: Percentage and number of academic women and men on research-only, teaching and research, and teaching-only contracts across UWA, 2011-2015...................................... 21

Fig 4-10: Percentage and number of academic women and men on research-only, teaching and research, and teaching-only contracts in non-STEMM faculties UWA, 2011-2015. ........ 22

Fig 4-11: Percentage and number of academic women and men on research-only, teaching and research, and teaching-only contracts in STEMM faculties, 2011-2015. ......................... 22

Fig 4-12: Proportion of academic staff who separate from UWA each year. Data are across UWA, and averaged over 2011-2015. The proportions are of academic staff at a given level, of the respective gender. ......................................................................................................... 24

Fig 4-13: Proportion of academic staff who resign each year. Data are averaged over 2011-2015. ........................................................................................................................................ 24

Figure 4-14: Average gender pay gap across academic levels for UWA, non-STEMM and STEMM Faculties, and across the three STEMM faculties. Data is averaged across 2011-2015................................................................................................................................................... 25

Figure 5-1: Percentage of applicants for academic positions that are women, comparing rates of applications, shortlisting and offers, across 2013-2015. ............................................ 27


Page 5 of 55

Figure 5-2: Proportion of academics within a given level, applying for promotion. Data compares men and women, across 2011-2015. ...................................................................... 30

Figure 5-3: Gender differences in UWA’s Socratic Index across academic levels (based on HERDC data, averaged 2010-2016). ......................................................................................... 31

Figure 5-4: Academics (both women and men) at different levels, taking parental leave. Data are averages from 2011-2015. ................................................................................................. 35

Table 5.1: Numbers of Heads of School in each faculty that are men and women (2018). .... 40

Table 5.2: Numbers Directors and Associate Directors in professional services at UWA (2018). ...................................................................................................................................... 40

Figure 5-5: Proportion of women on governance committees, 2011-2015. ........................... 41

Table 5.3: Gender representation on influential institutional committees ............................ 41

Figure 5-6: The number of media releases referring to men or women staff, or referring to both men and women, or with no mention of gender. All UWA official media releases during March and Sept 2011-2015 were analysed. ............................................................................ 45


Page 6 of 55

ACRONYMS USED IN SUBMISSION AD-SP Associate Director, Strategy and Planning

AD-TA & OD Associate Director, Talent Acquisition and Organisational Development

C-APC Chair, Academic Promotions Committee

D-HR Director, Human Resources

D-IAS Director, Institute of Advanced Studies

D-ORE Director, Office of Research Enterprise

D-S Director, Service Delivery

D-SCC Director, Strategic and Corporate Communications

D-SPP Strategy, Performance and Planning

DVC(C&E) Deputy Vice Chancellor (Community and Engagement)

DVC(E) Deputy Vice-Chancellor (Education)

DVC(R) Deputy Vice-Chancellor (Research)

ECM Faculty of Engineering, Computing and Mathematics

ED-CS Executive Director, Corporate Services

ED Executive Dean - Faculty

EMS Faculty of Engineering and Mathematical Sciences

HMS Faculty of Health and Medical Sciences

HR Human Resources

IPE UWA Integrated Planning Exercise

MDHS Faculty of Medicine, Dentistry and Health Sciences

PVC(IE) Pro Vice-Chancellor (Indigenous Education)

PVCED Pro Vice-Chancellor and Executive Deans

SA-PC Senior Advisor, People and Culture

SAT UWA self-assessment team

SDVC Senior Deputy Vice Chancellor

SIS School of Indigenous Studies

STEMM Science, technology, engineering, mathematics and medicine

UWA The University of Western Australia

VC Vice-Chancellor


Page 7 of 55

1 LETTER OF ENDORSEMENT FROM THE VICE CHANCELLOR

Dr Wafa El-Adhami Executive Director Science in Australia Gender Equity GPO Box 783 Canberra ACT 2601 29 March 2018 Dear Dr El-Adhami I am writing to commit my full support to The University of Western Australia’s (UWA) Athena SWAN application for a Bronze award, and its four year action plan. UWA was formed in 1911 with a strong and distinctive focus on the University’s social and economic role in Western Australia, which is reflected in our mission “to provide world-class education, research and community engagement for the advancement of the prosperity and welfare of our communities”. We have been aspiring to be recognised for these efforts by being ranked as a top 50 university by 2050. As a top 100 university, we are already on our way. Throughout 2015-2017 I have led considerable change across UWA in order to lay the basis for a more resilient and agile institution, prepared to tackle the world’s great challenges. We are now embarking on the process to redefine our vision for 2030, and set our plan to achieving it. A key component of this is the development of our People and Culture Strategy, integral to our organisational strategy and values. This will outline our approach to building the workforce profile that will allow us to remain agile and flexible. There is great benefit in the Athena SWAN project forming a primary feeder to this process and we will be embedding the principles of Athena SWAN across our strategic planning, and using this as a basis to drive the revision of our approach to workforce planning and development. We will be experienced and capable beyond disciplinary borders, and we recognise the importance that diversity of exposure, thought and practice contributes to this. We undertook a staff survey in 2017, providing staff with the opportunity to give feedback about the quality of current work practices at UWA (42% of staff responded). It was pleasing to see that 82% of the respondents reported satisfaction with the degree to which actions supporting gender equity are culturally embedded; 84% believe that their work environment is inclusive; and 80% believe that UWA is committed to achieving a gender diverse workforce. A large proportion of staff also reported that UWA provides flexible work arrangements to meet their needs (82%). This result is above the Go8 and broader university benchmarks by 4% and 6%, respectively.


Page 8 of 55

The Athena SWAN pilot program has enabled a broader reflection across the entire University and has allowed us to look through the lens and pinpoint critical areas requiring attention. From our data insights, this speaks to issues such as low numbers of women in some of the STEMM faculties, where we need to accelerate actions already underway. Our engagement activities allowed us to reflect upon the policy, process and culture drivers that enable these disparities and identity remedies. We will use the Athena Swan Bronze Award to celebrate the success of our efforts to date in respect of gender equality; to show us areas where there is identified room for further improvement; and to act as a catalyst for development in all areas of inclusion and diversity. Our Action Plan outlines how we will continue to build and embed Athena SWAN principles as part of our commitment to advance, and validates the integral role of the UWA Executive team and Senior Leadership groups have in driving change and monitoring progress. I am committed to a continuous process of improvement and one that is always evolving and responding to the changing demands and expectations of and on our colleagues. This can only be achieved by understanding, supporting and developing all staff, to enhance their careers and achieve their aspirations. To the best of my knowledge, the information presented in our application, including data is an honest, original, accurate and true representation of the University. Yours sincerely, Professor Dawn Freshwater Vice-Chancellor


Page 9 of 55

2 DESCRIPTION OF THE INSTITUTION

About UWA

The University of Western Australia (UWA) is in Tranche 1 of the SAGE Athena SWAN Pilot and is applying for a Bronze Award. UWA is Western Australia’s oldest research-intensive university, ranked within the global top 100 universities, and a member of the Group of Eight, Matariki Network and World Universities Network. Our vision is to be recognised as one of the top 50 universities by 2050. In realising this mission and achieving our Athena SWAN aspirations, we will turn to three of our core values:

1. Equity and merit as the fundamental principles for the achievement of the full potential of all staff and students;

2. a culture of high performance and continuous improvement; and, 3. fostering the values of openness, honesty, tolerance, trust and responsibility in

social, moral and academic matters. The Athena SWAN action plan benefits from a coincidence with two key organisational changes at UWA:

1. An organisational restructure undertaken between 2015-2017 that positions the University strongly in terms of operational effectiveness and its ability to respond to changes outside. Specifically, our new structure provides for:

fewer faculties (reduced from nine to four) and,

functionally aligned end to end centralised professional services. 2. The launch of a project to re-imagine our Strategic Vision, running through 2018,

which will establish aspirational goals for UWA to achieve by 2030, with a strategic plan to achieve this. This allows the principles of Athena SWAN to be embedded through all our research and education programmes, and a renewed commitment to the frameworks and structures needed to support the capabilities of our future workforce.

As a result of the timing of the organisational restructure, we have limited our detailed analysis to 2011-2015 with more recent snapshot information to demonstrate key aspects of recent change or progress. Prior faculty names are used in our analysis to be true to the data and its origins. Staff snapshot

Our academic community comprises 1,352 FTE (42% women) operating along the teaching and research spectrum and within four faculties:

- Science (30% of UWA academic FTE); - Health and Medical Sciences (28% of UWA academic FTE); - Engineering and Mathematical Sciences (20% of UWA academic FTE); and - Arts, Business, Law and Education (22% of UWA academic FTE).


Page 10 of 55

Supporting this are 1,379 professional and support FTE (69% women) in central functional units and service delivery centres and 511 FTE (70% women) in faculty support and professional research roles. This FTE represents a total 3,726 employees (57% women). STEMM schools snapshot

UWA now comprises four faculties, with 20 schools plus the School of Indigenous Studies, the Graduate Research School and the Oceans Graduate School. All but eight of these are STEMM schools in STEMM faculties. The STEMM faculties are represented as in table 1.1. Note that the school structure represented reflects the previous school arrangements during the period of analysis for this submission. All staff data is current.

Faculty

School

Gender Data

Female Male

Sum of headcount

Sum of FTE

Sum of headcount

Sum of FTE

Engineering & Mathematical Sciences

Australian Centre for Geomechanics

1 1 5 5

Civil, Environmental & Mining Engineering

6 5.6 26 24.83

Computer Science & Software Engineering

3 2.8 20 17.2

Electrical, Electronic & Computer Engineering

4 3.6 30 30

Faculty of Engineering & Mathematical Sciences Office

7 6.6 34 32.82

Mathematics & Statistics 8 4.8 20 18.3

Mechanical & Chemical Engineering

6 5.4 39 38.7

Physics & Astrophysics 15 13.8 52 50

UWA Oceans Institute 2 1.6 6 6

Total

52 45.2 232 222.85

Health & Medical Sciences

Allied Health 21 14.6 6 4.4

Biomedical Sciences 57 43.08 40 34.9

Centre for Neuromuscular & Neurological Disorders

0 0 1 0.1

Centre for Ophthalmology & Visual Science

7 6 11 6.6

Dentistry 9 6.4 18 13.1

Faculty of Health & Medical Sciences Office

31 24.9 33 29.93

Medicine 104 63.95 104 75.74

Population & Global Health 36 29 15 13.5

Total

265 187.93 228 178.27

Science

Agriculture & Environment 33 28.25 51 46.6

Biological Sciences 38 34.7 37 36.2

Centre for Microscopy, Characterisation & Analysis

5 4.8 10 9.6

Earth Sciences 17 14.5 38 36.05

Faculty of Science Office 4 1.9 7 4.9


Page 11 of 55

Human Sciences 40 33.09 37 32.9

Institute of Agriculture 0 0 4 4

Molecular Sciences 29 26.4 53 52

Psychological Science 19 14.8 25 22.6

Total

185 158.44 262 244.85

Grand Total

666 535.93 913 817.27

Table 1.1: Current UWA faculties mapped to prior school structure (2011-15) with total academic headcount and FTE by gender (2017).

Student snapshot

In 2017 we had 24,327 students enrolled across undergraduate (60%), postgraduate coursework (32%) and higher degree by research (8%) qualifications. 55% of these enrolments are in STEMM courses. When taking the equivalent full-time student load (EFTSL) view, there were 19,687 EFTSL enrolled. Consistently, just less than a quarter of all staff EFTSL and 45% of student FTE are women in STEMM subjects.


Page 12 of 55

3 THE SELF-ASSESSMENT PROCESS

A description of the self-assessment team

Professor Dawn Freshwater is the Executive Sponsor for the SAGE Athena SWAN pilot project, and has been first as Senior Deputy Vice Chancellor (SDVC) 2015-2016, then as Vice-Chancellor (VC) from 2017. The UWA Project Lead for the SAGE Athena SWAN pilot project, Professor Carolyn Oldham, was seconded to the Office of the SDVC at 0.4 FTE (July 2015-Dec 2017) as a commitment to this project. The Terms of Reference for the self-assessment team (SAT) were approved early in 2016 and the SAT established through an open call for expressions of interest. We had 34 expressions of interest from across the University and the profiles of these individuals were considered against the recommended range of experience and diversity demographics. At the completion of the selection process, 14 staff were selected, with the following staff attributes:

Women : men 9 : 5

Academic : professional 10 : 4

Research intensive : teaching & research 5 : 5

Level A/B : C : D/E academics 2 : 4 : 4

Full-time : part-time 11 : 3

Staff with caring responsibilities 10

Intersectional 2

PLEASE NOTE to maintain confidentiality sensitive information has been redacted from this section. The SAT comprised the following members:

Institutional Position UWA Project Lead and SAT Chair, School of Civil, Env. and Mining Engineering, ECM

NHMRC Research Fellow, Psychiatry, MDHS

Deputy Dean (Research), Science

Head of School, Social Sciences, Faculty of Arts

Human Resources, ECM

Chief Operating Officer, Harry Perkins Medical Research Centre

Research Associate - School of Earth and Environmental Sciences, Science

Senior Research Associate, School of Electrical and Electronic Engineering, ECM

Business Analyst, Financial Services

NHMRC Early Career Research Fellow, Centre for Rural Health, MDHS

Senior Lecturer Faculty of Architecture, Landscape Architecture and Visual Arts

Research Fellow, School of Physics and Astrophysics, Science

Senior Lecturer, Medical Education, MDHS


Page 13 of 55

In addition to the SAT, a Steering Group was established in early 2016, to provide strategic guidance and governance to the SAGE Athena SWAN project at UWA. Membership comprised:

- Vice-Chancellor - Vice-Chancellor’s Fellow - Dean, ECM - Dean, Science - Dean, MDHS - Director, Government and Corporate Communications - Dean, Faculty of Law - Director, Research Office - Director, Human Resources

An account of the self-assessment process

The SAT met monthly, with mixed face-to-face meetings and digital conference calls to maximise participation and progress the work required. Members also communicated in person and via email outside of formal meetings. The original approach had subgroups to focus on distinct work packages. This was found to be restrictive in the creation of a holistic view, so was abandoned. The SAT provided feedback on results, findings and advice on forward direction, with the work being progressed between meetings by UWA’s Athena SWAN lead, the SAT Executive Officer, a data analyst and our institutional colleagues. Four work packages were established by the Athena SWAN lead for the SAT to oversee and coordinate delivery:

1. Quantitative data analysis; 2. policy and process review; 3. qualitative analysis; and, 4. broader staff consultation.

The ongoing outputs and findings of the work packages were presented to UWA stakeholder groups for dissemination, discussion and endorsement. These groups included:

Athena SWAN Steering Group

UWA Inclusion and Diversity Committee (IDC)

Academic Board

Faculty Executives of the three STEMM faculties, and the ECM Equity and Diversity Committee

Heads of School Forum The process that has led to this submission is mapped out below.


Page 14 of 55

Process map of UWA’s Athena SWAN project

Plans for the future of the self-assessment team

The SAT will be refreshed in April 2018, at which point UWA will switch focus to the implementation of our Athena SWAN Action Plan. In this new phase, the SAT will be responsible for monitoring progress (action 1.1 & 1.2), with a new call for nominations for SAT members who have skills in project management and process monitoring, excellent institutional knowledge and good working relationships across campus. The incoming Senior Deputy Vice Chancellor, will become the new Executive Sponsor, and the Steering Group will continue to provide strategic oversight.

Actions 1.1 Continue to champion UWA’s commitment to I&D in our 2030 Vision and Strategy through the development of;

- People and Culture Strategy (with I&D as a pillar) - Workforce planning - Capability framework

1.2 Monitor and review progress on the university’s Athena SWAN action plan.

Quantitative analysis

Policy and process review

Consultation, qualitative

analysis

2017 targets Priority review and redesign

Themes and context

Equity indicators

Action plan

Consultation & endorsement

Staff survey

2016

2018 Finalisation & submission


Page 15 of 55

4 A PICTURE OF THE INSTITUTION

4.1 ACADEMIC AND RESEARCH STAFF DATA

We present our staff data in headcount, recognising that any patterns are consistent whether viewed in headcount or FTE. 4.1(i) Academic and research staff by grade and gender

Historically, and institutionally, the majority of academic women are in levels A-C, with senior academic roles being filled more often by men (see fig 4-1). These follow institutional gender trends across the Go8 (our research-intensive comparators) and WA (our local economic and sociodemographic comparators), gender distribution by level and institutional comparator are given below (table 4.1).

Fig 4-1: The distribution of academic women and men, on all non-casual contracts at UWA, across Levels A – E and from 2011-2015.

UWA WA Universities Go8 Universities

Level A 50% 52% 52%

Level B 52% 55% 50%

Level C 44% 46% 42%

Level D 34% 40% 34%

Level E 21% 22% 25%

Overall 42% 46% 42% Table 4.1: Proportion of women at each level and overall at UWA, the average of WA universities and the average of Go8 universities (2016 data).

At UWA these patterns have been particularly obvious in STEMM subjects (see figs 4-2 to 4-3), though each faculty has achieved slightly different outcomes. The key drivers of our staff profile are our recruitment and promotions practices. Prior to our restructure, our recruitment had little standardisation across the campus or any clear link to specific capability needs that complement a strategic workforce plan. Now, with

163 191 194 200 175155 165 152 140 144

211 227 241 240 231

235 228 221 239 214

171 179 171 188 192

228 256 272 271 263

63 76 81 84 86

166 174 166 167 162

45 56 54 51 49217 214 215 214 218

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

Women Men

% a

cad

em

ics

at e

ach

leve

l

Year and gender

UWA

A B C D E


Page 16 of 55

a newly formed and strongly aligned HR service, we are redesigning our recruitment process such that we can better identify and recruit to specific skill and capability gaps in our workforce. Recruitment will reflect our strategic intent and the key priorities within capabilities framework and workforce planning activity. In 2017 we launched a “Be Inspired” campaign to recruit up to 50 outstanding academics, across all levels, evidencing our commitment to a new strategic talent-attraction process (action 3.5). In parallel with general workforce patterns, women at UWA delay applications for promotion longer than men. Anecdotal evidence suggests that in many instances this is due to a lack of confidence, peer support networks and/or mentoring to build a strong case for promotion. We are committed to building a more robust career progression through improved promotions processes and better support and mentoring. In one example, we launched in late 2017 an Academic Promotions College to provide consistent guidance and support for staff considering promotion (action 2.4). At an institutional level, the pipeline through higher degree by research students is healthy – with a fairly even gender split in completions. At the faculty level, we note more women complete in Medical, Dental and Health Sciences, with only a third completing in Engineering, Computing and Maths. These gender patterns do not reflect the gender balance throughout the academic career pipeline and we need to better understand the key drivers of these changes across time (action 3.4). Engineering, Mathematics and Computer Science tend to be dominated by men across all stages of academic life, and this is reflected in the mix of our undergraduate students. This creates a pipeline issue from which to grow and develop academics in these areas. In response to this, there are dedicated student recruitment and support activities (such as Girls in Engineering) that seek to influence this.

Fig 4-2: The distribution of academic women and men, on all non-casual contracts in STEMM faculties, across Levels A – E and from 2011-2015.

138 158 160 158 143137 144 135 126 129

147 160 171 176 166

174 170 168 179 156

137 146 139 149 155

177 199 214 211 209

38 46 48 50 51

134 141 134 135 131

22 32 31 28 29161 163 163 164 164

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

Women Men

% a

cad

em

ics

at e

ach

leve

l

Year and gender

STEMM faculties

A B C D E


Page 17 of 55

Fig 4-3: The distribution of academic women and men, on all non-casual contracts in non-STEMM faculties, across Levels A – E and from 2011-2015.

Actions 3.5 Continuously review and improve talent acquisition practices and processes from an end to end

perspective ensuring best practice principles are applied. 2.4 Review and revise academic promotion policies, processes and practices, with specific

consideration of; - Simplifying and clarifying promotion processes and criteria - Establishing faculty-based Promotion Colleges for advice and mentoring of applicants - Ensuring promotion discussion is part of Annual Appraisal process - Ensure specific, purposeful and timely feedback is given to all unsuccessful applicants

3.4 Review and monitor recruitment processes to ensure that; - Search and selection panels are appropriately diverse - Applicant short list meets target gender ratio, wherever possible - Talent is sought proactively to deliver strategic priorities - Talent decision drivers are understood

24 31 33 42 3216 19 17 14 15

60 61 64 60 62

61 56 51 60 58

34 31 30 35 33

50 57 58 60 54

23 28 31 32 32

31 32 31 31 30

19 20 19 19 1748 43 43 41 45

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

Women Men

% a

cad

em

ics

at e

ach

leve

l

Year and gender

non-STEMM faculties

A B C D E


Page 18 of 55

4.1 (ii) Academic and research staff on fixed term, open ended/permanent and casual contracts by gender

Consistently, about 80% of academic women at UWA have been on fixed-term contracts, compared with 60% for men. This difference is particularly pronounced in both the Science and the Medical, Dental and Health Sciences faculties (see figs 4-4 to 4-8). Similarly, women tend to be more frequently on shorter term contracts (up to three years) than men. Fixed-term contracts tend to be linked to finite funding periods, and often we see the contract regularly renewed as new funding is committed. This creates uncertainty within the workforce, while challenging the justification for investment into our staff career development. Within the organisational restructure, we agreed to define an academic establishment, specifying the workforce requirements needed to deliver the volume and quality of work we require to achieve our goals. As we revisit the institutional strategic vision and plan in 2018, we will be using this work as the basis for planning the future staff capabilities needed to support ongoing success and further growth. Workforce planning within this strategic context will allow us to take a holistic view of the institutional needs to establish the roles, capabilities and work structures required to deliver on our plans (action plan 1.1), taking account of the historic imbalance in our staff profile. This will be captured in the People and Culture Strategy, with Inclusion and Diversity as a pillar, which is being developed as a core component of the strategic vision and plan project. An intention of the organisational change was to transfer as many staff on recurrent fixed term contracts to more appropriate contracts and as such we created many more ongoing appointments in the transfers. This was delivered through 2017, and will be expressed through the staff census data compilation in 2018. We will be reviewing our success against this intention when that data is available. There is an even gender split among our casual staff. Casual staff will be a key component in holistic workforce planning and we will target actions for career progression once the nature of this component of our workforce is better understood.

Fig 4-4: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts across UWA, from 2011-2015 (excl probationary staff).

639 609 633 639 649605 615 610 607 602

188 203 204 207 199402 401 399 403 387

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

women men

% a

cad

em

ics

ine

ach

cat

ego

ry

gender and year

UWA

Fixed term Permanent


Page 19 of 55

2820

29 33 32 96 96 96 101 108

1619

18 18 15 65 66 63 67 69

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

women men

% a

cad

em

ics

in e

ach

cat

ego

ry

gender and year

ECM


Fig 4-5: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts in non-STEMM faculties, from 2011-2015 (excl probationary staff).

Fig 4-6: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts in ECM, from 2011-2015 (excl probationary staff).

Fig 4-7: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts in Science, from 2011-2015 (excl probationary staff).

72 72 87 91 9462 65 59 60 67

81 81 79 82 80127 125 118 117 113

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

women men

% a

cad

em

ics

in e

ach

cat

ego

ry

gender and year

non STEMM faculties


199 192 196 205 205255 266 253 264 249

47 46 48 44 44129 114 116 120 116

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

women men

% a

cad

em

ics

in e

ach

cat

ego

ry

gender and year

Science



Page 20 of 55

342 329 324 316 324189 184 194 176 173

38 49 51 52 5172 90 91 89 80

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

women men

% a

cad

em

ics

in e

ach

cat

ego

ry

gender and year

MDHS


Fig 4-8: Percentage and number of academic women and men on fixed term non-casual versus permanent contracts in MDHS, from 2011-2015 (excl probationary staff).

Actions 1.1 Continue to champion UWA’s commitment to I&D in our 2030 Vision and Strategy through the

development of; - People and Culture Strategy (with I&D as a pillar) - Workforce planning - Capability framework


Page 21 of 55

4.1 (iii) Academic staff by contract function and gender: research only, research and teaching, and teaching only

Across UWA, the majority of our academic staff are classified as teaching and research. 60% of men tend to be on teaching and research contracts, compared with 45% for women (ref fig 4-9). When comparing STEMM to non-STEMM, the disparity is more obvious (ref figs 4-10 and 4-11). Non-STEMM schools have a slightly larger proportion of teaching only female academics, with a declining proportion of research only female academics. In STEMM faculties, there is a greater overall proportion of research only academics, which is driven by the nature of funding and research. About two thirds of women in STEMM faculties were on research only contracts, compared to half of men in these faculties. This is driven mostly by Medical, Dental and Health Sciences in which the proportion of women on research only contracts is almost double that of men. Throughout our recent organisational restructure, this imbalance was a key component of decisions about the size and shape of the academic establishment. It also fed into decisions behind the appointment of new academics within the change settling period. These discussions will continue as we revisit our strategy and the complementary workforce plans to understand the structure, focus and skills of our developing academy (action 1.2). In undertaking this work, a knowledge gap remains in our understanding of the key drivers for this gender disparity. This will be a key focus as we look to change appropriate processes and behaviours to overcome this issue (action 1.3). Over the past two years, we have been actively working to enhance and clarify a promotion process for teaching-oriented academics, recognising the demands coming from our excellent staff and alignment to our strategic imperatives. We do not yet have sufficient data to report on the success of this initiative, this is an item we will be monitoring through the focus on improvements to promotion processes and support (action 2.4).

Fig 4-9: Percentage and number of academic women and men on research-only, teaching and research, and teaching-only contracts across UWA, 2011-2015.

268 304 352 343 338354 384 386 369 374

316 337 309 327 304 591 601 576 576 555

70 89 85 97 9653 51 55 74 64

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

women men

% a

cad

em

ics

in e

ach

co

ntr

act

fun

ctio

n

year and gender

UWA

Research onlyTeaching and researchTeaching only


Page 22 of 55

18 26 37 28 21 17 23 15 12 10

123 122121

134 122173 169 167 170 165

19 28 25 31 3514 13 14 21 20

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

women men

% a

cad

em

ics

in e

ach

co

ntr

act

fun

ctio

n

year and gender

non-STEMM


Fig 4-10: Percentage and number of academic women and men on research-only, teaching and research, and teaching-only contracts in non-STEMM faculties UWA, 2011-2015.

Fig 4-11: Percentage and number of academic women and men on research-only, teaching and research, and teaching-only contracts in STEMM faculties, 2011-2015.

Actions 1.2 Monitor and review progress on the university’s Athena SWAN action plan. 1.3 Report the I&D landscape annually to Executive and Senate highlighting key cultural

improvements and initiatives of success. 2.4 Review and revise academic promotion policies, processes and practices, with specific

consideration of; - Simplifying and clarifying promotion processes and criteria - Establishing faculty-based Promotion Colleges for advice and mentoring of applicants - Ensuring promotion discussion is part of Annual Appraisal processes - Ensure specific, purposeful and timely feedback is given to all unsuccessful applicants

449 447 478 477 486

388 403 419 407 411

190 214 184 188 178412 428 406 403 387

51 61 60 66 61 39 38 41 53 44

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

women men

% a

cad

em

ics

in e

ach

co

ntr

act

fun

ctio

n

year and gender

STEMM



Page 23 of 55

4.1 (iv) Academic leavers by grade and gender

The majority of academic staff leave the institution due to resignation (29% of total) or contract expiry (62%), with greater numbers leaving earlier in their academic career. Almost half of the academic women that leave UWA are level A (this number is nearly 40% for men, ref fig 4-12). We recognise that personal and career decisions are made early in a career cycle and acknowledge some of this attrition is in response to this. Our recruitment and promotions processes will ensure we have the best chance of retaining top talent. When diving deeper into the data of staff who leave through resignation, a similar pattern is followed – more staff leave earlier in the academic career path (ref fig 4-13). Disparity between genders exists at an institutional level: greater proportions of men leave at levels A and B, greater proportions of women leave at levels C, D and E. There are no common patterns at a greater level of granularity. Records of exit interviews are scarce, constraining our understanding of the reasons to move on. During the organisational change process, the University was conscious of not compounding gender disparity and undertook assessment of the mix of gender by role and level of academic staff leaving through this process. The majority of academics identified for redundancy were men (62%). This allowed us to ensure a pipeline for our talented women continued. Equivalent proportions of men and women elected to exit during this process or were transferred to an alternative contract. We have been working to understand the different career paths our academics, academics around the world, and future academics will seek. We acknowledge that the traditional ‘tenure track’ academic pathway is only one career option. In response, we are conscious that the development plans and support we provide for our staff needs to go beyond only research and teaching capabilities. By creating placements with industry, opportunities to engage more heavily with the professional aspects of the University and support new methods of working, we seek to arm our academics with a portfolio of experience to enhance their career opportunities (action 3.1). Through this, we aim to be known as career builders. Already staff are able to access leave to support external or UWA coursework studies that contribute to their role or UWA. Financial support by way of reimbursement or discounts is available in some instances.


Page 24 of 55

Fig 4-12: Proportion of academic staff who separate from UWA each year. Data are across UWA, and averaged over 2011-2015. The proportions are of academic staff at a given level, of the respective gender.

Fig 4-13: Proportion of academic staff who resign each year. Data are averaged over 2011-2015.

Action Plan 3.1 Through an annual development plan, the university will prioritise opportunities which link

directly to its strategy. Leadership opportunities and programs will be informed by ambitions of

our Athena SWAN plan, and used to create appropriate opportunities and options which

diversify our leadership cohort and enable all staff to expand their career opportunities.

Resignations by level

Leavers by level


Page 25 of 55

-25

-20

-15

-10

-5

0

5

10

15

20

25

UWA NON-STEMM STEMM ECM Science MDHS

Dif

fere

nce

in r

emu

nera

tion

($10

K)

wo

men

-men

A B C D E

4.1 (v) Equal pay audits/reviews

We acknowledge there is a considerable pay disparity, particularly at the higher levels of the academic community, which in STEMM faculties consequently favours men. Exploring this further, the difference is primarily driven by the allowances and bonuses assigned to individuals, often in recognition of additional responsibilities or role-related responsibilities (ref fig 4-14). In Medical, Dental and Health Sciences, this is driven by the addition of clinical loading allowances. Both of these patterns are directly related to the under-representation of women in the positions that have attracted this additional remuneration.

Figure 4-14: Average gender pay gap across academic levels for UWA, non-STEMM and STEMM Faculties, and across the three STEMM faculties. Data is averaged across 2011-2015.

Recently, we have standardised how we appoint, remunerate and reward key roles with additional responsibilities. Having moved to a single HR functional team for the whole University now allows us to address this systematically. An easy example of how this is deployed is in our standardised role of a Head of School and its remuneration structure, implemented through the new faculty design in 2017. Through our reorganisation, we have established a framework for professorial zoning and, in preparation for a revised approach to workforce planning, we have reviewed current variations in remuneration, the processes that support this and the policies that enable it. This new professorial zoning framework allows easier comparison of remuneration and reward against achievement and/or specific contributions within the staff cohort at level E. A clearer focus on performance is also built into our redesigned recruitment approach and guides the salary offers we make to new recruits. This will be fully deployed in 2018 to reflect the priorities identified by our capability review, and again linked to strategic imperatives. The transition will be managed through a revised staff appraisal process and regular remuneration review cycles (action 2.1).


Page 26 of 55

The UWA leadership is committed to driving tighter operational controls to ensure remuneration and reward is properly aligned with our performance frameworks and in support of the institutional strategic priorities. Our continued refinement of our promotions and rewards processes will seek to ensure that staff are recognised for all aspects of their contribution towards UWA achieving its strategic goals. In particular, we seek to balance more effectively contributions staff make in areas such as student education, management and leadership, community service, impact and industry engagement with the traditionally dominant academic research outcomes.

The People and Culture Strategy will use the lens of Athena SWAN through a combination of the Inclusion and Diversity pillar, our revised remuneration and reward framework, the capability-linked development programme, an overhauled talent identification and attraction process, and the enhanced promotions process to work towards greater transparency and pay parity.

Action Plan 2.1 Drive the focus of pay parity through review and refinement of our current remuneration and reward framework to improve the gender pay gap through;

- Implementing professorial zoning framework to Level E academic salaries for fairness and transparency

- Conducting and reporting annual salary audits, separating professional and academic staff

- Developing equitable and fair remuneration guidelines that cover the whole of the academic enterprise


Page 27 of 55

5 SUPPORTING AND ADVANCING WOMEN’S CAREERS

5.1 KEY CAREER TRANSITION POINTS: ACADEMIC STAFF

5.1 (i) Recruitment

As outlined in an earlier section, recruitment is a key focus area to improve the talent pipeline and representation of women in leadership at UWA. The data below emphasises this challenge and highlights specific issues in Engineering, Computer Science and Mathematics, and Medical, Dental and Health Sciences. With our renewed campus-wide single HR function we are in a position to significantly improve our recruitment processes and to apply a consistent approach in all academic areas (actions 3.4 & 3.5). Through pro-active talent identification, we seek to develop a sufficiently skilled applicant pool for any role, against identified preferred capability needs and being representative of the diversity within the pipeline of potential candidates. Beyond recruitment, our commitment to staff development and progress through the organisation will be underpinned by enhanced development programmes (action 3.1). To date, we have revisited our employee value proposition and altered our advertising messages and channels in order to broaden our applicant pool.

Figure 5-1: Percentage of applicants for academic positions that are women, comparing rates of applications, shortlisting and offers, across 2013-2015.

Actions 3.4 Review and monitor recruitment processes to ensure that;

- Search and selection panels are appropriately diverse - Applicant short list meets target gender ratio, wherever possible - Talent is sought proactively to deliver strategic priorities - Talent decision drivers are understood

3.5 Continuously review and improve Talent acquisition practices and processes from an end to end perspective ensuring best practice principles are applied.

3.1 Through an annual development plan, the university will prioritise opportunities which link

directly to its strategy. Leadership opportunities and programs will be informed by Athena

SWAN, and used to create appropriate opportunities and options which diversify our leadership

cohort and enable all staff to expand their career opportunities.

3.3 Incorporate cognitive bias training as part of future development programs.


Page 28 of 55

5.1 (ii) Induction

Currently, new staff are provided a pre-commencement and a week-one checklist via our online recruitment system, which also includes access to our induction e-learning modules. There are checklists for new staff and managers, designed to provide the tools and information needed for a successful start at UWA. The face-to-face elements of induction are conducted at team and departmental level. A UWA-wide orientation morning is also offered three-four times a year. This is a chance for new staff to hear about the vision and strategy of the University, as well as opportunities to get involved in University life. Staff are invited to provide feedback via an online survey. The feedback gained is used to improve the induction experience for staff and to assist in developing future staff orientation events. As part of the redevelopment of the recruitment process, the university is also committed to review and implement a new approach to induction and on-boarding which will cover the first 12 months of employment, with regular opportunities for engagement and feedback with senior leaders (action 3.5). Since role and function-targeted induction and orientation are not tracked by a central system, we cannot report on the utilisation or effectiveness of these. Action Plan 3.5 Continuously review and improve talent acquisition practices and processes from an end to end

perspective ensuring best practice principles are applied.


Page 29 of 55

5.1 (iii) Promotions

Our existing academic promotion policies provide guidance and support on identifying how

to recognise and reward excellent staff contributions and performance in teaching, research

and service. All academic staff, other than those on casual appointment, are eligible and

encouraged to apply for academic promotion.

Our data shows promotion outcomes for women stalling at a number of classification levels,

and promotion to a higher level not being as timely as anticipated. Existing issues with

correct application of our policy and procedures for promotion include a lack of

representation from certain academic groups in some areas, mixed processes and controls

at the school/faculty level, and poor alignment to the staff appraisal processes.

Our continued refinement of our promotions and rewards processes will seek to ensure that staff are recognised for all aspects of their contribution towards UWA achieving its strategic goals. In particular, we seek to balance more effectively contributions staff make in areas such as student education, management and leadership, community service, impact and industry engagement with the traditionally dominant academic research outcomes. This will be an opportunity to ensure that our processes are gender neutral and reward staff for the whole of their contributions to UWA. That is, we will not be taking such a narrow view of research, teaching and service as has been traditional. Through a consultation process in 2018 we will look to ensure our criteria allow a wider base of career choices and options to be recognised. As we strengthen the formal promotions process, our focus is also shifting towards

improving the support available to staff at the faculty and school level (action 2.4).

The Academic Promotions College was launched in Q3 2017 to provide consistent guidance,

support and coaching on our promotions framework for any academic staff member looking

to progress their career. The college will:

- Ensure University-wide consistency of information relating to academic promotion;

- enhance sharing of best practice, drive continuous improvement and support

professional development for our academics;

- enable positive career decisions at the right time;

- ensure equality of opportunity; and,

- enhance networking and personal brand awareness.

Promotions advisors within each of the faculties have been identified and are now being

trained to support their aspiring colleagues. A fully implemented promotions college will be

active at UWA by the end of 2018.

Promotions and advancement need to be part of an ongoing conversation with all staff and

we will ensure that this is built more explicitly into the staff appraisal and performance

framework (action 2.3). As such, appropriate development programmes aligned with

strategic imperatives will be designed and implemented to support and enhance the skills

and experience academics can use to advance their academic career (action 3.1).


Page 30 of 55

The success of this framework will be extended to the professional staff to create clear

career development and progression paths.

Figure 5-2: Proportion of academics within a given level, applying for promotion. Data compares men and women, across 2011-2015.

Actions 2.4 Review and revise academic promotion policies, processes and practices with consideration of

simplifying and clarifying promotion processes and criteria, and establishing faculty based Promotion Colleges for advice and mentoring of applicants.

2.3 Champion and commit to the performance appraisal process for all staff and regularly review metrics that contribute to it.

3.1 Through an annual development plan, the university will prioritise opportunities which link

directly to its strategy. Leadership opportunities and programs will be informed by AS, and used

to create appropriate opportunities and options which diversify our leadership cohort and enable

all staff to expand their career opportunities.


Page 31 of 55

5.1 (iv) Higher Education Research Data Collection (HEDRC)

UWA uses an aggregated indicator (Socratic Index) that weights 5-year averaged HERDC data according to strategic priorities of UWA. The Socratic Index is used in different ways across UWA, but is a primary feeder to performance measurement. This metric demonstrates that average research performance is similar between women and men, with the exception of level E academics in Science (ref fig 5-3). This is inconsistent with the disparity in remuneration and the imbalanced gender representation at higher academic levels. The successful integration of capability frameworks, appraisals, development programmes and promotions is dependent on a well-structured performance metric system. As we develop the People and Culture Strategy, we will be developing the metrics that evidence performance against its goals and the methods by which they’re deployed (action 1.6).

Figure 5-3: Gender differences in UWA’s Socratic Index across academic levels (based on HERDC data, averaged 2010-2016).

Actions 1.6 Continue to review and monitor university KPI’s as part of the 2030 People and Culture strategy, and then report progress annually in the integrated planning exercise.


Page 32 of 55

5.2 CAREER DEVELOPMENT: ACADEMIC STAFF

5.2 (i) Training

Our staff development and training is underpinned by a comprehensive ‘academic expectations’ framework, which includes regular professional development, workshops and programs and is coordinated through the university’s Organisational Capability team. Some of the training is compulsory and accessed via the University’s online eLearning system, such as training relating to Code of Conduct, bullying and sexual harassment. Specific to the academic mission, the Institute of Advanced Studies presents a calendar of events aimed at advancing the academic mission, and the Educational Enhancement Unit offers courses and modules to assist in the redesign and improvement of teaching. The Office of Research Enterprise offers guidance and training on grants, innovation and publication preparation and submission. After each training session, feedback is sought from participants to guide future programmes. As we advance our People and Culture programme, training will be linked to the identified capabilities and skills that will help our staff advance their own careers, adapt to the changing workforce needs and have a positive impact on the UWA workforce (action 3.2). Action plan 3.2 Ensure the UWA capability framework supports and promotes practices of the university’s Athena SWAN initiatives.

5.2 (ii) Appraisal/development review

Personal development appraisals at UWA are expected to be undertaken annually. The HR service provides a library of tools and resources to support staff appraisals, available for both managers/leaders and all employees, available online, as workshop events and reading literature. Content includes how to plan and prepare for the development review, considerations to be made during the review process and how to provide feedback and close out the review process. Data (not presented) shows an overall low, but mixed participation rate in the formal staff appraisal process. Our current system does not allow us to make an assessment of the quality of appraisals, but feedback suggests this varies greatly. A revised staff appraisal approach and system is being developed, linking to academic workload planning, promotion aspirations and staff development programmes. This is being deployed in the first half of 2018 (action 2.3). Action Plan 2.3 Champion and commit to the performance appraisal process for all staff and regularly review metrics that contribute to it.


Page 33 of 55

5.2 (iii) Support given to academic staff for career progression

UWA offers a number of institutional support mechanisms, and each faculty provides a suite of discipline-specific support programmes:

- Academic staff are able to take a sabbatical to advance their skills against a range of scholarship and/or skills needs for the University;

- scholarships are available for all staff to invest in their professional development; - development programmes such as Catalyst assist academics take the next big leap in

their academic career; - Leading at UWA provides an opportunity for all UWA staff to develop leadership and

general management skills; - academics are offered a teaching qualification at no charge; and, - staff can access discounts if studying a UWA qualification.

With a newly centralised and consistent HR service, we are able to better pool the collective knowledge and redesign these programmes to have a stronger focus on the strategic development of skills and capabilities to benefit both the individual and the organisation. This will facilitate subsequent reward and recognition. This work will also be deployed across professional and support staff. Ultimately, this will allow our staff to construct a portfolio of experience that enhances career progression opportunities and increases role flexibility (action 3.1). Linking this with the staff appraisal process will allow each staff member to have an ongoing development discussion in accordance with their career aspirations. Action plan 3.1 Through an annual development plan, the university will prioritise opportunities which link

directly to its strategy. Leadership opportunities and programs will be informed by AS, and used

to create appropriate opportunities and options which diversify our leadership cohort and enable

all staff to expand their career opportunities.


Page 34 of 55

5.3 FLEXIBLE WORKING FOR MANAGING CAREER BREAKS

5.3 (i), (ii) and (iii) Cover and support for maternity and adoption leave

Providing flexibility for working parents is an important element in retaining staff and the University offers excellent staff parental leave options, providing the same support to professional and academic employees prior to proceeding on maternity or adoption leave. Employees returning to work from parental leave are entitled to the same position or one equivalent in pay, conditions and status as the one undertaken immediately prior to parental leave being taken. If the return to work is at a lower FTE, they may revert to full-time hours within two years of returning from parental leave, unless there is an agreement otherwise. Staff are able to access postdoctoral fellowships (academics only) and the Faye Gale scholarship (all staff) following a career break due to parenting responsibilities to support their return to work. Engagement with the University during leave, and formal returning to work programmes have been deployed by the faculties inconsistently. Once again, taking advantage of the new HR service, we are now aligning processes and plans for parental leave to ensure consistent treatment of staff (action 4.1). Action 4.1 Revisit existing family flexibility policies and develop guidelines to improve implementation for academic and professional staff in relation to pre parental leave planning, return to work programs and parental support systems.

5.3 (iv) Maternity Leave return rate

More staff are returning to work at the same FTE as before their parental leave. Data to better understand the reasons for this is lacking. The revised processes around the management of parental leave, both planning and support (section 5.3 iii), will remedy this and should allow better analysis in the future.


Page 35 of 55

5.3 (v) Paternity, Shared parental, adoption and parental leave uptake

UWA offers parental leave to non-casual staff regardless of sex, gender, marital/relationship status or sexuality, and regardless of whether it is an adoption or birth. Our academic agreement entitles our staff to (pro-rata for part-time staff) the following leave:

- Employees with responsibility for caring for a child can access up to 24 months unpaid leave, regardless of the length of service with UWA.

- Primary caregivers who have worked at UWA for 1-5 years are entitled to 26 weeks at full pay or 52 weeks at half pay.

- Those who have more than five years’ service are entitled to 36 weeks at full pay or 72 weeks at half pay.

Additionally, leave is available to partners to support a new family addition.

Figure 5-4: Academics (both women and men) at different levels, taking parental leave. Data are averages from 2011-2015.

On average between 2011 and 2015, 29% of academics took parental leave when at Level A, and 44% at Level B (ref fig 5-5(a)). In 2011, there were twice as many women as men taking parental leave (ref fig 5.5(b)). This contrasts with 2015, when there were more men academics taking parental leave than women. This demonstrates a positive shift in the attitudes of our workforce in support of more gender inclusive roles. The large proportion of levels A-C taking parental leave aligns with the intersection of age profile, career-stage and life-stage. Other data in this analysis shows us a large proportion of academics exit at similar stages, which may reflect on how personal life choices impact on career outcomes. The achievement of our action plan seeks to create the work environment needed to retain our top talent through these choices.


Page 36 of 55

5.3 (vi) Flexible working

UWA offers a number of flexible work arrangements to enable our staff to balance their work and personal commitments:

- Within broad given hours, staff are able to be flexible within the hours they work

(where role obligations permit);

- part-time roles are available and full-time jobs can be shared among part-time staff;

- flexible leave options are available;

- annualised hours are available to support certain pursuits; and,

- staff can work from home.

Awareness and utilisation of our flexible work options point to a current disconnect in

operationalising the full benefit of our flexible work options. This will be a focus for 2018-19

(action 4.2).

Action

4.2 At a School level, identify, share and publish best practices on facilitating flexible working

to build awareness.

5.3 (vii) Transition back from part-time work back to full-time work

Staff are entitled to return to work to the same (or an equivalent) position. If they choose to reduce their FTE, they are entitled to revert to full-time within two years. Programmes to support this transition have been inconsistent across the institution. A consistent approach will be developed as part of the processes supporting parental leave. Action 4.1 Revisit existing family flexibility policies and develop guidelines to improve

implementation for academic and professional staff in relation to;

- Pre-parental leave planning

- Return to work programs

- Parental support systems

5.3 (viii) Childcare

UWA has two childcare facilities available on the main campus location. One is UWA owned

and UWA staff receive preferential access – about 90% of places were for the children of

UWA staff in 2015. About 50 new places were created at this facility between 2011 and

2015, a waitlist remains. A second option is a community facility that serves UWA staff and

families in the local community.

An out-of-school care centre is operated from the main campus and offers places for school-

aged children after school until 6pm. It also provides vacation care during school holidays.

School holidays are also supported by programmes offered through UWA Sports, providing

more flexible and activity-oriented care.


Page 37 of 55

All childcare options are provided on the UWA website in one location and shared with new

staff members.

As part of the strategic vision project, we are developing a new Campus Master Plan. This

will allow us to review our use of space and assess how it can be best used. Childcare will

continue to be part of this discussion.

5.3 (ix) Caring responsibilities

The University has extensive policies (as well as example case studies) on flexible working

arrangements and the types of leave that are available to employees. Beyond the legislated

minimum of 10 days of personal carer’s leave per year, the University offers an additional

2.5 days of personal carer’s leave. The University also provides other types of leave, such as

22.5 hours of “short leave” which employees can access for matters of a personal and

pressing nature. Employees needing additional support in managing their work and caring

responsibilities can also access the Employee Assistance Program, which is a free counselling

service available to employees and their family.


Page 38 of 55

5.4 ORGANISATION AND CULTURE

5.4 (i) Culture

As mentioned earlier, we are currently embarking on the development of a new strategic

vision and plan for the period up to 2030. With an organisational structure designed and

settled as a solid base for change, we are in a fortunate position to embed the Athena SWAN

principles throughout everything we do. Inclusion and Diversity will be a core pillar in the

People and Culture Strategy specifying the behaviours, attitudes and procedures necessary

for an inclusive culture that can foster diversity in our workforce. Enabling frameworks,

processes and plans will be defined within our strategy to support this (action 1.1).

UWA understands the positive value that diversity brings and is committed to creating an environment that promotes and supports it. Together, our staff can develop new and better ways of working, that harness the benefits of technology to improve our efficiency and effectiveness but with a lens of mindfulness, humanity and collegiality (action 1.5). Leading these developments, the UWA Inclusion and Diversity and Committee (IDC) was established in 2016 and is chaired by the SDVC. This is an advisory committee to the VC that:

- Considers best practice and contemporary topics in diversity and inclusivity; - oversees the implementation of the diversity and inclusivity strategy across the

university; - discusses and addresses any emerging diversity related institutional issues; - communicates inclusion and diversity initiatives and progress of implementation

both internally and externally as appropriate; and, - advises UWA Executive on issues that would enhance the implementation of

inclusion and diversity programs. Already, gender targets for academics are reported at the university level to our highest governing body (the Senate) as a key performance metric (action 1.3)

Actions 1. 1 Continue to champion UWA’s commitment to I&D in our 2030 Vision and strategy with a

focus on continuous improvement and embedment of initiatives. 1.3 Report the I&D landscape annually to the UWA Executive and Senate highlighting key cultural improvements and initiatives of success. 1.5 Ensure all staff undertake and pass the online equity and diversity training and follow up with refresher training every two years.


Page 39 of 55

5.4 (ii) Human Resources (HR) Policies

The HR service administers a range of policies, agreements and guidelines that cover UWA's aspirations to provide an equitable and inclusive environment for all staff. Awareness of the policies is generally low, and the procedures that support these need to be refreshed. A new policy framework has been deployed this year to improve our policy library and ensure their effective and consistent communication and implementation. This change also dictates a regular review process to ensure all policies are current and appropriate. In support of a revised policy approach, the new enterprise bargaining agreement and the People and Culture Strategy, training, guidance and self-help materials will be updated and deployed to management staff as defined in the implementation plans for each policy (actions 1.14 & 1.15) Action Plan 1.14 Ensure all policies are inclusive and implemented with effective Athena SWAN measures. 1.15 Improve visibility, accessibility and evaluation of policies.


Page 40 of 55

5.3 (iii) Proportion of heads of school/faculty/department by gender

The percentage of women who were Head of School or Director of a research centre in 2011

was around 25%. This improved through to 2015. The recent organisational restructure

allowed us to revisit how we appoint our Heads of School. 41% of Heads of School are now

women: 30% in STEMM faculties and 71% in non-STEMM (ref table 5.1).

# Heads of School

Faculty Men Women

EMS 3 0

Science 5 3

HMS 6 3

FABLE 2 5 Table 5.1: Numbers of Heads of School in each faculty that are men and women (2018).

At a professional level, there is a distinct lack of women at senior leadership positions. Some key positions that were recently held by women have moved to men during the renewal process when they were the successful candidates at interview and appointment (ref table 5.2). Enhanced career development strategies, as described above, will also support professional staff at UWA as well as academic.

Table 5.2: Numbers Directors and Associate Directors in professional services at UWA (2018).

# Men # Women

Directors 14 4

Assoc Directors 22 24


Page 41 of 55

5.4 (iv) Representation of men and women on senior management committees and

5.4 (v) Representation of men and women on influential institution committees

The University has a commitment to improve the gender balance on decision making bodies to ensure problems are viewed from different perspectives and that our solutions are innovative and effective. We have a policy that requires all committees to have a maximum of 60% representation from a single gender, particularly for decision-making committees. It is upon the Chair of the committee to enact this, balancing this with other considerations associated with committee membership – workloads, appropriate representation, conflicts of interest. Meeting this target is not always ideal or appropriate (actions 1.4 &, 1.7). There was an increase in the proportion of women, from an average of 30% in 2011 to 40% by 2015 across our governance committees (ref fig 5-6). This increase has been due to a continuing commitment of our Chancellor and Vice-Chancellor to ensure fair representation on these top level committees.

Figure 5-5: Proportion of women on governance committees, 2011-2015.

The committees that focus on the academic mission have a generally fair representation from each gender. Following these down through the faculties and there is a slight skew towards women on education committees compared with research (ref table 5.3) (action plan 1.4, 1.7).

# men #women

University Executive 7 3

Research Committee 8 10

Learning and Teaching Committee

8 6

Academic Promotions 5 3 Table 5.3: Gender representation on influential institutional committees


Page 42 of 55

Actions 1.4 As a best practice initiative, encourage all university committees to consider and apply

I&D in policy, planning and decision making processes as applicable. 1.7 Apply a lens of Athena SWAN to the representation mix of key UWA committees.


Page 43 of 55

5.4 (vi) Committee Workload

Time and effort dedicated to committee work has been unevenly captured and rewarded across the institution. A new cross-institution academic workload model will provide a better measure of contributions to service in general, and will reflect both expected and agreed time dedicated to committee activities. Line managers have the responsibility to assist staff in management of their time, balancing contributions with performance in an academic career. There is a lack of clear capability for training that is consistently applied across the institution to enable this. Often, people representing ‘diversity’ (women, non-Australian backgrounds, Indigenous) are fielding excessive requests to participate in committees, panels and working groups. Our staff are empowered to use their judgement in the context of their professional expectations, while committees are asked to be considerate and open in their membership selection. Committee terms of reference vary and are reviewed from time to time. This allows new and meaningful teams to form and commitments to be managed. 5.4 (vii) Institutional policies, practices and procedures

The University has a number of policies relevant to the broad area of gender equity and actively pursues new initiatives to provide a fair and empowered place to work and study. Review of the policy library found no obvious gender biases in their intent. However, the awareness, implementation and effectiveness of policies is a shortcoming in the current environment and a revised policy approach has been adopted to ensure explicit behavioural intentions are realised (action 1.14). Inclusion and diversity are strategic priorities for UWA and are evident through the ‘testing principles’ of our policy framework that protect against policies being developed that do not promote this. Evaluation plans are required for each policy that determine its effectiveness against the business requirement. Feedback from these will provide the second test of inclusive and diversity-supporting policies. Consultation with key primary and secondary stakeholders through the policy process will provide addition insight and opinion to broaden the scope of assessment of bias. Procedures and guidelines that enable the effective implementation of policy must adhere to these same principles, and while guidelines might not always endure the first test of principles, evidence contrary to intent will become apparent in evaluation (action 1.15). Actions 1.14 Ensure all policies are inclusive and implemented with effective Athena SWAN measures. 1.15 Improve visibility, accessibility and evaluation of policies.


Page 44 of 55

5.4 (viii) Workload Model

Each faculty and/or school has historically been using a bespoke method to allocate academic time, which allowed resource and performance management at a local level, but prevented a consistent recognition of all value-add activities. Evidence of links to staff appraisals and workforce planning were also not clear. A university wide workload model has been developed to standardise the way activities are recognised and captured across the organisation and this will be used in 2018. It seeks to normalise the workload allocation for responsibilities and contributions across faculties and disciplines. The allocation categories are sufficiently broad, providing some room for judgement at the local level, with clear guidance regarding the intentions. The model is designed to be relative to the FTE available to work – taking into consideration work breaks and part-time staff. Deep consultation has been undertaken to test the new model. A review after the first semester’s data is compiled in 2018 will help to identify concerns or errors in the allocations for different tasks. These may be adjusted for the following semester, with an annual review and feedback cycle built in (action plan 2.2) to ensure currency and acceptance of the model. Importantly, this approach will allow more insightful analysis of workload imbalances at faculty and university scales. Action 2.2 Monitor to ensure the new university wide workload model framework provides flexibility, consistency and transparency and values teaching, research and service. 5.4 (ix) Timing of institutional meetings and social gatherings

Collected data indicates that nearly all UWA and faculty meetings are scheduled between 9:30am-4:30pm. Some outreach activities that involve the public are held outside of business hours, for example UWA Open Day, music concerts, seminars and the like. Meetings of committees that include industry members may also be scheduled out of work hours, to facilitate their attendance. Many social activities are held during work hours, with many situated on-campus at the University Club. However, partners or families of staff are invited to some social gatherings and these events may be scheduled outside of business hours.


Page 45 of 55

5.4 (x) Visibility of role models

We are conscious that our responsibility to promote gender equality should not be, and cannot be, limited just to our staff. Our communications impact government, industry and the community including our tens of thousands of alumni and prospective students (action 1.10). In 2014 the University went through a rebranding process and introduced a bold new brand proposition, ‘Pursue Impossible’, particularly targeting prospective students. Through this rebranding, we upgraded and refined our promotional materials and web presence, mindful of the importance of demonstrating gender equality. We set some guidelines and checks in place to reset how we present ourselves to the world. As such, all promotional material undergoes a three peer check process to ensure that the University and its values are represented accurately and positively which includes our commitment to gender equality. These guidelines were applied in the academic recruitment campaign ‘Be Inspired’, leveraging our own academic leaders as role models to highlight the calibre of talent potential applicants would be working alongside. Out of 28 staff members featured in the campaign 13 of these were women, of which five are working in STEMM disciplines. This very deliberate approach to promoting gender equity extends to University events. We ensure events include diverse speakers as well as planning events to promote fields where under-representation is an issue. For example, the Long Table Lunch Inspiring Young Women in STEM subjects and the Girls in Engineering Discovery Day where motivating speakers such as Dr Cristobel Saunders joint winner of Scientist of the Year at the Premier’s Science Awards for 2017 champion our cause. In the media, we have not been as consistent in putting women in the spotlight, particularly in STEMM faculties. Moving ahead, we will dedicate more effort to train female staff to engage with media opportunities thereby promoting our female colleagues and showcasing their excellence (action 1.13).

Figure 5-6: The number of media releases referring to men or women staff, or referring to both men and women, or with no mention of gender. All UWA official media releases during March and Sept 2011-2015 were analysed.


Page 46 of 55

Action 1.10 Produce a university wide calendar of events to highlight and celebrate key national days and I&D days, with the pillars of our diversity groups organising relevant events. 1.13 Develop and actively promote and internal and external channel to recognise and celebrate the success, awards and prizes of staff.

5.4 (xi) Outreach activities

Over the reporting period, outreach activities were inconsistently captured in workload planning and allocation, and there is minimal monitoring of which staff participated in these activities. Our outreach and recruitment teams are conscious of the important message that the gender and diversity of our outreach representatives sends, and are sensitive to the demand this places on people’s time. Where there is a consistent and obvious gender imbalance (e.g. engineering), there are targeted and thoughtful promotions to encourage more women to apply to study and work at UWA. This includes introducing female role models from these fields into outreach activities and materials.

5.4 (xii) Leadership

UWA’s leadership, through the Vice-Chancellor and the Senior Deputy Vice-Chancellor, both of who are strongly committed to gender equity and have experience leading Athena SWAN and other initiatives in the UK and Australia. The Executive Deans are on both the Athena SWAN Steering Group and the UWA Inclusion and Diversity Committee, and are therefore fully engaged with these initiatives. Commitments within our Action Plan will be built into the annual integrated planning exercise where there are commitment, resourcing and reporting obligations, which need to be shared and monitored. These are the building blocks by which our Executive are maximising the opportunities for faculties and research centres to be successful in applying for the Athena SWAN awards. Already, our affiliated research institutes are engaging in the process with the intention of applying (actions 1.2, 1.8, 1.9, 1.11, 1.12). Actions 1.2 Monitor and review progress on the university’s Athena SWAN action plan. 1.8 Benchmark progress against other higher education institutions for target setting purposes. 1.9 Set this action plan as our internal benchmark for future school (STEMM or other) Athena SWAN submissions. 1.11 Communicate faculty updates on Athena SWAN initiatives and progress of change embedment. 1.12 Actively communicate and promote UWA’s accreditation process and launch activities.


Page 47 of 55

6 SUPPORTING TRANSGENDER PEOPLE

UWA is the only Australian university to be awarded Platinum Status at the AWEI LGBTI Workplace Inclusion Awards. (i) Current policy and practice

The University has a strong commitment to the values of fairness, respect and dignity for all staff including a separate policy on transgender. The policy is underpinned by various other University policies that cover respectful behaviours. The policy on transgender sets a framework for UWA to meet both its legislative obligations through the Sex Discrimination Act 1984 and the Equal Opportunity Act 1984 (WA) and its aspirations around inclusion and diversity which make it unlawful to discriminate against a trans person in employment, education, accommodation, and other areas of social life. The policy recognises that individuals may identify either as a gender that does not match their birth gender or as an indeterminate gender, and that this should be recognised and reflected in their staff records. Policy and practices are in place to support staff during transition, recruitment and selection, use of amenities, uniform/dress code, and form of address, harassment, data collection, development and promotion, conditions of service, health and safety, conduct at work, grievance and disciplinary procedures, and termination of employment. (ii) Monitoring

The University has a dedicated LGBTIQA+ working group made up of staff and students that provides regular feedback to the UWA Inclusion and Diversity Committee on policies and procedures that impact on the UWA LGBTIQA+ community to the Inclusion and Diversity Committee. The working group identifies research required to understand the experiences of LGBTI staff and or students, which feeds into the inclusion and diversity activities. The group provide a bi-monthly report to the Inclusion and Diversity Committee and meet at least six times per year to discuss progress and monitoring on experiences of LGBTI staff and students at UWA. (iii) Further work

UWA is expanding its consultation on capital projects to better understand the challenges faced by transgender stakeholders in traditionally binary services (such as toilets) to inform improved design and support. We understand and support the stress and challenges transgender people face in the workplace and are actively working through our People and Culture Strategy to elicit behaviours that are more open, accepting and inclusive to make it a more comfortable workplace for all.


Page 48 of 55

7 INTERSECTIONALITY

(i) Current policy and practice

A dedicated policy is not required, as the tests of the policy framework relating to inclusion and diversity should seek to minimise unintentional biases. This control is enhanced through the choice of stakeholders consulted through the policy process. The University’s Inclusion and Diversity Committee (IDC) is an advisory committee to the Vice-Chancellor on matters relating to equality, inclusion, equity and diversity. The Committee comprises representatives of expertise or operational focus that consider the impact of intersectionality across University community practice. This forum seeks to consider inclusion and diversity matters beyond the single lens through which they’re often presented in order to respond in a more complete and sympathetic manner. The Committee also has the responsibility of managing the activities of the working groups made up of the four priority groups for the University which include

• Culturally and Linguistically Diverse (Cal) • Gender Equity • Disability and Inclusion • LGBTIQA+

(ii) Monitoring

The University will continue to monitor underrepresented staff and students through feedback given to the UWA Inclusion and Diversity Committee by the working group chairs. The University is also undertaking a policy review and stakeholders from diverse backgrounds (including students) have been asked to contribute to policy documents, to ensure the needs of underrepresented groups are considered. The University is also expanding its existing inclusion and diversity resources and communities of practice, to include groups that represent all dimensions of diversity and ensure that the needs of underrepresented groups are met more effectively. (iii) Further work

In order to understand the gaps between the ideal state and our current state, we need to enhance the information available to us in order to have an informed view and develop a clear strategy. Disclosure of this kind is not mandatory, so we need to develop a mechanism to capture this information that is both acceptable and effective. Applying a similar level of rigour to this information as we have to the gender view for this submission, we will seek to identify priority areas for change and improvement. This will be supported by the People and Culture Strategy and actions arising from this submission.


Page 49 of 55

8 INDIGENOUS AUSTRALIANS

PLEASE NOTE to maintain confidentiality sensitive information has been redacted from this section. One of UWA’s six core values is the achievement of Aboriginal peoples’ rights, aspirations

and potential, and the recognition of Indigenous knowledge, culture and values.

(i) Current policy and practice

The University’s commitment to excellence and equity for Indigenous people in all aspects of university life is embedded in the University’s policy, planning and decision-making processes and expressed in its Indigenous Strategy, under the leadership of the Pro Vice Chancellor Indigenous Education. This has the active support of the Vice Chancellor. Recruitment, participation and success targets are established for Indigenous students, and staff employment targets (particularly academic) are being established to enable our contribution to the Universities Australia Indigenous Strategy being achieved. The School of Indigenous Studies is the centrepoint for support, mentoring and targeted outreach for Indigenous students. This school administers the Indigenous funding and targets its deployment to provide the greatest community, state and national impact. The School also provides cultural and professional support and advocacy for Indigenous staff across campus, as well as a focus for community engagement and professional development. Cultural awareness and training for students and staff is provided through a range of initiatives. For example, all new undergraduate students are required to do Indigenous Studies Essentials (ISE) as one of UWA’s three compulsory online learning modules. ISE introduces UWA as a shared learning space with both western and Indigenous knowledge systems. Specifically in STEMM, UWA has integrated Aboriginal health curriculum in Medicine, developed by the Centre for Aboriginal Medical and Dental Health (CAMDH), which has an Indigenous Director and Indigenous medical and health academics. (ii) Review

The Indigenous Strategy is under the leadership of the Pro Vice Chancellor Indigenous Education in institutional decision-making has been integral to ensuring programs meet the needs and expectations of Indigenous staff, students and communities. Indigenous review and reporting are part of UWA’s Integrated Planning Exercise, and Indigenous program outcomes are also reported annually to various bodies including Academic Board and external bodies.

(iii) Further work


Page 50 of 55

UWA currently benchmarks its Indigenous strategies and outcomes against other WA universities, the Go8 and nationally and would expect to develop this to include specific outcomes of Indigenous Australians within STEMM. UWA’s Indigenous Research Strategy is designed increase the recognition and commitment to Indigenous research excellence, by building Indigenous research capacity and the research profile of Indigenous academics and Indigenous communities. Research protocols, cultural training for researchers, students and supervisors and the recognition of Indigenous knowledge as a strategic research area support this aim.

9 FURTHER INFORMATION

Nil.


Page 51 of 55

10 ACTION PLAN

The University of Western Australia regards its Athena SWAN action plan as a vital component of its commitment to equality of opportunity and the development of a diverse workforce. It believes that the action plan will directly support the University’s organisational ambitions and help it to establish its future culture and priorities. The University is currently starting to define its institutional strategy through to 2030. As part of this work a new People and Culture Strategy is being developed to ensure that our efforts are coordinated, structured and supportive of our mission. We are taking the opportunity of this initiative to embed AS principles, and our action plan, in all the components of the People and Culture Strategy. In this way the plan is “connected” with other work and has a continuing influence on the University’s development over the next 10 years. An early part of the strategy work will be an organisation wide consultation on our statement of values. We will involve all our staff in developing values which reflect the University’s determination to build a sector leading reputation for fairness and transparency - principles which are fundamental to the achievement of AS objectives. Part of the People and Culture Strategy will be a new focus on workforce planning, incorporating annual plans for Talent Attraction and Development. These plans will again help to provide the practical focus and context within which the AS work can feature. The plan is strongly endorsed by the VC, Prof Dawn Freshwater, and its implementation will be overseen by the SDVC, Prof Simon Biggs, supported by other senior officers. There is a commitment for an annual progress report to the senior Executive Group, which will include benchmarking comparisons so that we can assess our progress alongside others.

What will we do? Rationale Accountable Responsible Start-Finish Measure of success in

2021

1. INSTITUTIONAL STRATEGY & TARGET SETTING

Targets, reporting and benchmarking

1.1 Continue to champion UWA’s commitment to I&D in our 2030 Vision and Strategy through the development of:

People and Culture Strategy (with I&D as a pillar)

Workforce planning

Capability framework

3 5.4 (i)

VC SDVC/ Executive

Started through to- Dec 2025

UWA becomes a WGEA Employer of Choice

1.2 Monitor and review progress on the university’s Athena SWAN action plan

5.4 (xii) SDVC D-SPP ED - Faculty

Ongoing University set KPI’s are achieved by the Executive to embed a


Page 52 of 55

1.3 Report the I&D landscape annually to Executive and Senate highlighting key cultural improvements and initiatives of success

4.1 (iii) 5.4 (i) 5.4 (x)

SDVC D-SPP Annually, starting

2018

number of set initiatives This will include gender balance at a senior level, benchmarked

1.4 As a best practice initiative, encourage all university committees to consider and apply I&D in policy, planning and decision making processes as applicable

5.4 (v)

SDVC D-HR ED - Faculty

Start Q1 2018

Guidelines developed in the implementation of this, and provided to all Committees

1.5 Ensure all staff undertake and pass the online equity and diversity training and follow up with refresher training every two years

5.4 (i)

SDVC D-HR Start Q1 2019 Review

2021

Target set on participation and monitored through central reporting.

1.6 Continue to review and monitor university KPIs as part of the 2030 People and Culture Strategy, and then report progress annually in the Integrated Planning Exercise.

5.1 (iv) VC D- SPP ED - Faculty

Started Annual

reporting Bi-annual

review

Progress against gender equity targets reported annually at University level. Progress against gender equity targets reported 6-monthly at faculty level.

1.7 Apply a lens of Athena SWAN to the representation mix of key UWA committees

5.4 (v) SDVC D-HR University Secretary

Started Q2 2018 Review

Q4 2019

Annual reporting on gender balance of Tier 1, 2 and 3 committees. Promote progress being made towards the UWA target of 40% minimum and 60% maximum women on Tier 1, 2 and 3 committees.

1.8 Benchmark progress against other higher education institutions for target setting purposes

5.4 (xii) SDVC D-HR/D-SPP Q3 2018 Annual

reporting and review

Benchmarking process and reporting established.

1.9 Set this action plan as our internal benchmark for future school (STEMM or other) Athena SWAN submissions

5.4 (xii) SDVC D-SPP March 2018

Annual review

Consistency across all faculties on University performance expectations

Raising awareness

1.10 Produce a university wide calendar of events to highlight and celebrate key national and international I&D days, with the pillars of our diversity groups organising relevant events

5.4 (x) SDVC DVC(C&E)

DVC(C&E) Started Q1 2018

Integrated website for inclusion and diversity at UWA; Increased awareness of strategic importance of inclusion, diversity, and gender equity.

1.11 Communicate faculty updates on Athena SWAN initiatives and progress of change embedment.

5.4 (xii) SDVC PVC-ED ED - Faculty

Q3 2018 6 monthly

Increased engagement with gender equity strategy amongst Faculty Executives.


Page 53 of 55

1.12 Actively communicate and promote UWA’s accreditation process and launch activities

5.4 (xii) SDVC DVC(C&E) Started Q2 2018

Review Q4 2018

Increased staff awareness and advocacy of Athena SWAN charter

1.13 Develop and actively promote an internal and external channel to recognise and celebrate the success, awards and prizes of staff.

5.4 (x) DVC(C&E) D-HR Q4 2018 Annual awards

Increased visibility of the work and leadership of women academic staff; Gender biases removed from UWA media releases

University Policies

1.14 Ensure all policies are inclusive and implemented with effective AS measures

5.4 (ii) 5.4 (vii)

SDVC D-SPP AD-SP

Started – Review

Q4 2020

All policies are re-framed to be situated within the UWA Code of Ethics. Our entire policy library is reviewed and updated accordingly.

1.15 Improve visibility, accessibility and evaluation of policies

5.4 (ii) 5.4 (vii)

SDVC D-SPP AD-SP

Started Ongoing

Evaluation of the Policy Framework Policy is positive Evaluation plans of new/reviewed policies are positive

2. WORKFORCE PLANNING AND REWARD

Definition and recognition of academic work 2.1 Drive the focus of pay parity through review and refinement our current remuneration and reward framework to improve the gender pay gap through:

- Implementing a zonal framework to Level E academic salaries for fairness and transparency

- Conducting and reporting annual salary audits, separating professional and academic staff;

- Developing equitable and fair remuneration guidelines

4.1 (v)

SDVC

D-SPP D-HR SA-PC

Finished Q2 18

Start Q4 2018

Decrease in gender pay gap across levels. The Vice-Chancellor becoming a Pay Equity Ambassador

2.2 Monitor to ensure the new university-wide workload model framework provides flexibility, consistency and transparency, and values teaching, research and service.

5.4 (viii) SDVC DVC (C&E)

D-SPP Started Review Q3

2018 Review Q1

2019 Annual review

UWA workload model implemented in all faculties and schools. Data is robust and informative Process is linked to staff appraisals, performance and resource planning


Page 54 of 55

Performance assessment framework

2.3 Champion and commit to the performance appraisal process for all staff and regularly review metrics that contribute to it.

5.1 (iii) 5.2 (ii)

SDVC D-HR Q2 2018 Review

Annually

Review Q2 2019

Reassess ways of measuring and understanding data relating to research performance

Academic promotion

2.4 Review and revise academic promotion policies, processes and practices, with specific consideration of:

- Simplifying and clarifying promotion processes and criteria

- Establishing faculty-based Promotion Colleges for advice and mentoring of applicants

- Ensuring promotion discussion is part of Annual Appraisal process

- Ensure specific, purposeful and timely feedback is given to all unsuccessful applicants.

4.1(i) 4.1 (iii) 5.1 (iii)

SDVC D-HR C-APC

Started

Finished Nov 2017

Start

Q2 2018

Promotion processing timelines are typically less than 3 months; Rates of application for promotion are increased; Advice from faculty Promotion Colleges is being sought by promotion applicants; Academic staff focus group reports indicate satisfaction with promotion processes

3. OUR WORK CULTURE AND ENVIROMENT

Talent Development

3.1 Through an annual development plan, the university will prioritise opportunities which link directly to its strategy. Leadership opportunities and programs will be informed by AS, and used to create appropriate opportunities and options which diversify our leadership cohort and enable all staff to expand their career opportunities.

4.1 (iv) 5.1 (i)

5.1 (iii) 5.2 (iii)

SDCV D-HR SA PC

ED - Faculty

Started Q1 2018

Review Q1 2019

Development planning cycle fully implemented and aligned to the workforce development plan YoY

3.2 Ensure the UWA Capability framework supports and promotes practices of the university’s Athena SWAN initiatives

5.2 (i) SDVC SA-PC Started – Review Q2 2019

“Your Say” staff engagement survey outcomes in the areas of progress and leadership improve from 2017 results

Unconscious Bias Training

3.3 Incorporate unconscious bias training as part of future development programs.

5.1 (i) SDVC D-HR Started- Dec 2018 Review need annually

Improve awareness and capability through development programs established for

Heads of Schools

Program Chairs

Early career researchers

HDR supervisors

Committee Chairs and Selection Committees


Page 55 of 55

Talent Acquisition

3.4 Review and monitor recruitment processes to ensure that; -Search and selection panels are appropriately diverse - Applicant short list meets target gender ratio, wherever possible - Talent is sought proactively to deliver strategic priorities - Talent decision drivers are understood

4.1 (i) 5.1 (i)

SDVC D-HR AD-TA & OD ED - Faculty

Started Review

Q4 2018

All recruitment panels (search and selection) have at least 40% women. Target gender ratio achieved in interviewees for academic positions.

3.5 Continuously review and improve Talent acquisition practices and processes from an end to end perspective ensuring best practice principles are applied.

4.1 (i) 5.1 (i) 5.1 (ii)

SDVC D-HR AD-TA & OD

Started Review

Q4 2018

Undertake internal review of recruitment process and policies to ensure that they are fit for purpose

4. INVESTING FOR SUCCESS

Parental support

4.1 Revisit existing family flexibility policies and develop guidelines to improve implementation for academic and professional staff in relation to

- Pre-parental leave planning - Return to work programs - Parental support systems

5.3 (i,ii, iii) 5.3 (vii)

SDVC D-HR Review Nov 2018

Increased remote working and flexible working arrangements

Stronger workforce planning to re-onboard from leave

4.2 At a School level, identify, share and publish best practices on facilitating flexible working

5.3 (vi) ED - Faculty DH-HR Review Nov 2018

Improved awareness and greater visibility through workforce planning.

Documents

THE UNIVERSITY OF WESTERN AUSTRALIA Institution … · 2018-12-06 · The University of Western Australia (UWA) is in Tranche 1 of the SAGE Athena SWAN Pilot and is applying for a