Athena SWAN Institution Application
Bronze Award
Bronze Award
Name of institution University of Melbourne Date of application 31 July 2019 Award Level Bronze Date joined Athena SWAN September 2015 Contact for application Professor Marilys Guillemin Email [email protected] Telephone 03 8344 0827
University of Melbourne Athena SWAN Bronze Award Application 5
ATHENA SWAN BRONZE INSTITUTION AWARDS Recognise a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff. This includes: • an assessment of gender equality in the institution, including quantitative (staff data) and qualitative (policies, practices, systems and arrangements) evidence and identifying both challenges and opportunities • a four-year plan that builds on this assessment, information on activities that are already in place and what has been learned from these • the development of an organisational structure, including a self-assessment team, to carry proposed actions forward.
Completing the form Please refer to the SAGE Athena SWAN Charter Bronze Institutional Award Handbook when completing this application form. Do not remove the headers or instructions. Each section begins on a new page. Word count 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. Please state how many words you have used in each section. Please refer to page 11 of the handbook for inclusions and exclusions regarding word limit. We have provided the following recommended word counts as a guide.
Recommended word count Actual word count 1.Letter of endorsement 500 502 2.Description of the institution 500 554 3. Self-assessment process 1,000 1,501 4. Picture of the institution 2,000 2,402 5. Supporting and advancing women’s careers 5,000 6,239 6. Supporting transgender people 500 583 7. Intersectionality 500 706 8. Indigenous Australians 500 598 9. Further information 500 0 10. Action plan N/A Additional words permitted for resubmission 3,000
WORD LIMIT 14,000 13,085
University of Melbourne Athena SWAN Bronze Award Application 6 1. Letter of endorsement from the Vice Chancellor
University of Melbourne Athena SWAN Bronze Award Application 7 University of Melbourne Athena SWAN Bronze Award Application 8 2. Description of the institution
Please provide a brief description of the institution, including any relevant contextual information. This should include: i. information on where the institution is in the Athena SWAN process; that is, an indication of how the institution is progressing in their journey to improve gender equity, diversity, and inclusion ii. information on its teaching and its research focus iii. the number of staff; present data for academic staff, and professional and support staff separately iv. the total number of departments and total number of students v. list and sizes of Science, Technology, Engineering, Mathematics and Medicine (STEMM) departments; present data for academic staff, and professional and support staff separately
The University of Melbourne (UoM) is a comprehensive, research-intensive university. Its global reputation for excellence is evidenced by its international rankings (38 in ARWU, 2018 and 32 in THE, 2018). UoM is proud to have been home to Australia’s first female Professor of Science, Georgina Sweet (PhD, UoM 1904) and Australia’s first female Nobel Laureate, Professor Elizabeth Blackburn (BSc & MSc 1972).
The University’s People Strategy (2015-2020) and Diversity and Inclusion (D&I) implementation plan outline our solid commitment to D&I. Key focus areas are: 1) gender; 2) Indigenous; 3) LGBTI+; 4) disability; 5) mental health; and 6) cultural diversity. Athena SWAN (AS) is not an isolated initiative but forms part of the University’s strategic response to D&I challenges and opportunities to build a culture of inclusion.
At UoM, women comprise the majority of professional staff and half of all academic staff. Gender distribution profiles vary considerably across and within faculties, and across academic levels. The University has identified that women in academic Level C (Senior Lecturer) positions need to be provided with increased support to progress their career trajectory. Furthermore, we have lower numbers of women at academic Level E (Professors), particularly in STEMM. In response, we have focused our actions on increasing numbers of Levels C and E women, especially in STEMM. We believe that this will drive change related to gender disparity, particularly at senior levels.
The University has ten faculties with 63 schools/departments, five interdisciplinary research Institutes, and seven non-academic departments. Whilst Parkville is the largest campus, UoM has six other metropolitan and regional campuses. Of the ten faculties, four are classified as Science, Technology, Engineering, Maths and Medicine (STEMM), and six as Humanities and Social Sciences (HASS) (Table 2.2).
In the recent past, leadership on D&I has been largely devolved to faculties, resulting in some excellent local initiatives documented in this submission. The self-assessment process has reinforced the importance of rigorous evaluation, leadership and resourcing for University-wide initiatives which support gender equity and diversity and inclusion more generally.
University of Melbourne Athena SWAN Bronze Award Application 9 In 2018, UoM’s EFTSL (Equivalent Full Time Student Load) was 52,725, composed of 57.11% female students and 42.1% international students. The University’s curriculum model (introduced in 2008) comprises a small number of broad-based undergraduate degrees coupled with excellent professional education at graduate level. This results in a 50/50 split between undergraduate and postgraduate students, including 5,000 higher degree research students.
UoM has an annual budget exceeding $2 billion. The University employs over 14,000 staff, including 8,622 fixed term and continuing staff (Table 2.1), 6,127 casual staff and has 5,919 honorary staff. Of continuing and fixed term staff, 49% of academics are women, compared with 67% of professional staff. Overall, 58% of the University’s workforce is female (Table 2.1).
Table 2.1: All staff (academic and professional), continuing and fixed term (2018) STAFF MEN WOMEN NON BINARY ALL
Academic 2,244 2,119 * 4,369 % 51% 49% 51%
Professional 1,396 2,857 * 4,253 % 33% 67% 49% TOTAL 3,639 4,976 7 8,622 % 42% 58% *Number of non-binary staff not provided due to low numbers
The Melbourne Operating Model, implemented in 2014, is a shared services model with staff employed in Chancellery, University Services or Faculties. Of all staff, 75% are employed in faculties; of these, 70% work in STEMM faculties, with 56% of STEMM employees working in the Faculty of Medicine, Dentistry and Health Sciences (MDHS) (Table 2.2). Some staff in STEMM faculties hold joint appointments with external institutions, predominantly in hospitals and medical research institutes.
Table 2.2: All staff (academic and professional) continuing and fixed term by operating unit, and split by HASS/STEMM faculties (2018) OPERATING UNIT NUMBER OF STAFF % OF TOTAL Chancellery & University Services 2,114 25% of all staff Faculties 6,508 75% of all staff HASS FACULTIES 1,961 30% of faculty staff Arts 489 25% of HASS Business and Economics 520 27% of HASS Architecture, Building and Planning 211 11% of HASS Education 259 13% of HASS Law 232 12% of HASS Fine Arts & Music 250 12% of HASS STEMM FACULTIES 4,547 70% of faculty staff Medicine, Dentistry & Health Sciences 2,551 56% of STEMM Science 930 20% of STEMM Engineering 602 13% of STEMM Veterinary & Agricultural Sciences 464 10% of STEMM TOTAL STAFF 8,622 100% University of Melbourne Athena SWAN Bronze Award Application 10 Table 2.3 outlines academic and professional employees by gender within the four STEMM faculties. Overall, gender distribution in academic positions is approximately equal (48% women), whilst professional staff are predominately women (74%).
Table 2.3: Gender distribution of STEMM staff by faculties: academic and professional, continuing and fixed term (2018) FACULTY MEN WOMEN NON ALL BINARY Medicine, Dentistry and Health Sciences 900 1,648 2,551 % 35% 65% Academic 730 1,001 1,731 % 42% 58%
Professional 170 647 817 % 21% 79% Science 510 420 930 % 55% 45% Academic 416 220 636 % 65% 35%
Professional 94 200 294 % 32% 68% Engineering 399 203 602 % 66% 34%
Academic 322 93 415 % 78% 22% Professional 77 110 187 % 41% 59% Veterinary & Agricultural Sciences 170 294 464 % 37% 63%
Academic 129 136 265 % 49% 51% Professional 41 158 199 % 21% 79%
All STEMM 1,979 2,565 3 4,547 % 44% 56% Academic 1,597 1,450 3,047 % 52% 48% Professional 382 1,115 1,497 % 26% 74%
University of Melbourne Athena SWAN Bronze Award Application 11 3. The self-assessment process
The University is in the process of developing a new Strategic Plan (2020-2030) which will provide commitment and continuity of action with respect to gender equity and D&I. The UoM AS action plan has purposely been aligned with this plan, supporting a high likelihood of success. In 2019, governance mechanisms and senior leadership accountability for D&I matters has been strengthened (as outlined in Section 3iii below).
Describe the self-assessment process. This should include: (i) a description of the self-assessment team
Established in 2016, the UoM Athena Swan (AS) team included a Project Lead and a four-member Project Taskforce (comprising senior academic and professional leads), responsible for running the project and the Self- Assessment Team (SAT).
The SAT comprised: • AS Project Taskforce members • Associate Deans (AD) D&I, early-mid career academics, and HR representatives from STEMM faculties (x4) • Indigenous academic (HASS) and Indigenous professional staff • Gender equity professionals • Communications lead • STEMM nominee from Committee of AD Research • HASS academic nominee • UoM Women in Science and Engineering (WISE) PhD representative • Graduate Student Association representative Members were selected strategically either by position or by organisational unit; in addition, interest was sought to ensure a diverse gender, social, level and disciplinary mix. SAT members have lived experience of: • Primary and single carer roles • Career interruptions - parental and carer leave • Indigeneity • Working flexibly • First in family to attend university • Refugee and migrant experience • LGBTI+
University of Melbourne Athena SWAN Bronze Award Application 12 In total, 35 people have been part of the SAT over different periods. Participants comprised 27/35 (77%) who identify as female, 7/35 (20%) who identify as male, and 1/35 (3%) who identify as non-binary. We were aware of the low representation of men on the SAT, which was influenced by two factors: 1) the majority of Faculty nominated representatives were women; and 2) the need to include individuals with lived experience and/or specific expertise. Of the 35 SAT participants, 18/35 (51%) were academic staff, 13/35 (37%) were professional staff, and 4/35 (11%) were students.
We originally decided not to appoint a project officer, to ensure a high level of ownership from SAT members. This distributed leadership model enabled SAT members to assume leadership at a local level. Since our 2018 submission, this model has been revised with additional new resourcing established, including a D&I Project Lead and additional administrative support.
Workload was discussed early to ensure that all SAT members were aware of their roles and expectations. The Project Lead has a 0.2 EFT workload allocation. Contributions of SAT members are recognized through workload planning and performance development discussions.
Working groups were established based around the AS requirements. SAT members were asked to nominate for these. Each working group developed terms of reference, a work plan, and reported on progress at the SAT meetings. This has informed analysis and development of the action plan.
SAGE Athena SWAN working group topics 1. Recruitment and induction 2. Promotion 3. Career breaks and career pathways 4. Gender pay audit 5. Intersectionality 6. Communications 7. Qualitative data collection
University of Melbourne Athena SWAN Bronze Award Application 13 Table 3.1: UoM SAGE Self-Assessment Team (taskforce members shaded) CLASSIFICATION SAT ROLE
NAME GENDER ORGANISATIONAL UNIVERSITY ROLE A: Academic (in addition to
UNIT P: Professional SAT member) S: Student WG: Working group Professor Marilys F MDHS Associate Dean (AD) Learning A Project Lead; WG 4 Guillemin and Teaching, MDHS Alisha Fernando F Chancellery HR Associate Director, D&I P Taskforce member Dr Robyn May F Chancellery Research Capability Advisor P Taskforce member Research Geoff Edlund M Business Associate Director P Taskforce member Intelligence and Reporting
Dr Andrew Siebel M BioSciences, AD D&I; Professor A WG 3 member Science Plant Biochemistry Dr Reid Tingley M Biosciences, Science Research Fellow A WG 1 & 2 member Professor Laura Parry F BioSciences, Professor & AD A WG 2 Lead Science Research and Industry, Lana Makarov F Science HR Business Partner P WG 6 member Professor Lou Harms F School of Health Professor, and AD D&I, MDHS A WG 7 Lead Sciences, MDHS Dr Louisa Flander F School of Senior Research Fellow, A WG 1 & 3 member Population & Global Centre for Epidemiology Health, MDHS & Biostatistics Dr Scott Kolbe M School of NHMRC Peter Doherty A WG 2 & 7 member Biomedical Research Fellow Sciences, MDHS Jacqui Olney F MDHS Associate Director, HR P Since April 2017; WG 3 member Assoc Prof Joanne Devlin F Vet & Ag ARC Future Fellow A WG 3 Lead Dr Margaret Ayre F Vet & Ag Senior Research Fellow, Rural A WG 3 member Innovation Research Group Toni Rizzo F Vet & Ag HR Business Partner P WG 1 Lead Professor Elaine Wong F Engineering Professor, AD D&I, A Since Jan 2017; Engineering WG 3 member Dr Daniel Heath M Engineering Lecturer, Chemical and A WG member Biomolecular Engineering Anshu Tara F Engineering HR Business Partner P WG 1 & 6 member Dr Sana Nakata F School of Social ARC Discovery Indigenous A WG 5 member & Political Researcher; Lecturer Sciences, Arts in Political Science Assoc Prof Birgit Lang F School of Languages Assoc Professor, and A Since Jan 2017; and Linguistics, Arts Associate Dean (Equity WG 2 member & Diversity), Arts Nicole Major F Murrup Barak for Program Manager P WG 1 member Indigenous Studies Dr Jen de Vries F Poche Institute Senior Academic Fellow, A WG 5 Lead for Indigenous Gender expertise Health, MDHS Anna Kosovac F PhD candidate, Women in Science and S Since Jan 2017; Vet & Ag Engineering (WISE) WG 5 member representative Simin Rezaei F PhD candidate, Graduate Student S WG 3 member MDHS Association representative Rosie Brown F External Relations Marketing & Communications P Since Sept 2017; Specialist WG 6 member Dr Kath Sellick F MDHS Qualitative research assistant A Since Aug 2017; WG 7 member Dr Megan Sharp F MDHS Qualitative research A Since Aug 2017; assistant; LGBTI+ expertise WG 7 member
University of Melbourne Athena SWAN Bronze Award Application 14 PAST SAT MEMBERS WHO HAVE CONTRIBUTED TO THE SAT NAME GENDER ORGANISATIONAL UNIT UNIVERSITY ROLE CLASSIFICATION SAT ROLE Kimberley Poynton F Chancellery, Associate Director, Workplace P Jan 2016 - Sept 2017: Human Resources Relations & Diversity Taskforce member Jessie Macintyre F MDHS HR Associate Director, P April 2016 - Oct 2017; Workforce and Culture WG 2 member Dr Reihana Mohideen F Engineering Senior Research Fellow, & A April - Dec 2016; WG 3 AD D&I, Engineering member Peter Rogers M Science HR Business Partner P April - Sept 2016; WG 6 member Jill Carter F Vet & Ag HR Business Partner P April - Sept 2016; WG 1 member Jess Vovers F PhD candidate, Women in Science and Engineering S April - Dec 2016; WG 5 Engineering (WISE) representative member Sophia Frentz Q PhD candidate, Women in Science and Engineering S April - Dec 2016; WG 5 Genetics, MDHS (WISE) representative member Professor Andy May M School of Historical Professor & Associate A April - Dec 2016; WG 2 and Philosophical Dean Research, Arts member Studies, Faculty of Arts
*SAT members since April 2016 unless otherwise stated CLASSIFICATION: A: Academic, P: Professional, S: Student SAT ROLE: (in addition to *SAT member) WG: Working group
Some of the SAT team members, Dec 2017. From left to right: Joanne Devlin, Jacqui Olney, Kath Sellick, Robyn May, Simin Rezaei, Andrew Siebel, Elaine Wong, Lou Harms, Alisha Fernando, Reid Tingley, Sana Nakata, Laura Parry, Marilys Guillemin, Ute Roessner, Anshu Tara.
University of Melbourne Athena SWAN Bronze Award Application 15 (ii) an account of the self-assessment process
The SAT was established in April 2016 and met monthly. Each meeting was organised around an agenda including taskforce updates; SAGE events; working group reports; as well as special meetings such as training on data risk management. A shared electronic repository was established with communication primarily via e-mail.
The SAT engaged in three phases of work: Phase 1: Establishment; data collection; local engagement Phase 2: Data analysis; development of action plan Phase 3: Local engagement; action plan and application development.
The University community was consulted and engaged throughout (see section on communication below). In addition to the quantitative data analysis, there were two principal data sources: 1. UoM staff D&I survey, conducted in 2019 The D&I survey was conducted in 2019 through an external provider, providing independence. The survey was sent to all salaried UoM staff, with 4,072 respondents (45%). Casual staff were not included, as a separate survey appropriate to their employment circumstances will be administered in Q3 2019. The sample of respondents is broadly representative of the UoM workforce in terms of academic level, age, and years of employment. Overall, men were underrepresented (37% survey sample/42% population), and academics underrepresented compared to professional staff (respective survey sample split 44%/56% versus 51%/49% population split). Compared to the overall responses, STEMM and HASS faculties showed similar participation profiles for gender groups, relative to staff population. Table 3.2: 2019 D&I survey responses by gender and academic/professional staff, compared to population GROUP SURVEY PARTICIPATION STAFF POPULATION Overall 45% of all staff 100% Female 60% of all responses 58% Male 37% of all responses 42% Non-binary 1% of all responses Less than 1% Gender undisclosed 1% of all responses N/A Academic 44% of all responses 51% Professional 56% of all responses 49%
The survey included sections on: • Workforce demographics including organisational unit, length of employment, academic/professional classification and level • Personal characteristics including cultural identity (including ATSI), age, gender, LGBTI+, disability and carer responsibilities • Beliefs and experiences of inclusive organisational culture, leadership and team behaviour, career progression and development, promotion, and flexible work • Open questions related to D&I The findings have been presented to the senior leadership. Workshops with the University Executive are planned for August 2019 to develop an agreed set of actions with clear accountabilities. 2. Qualitative study, conducted in 2017 with ethics approval, focusing on three key areas: i. Work and organisational culture (for academic and professional staff) ii. Academic promotion (for successful Level D applicants in the last two rounds, and Level C academics considering applying for Level D) 16 University of Melbourne Athena SWAN Bronze Award Application iii. Academic career interruptions (for academics who have applied for, or returned to work following, parental or carer leave in the past two years). UoM staff were invited to participate in their choice of focus groups, individual interviews, or anonymous written submissions over Sept - Oct 2017. A total of 112 staff participated (81 academic and 31 professional; 98 women and 14 men), across most organisational units (Table 3.2). The majority (70) took part in focus groups, with 30 choosing individual interviews, and the remainder lodging written submissions. A detailed report has been compiled and considered by the UoM D&I Steering Committee to inform future actions. Table 3.3: 2017 Qualitative study participants across organisational units
STEMM Number of participants HASS Number of participants OTHER Number of participants
MDHS 33 Arts 12 Uni Services 10 Science 13 Education 3 Other 6 Engineering 15 Architecture, 2 Building & Planning Vet & Ag Sci 11 Business & Economics 2 Fine Arts & Music 5 Law 0 TOTAL STEMM 72 (64%) TOTAL HASS 24 (21%) TOTAL OTHER 16 (14%) TOTAL PARTICIPANTS 112
We also drew on findings from a project undertaken by a UoM Academic Women in Leadership (AWiL) 2016 group (Ayre, Hurlimann, Wijburg and Woodward-Kron, 2016), that explored the nature and impacts of academic career interruptions. In-depth interviews were undertaken with ten staff across two faculties (STEMM and HASS). The extensive qualitative findings from these two studies provide a rich overview of staff experiences and perceptions.
Communication
Local communication and consultation occurred at each stage of the process. For example, in 2016 SAT members presented to their colleagues on the University’s aims and participation in AS, in 2017 SAT members presented relevant data and analysis, and in 2018 engaged in discussion about the University’s findings and action plan.
Each faculty has an Associate Dean (D&I), a number of whom are SAT members, and who report on AS to faculty Executives. Associate Deans (Research) report on AS to the Committee of ADs Research, which is chaired by the Pro Vice Chancellor Research Capability. The AS Project Lead has met monthly with the Executive Director HR throughout the process, as well as regular check-ins with the VC and Provost. These discussions have ensured engagement with the University leadership and informed the development of local initiatives and an AS action plan.
Over 35 AS events have been held since 2015, including presentations to Schools and University-sponsored conferences, and we have engaged actively with regional and national SAGE meetings and with visitors from UK AS accredited institutions.
We have noted development of an AS communications plan on our Action Plan. This will be developed in tandem with a stronger focus on internal communications across the University more generally. A dedicated webpage is in development.
Action 6.1: Complete strategic UoM Athena SWAN communications plan
University of Melbourne Athena SWAN Bronze Award Application 17 (iii) Plans for the future of the self-assessment team
In October 2018, Professor Duncan Maskell from the University of Cambridge commenced as VC. The VC has strongly expressed his commitment to promoting gender equity as an important part of improving diversity and inclusion more generally.
A new Chancellery structure introduced in 2019 allocates responsibility for the Diversity and Inclusion strategy to the Vice President Strategy and Culture, who reports directly to the VC. She will lead this work in close collaboration with the Deputy Vice Chancellor (Academic) and Deputy Vice Chancellor (Research), whose relevant areas of responsibility are outlined in red on Figure 3A.
The Diversity and Inclusion Steering Committee will now report directly to the Vice Chancellor and through him to University Executive (UE) and Council. The Committee’s Terms of Reference have been strengthened and clarified to encompass a review of the existing D&I plan, recommendations for priority actions (including resource requirements) and oversight of the AS Action Plan. Reports from the D&I Committee are now standing items at UE meetings, and the VC receives regular briefings from the Chair of the Committee and the AS Project Lead. The D&I Steering Committee is chaired by Professor Julie Willis, Dean of Architecture, Building and Planning, who provides academic leadership on these issues. A summary of the D&I governance process is provided in Figure 3B.
Former members of the AS SAT will be involved in two advisory groups reporting to the D&I committee: the D&I Advisory Working Group, comprising Associate Deans D&I, and the Gender Equity Community of Practice which includes other SAT members. Both groups will be involved in championing, communicating and providing advice on the implementation of the AS Action Plan.
Action 1.1: Strengthen organisational leadership and commitment on D&I activities
Figure 3A: UoM Organisational Structure – Senior Executive Leadership
University of Melbourne Athena SWAN Bronze Award Application 18 Figure 3B: UoM Diversity and Inclusion Governance
Vice-Chancellor
Accountable Executives: Vice Chancellor’s Vice-President University Executive Advisory Group Strategy and Culture (UE) (VCAG) DVC Academic UE receives reports and recommendations VC’s office advises of outcomes Diversity and Inclusion and impacts of VCAG discussions Steering Group relating to D&I Deans are members of UE Oversees D&I issues for both staff and students at UoM Chair: Julie Willis, Dean of ABP
Deans of Faculties D&I Steering Group Accountable Staff: provides advice and Diversity and feedback Provide reports to D&I Inclusion Project Steering Group Lead
Divisional Diversity and Gender Equity Community Inclusion of Practice Advisory Working Group Includes former SAT Includes former SAT members members
Reporting Line
Feedback/Direction
University of Melbourne Athena SWAN Bronze Award Application 19 4. A picture of the institution
Academic and research staff data Where available, three years of data is presented. Headcount data and percentages are provided, except where a cohort count is 5 individuals or less (to protect individual privacy).
(i) Academic and research staff by grade and gender
Across all academic faculties at UoM, a cross-over point occurs in gender distribution at Level C, with a particularly sharp drop in numbers of women in Levels B vs. C and Levels C vs. D (Figure 4A).
Figure 4A: Gender distribution across academic Levels A-E for UoM (2018)
80% 70% 70% 65% 61%
60% 54% 51% 50% 46% 39% 49% 40% 35% 30% 30%
PROPORTION OF STAFF (%) 20%
10%
0% LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E
%F %M
Level A Level B Level C Level D Level E # F 761 602 420 165 220 # M 490 523 442 300 508
University of Melbourne Athena SWAN Bronze Award Application 20 Figure 4B shows three years of headcount data for gender distribution by academic level across UoM, and Figure 4C compares the percentage of women by academic grade (corresponding to Figure 4B). As a proportion of total numbers, women have consistently been in the majority at Levels A and B over the past 3 years. Compared to 2016, in 2018 the proportion of women at Level C increased by 6 percentage points and at Level E increased by 1 percentage point; however there has also been a 4 percentage point decrease in the proportion of women at Level D. Overall, at senior levels there remains a significant gender bias in favour of men at the most senior levels. Hence, opportunities for supporting women’s career progression must be a focus for attention.
Figure 4B: Gender distribution by academic level A-E for UoM, all faculties (2016-2018)
1000
900
800
700
600
500
400 NUMBER OF STAFF
300
200
100
0 Level A Level B Level C Level D Level E Level A Level B Level C Level D Level E Level A Level B Level C Level D Level E 2016 2017 2018 F 785 649 318 169 187 864 658 347 173 208 761 602 420 165 220 M 501 550 426 267 462 569 552 414 291 500 490 523 442 300 508
Figure 4C: Proportion (%) of women by academic grade, all faculties (2016-2018)
70%
60%
50%
40%
30% % women
20%
10%
0% Level A Level B Level C Level D Level E 2016 61% 54% 43% 39% 29% 2017 60% 54% 46% 37% 29% 2018 61% 54% 49% 35% 30%
University of Melbourne Athena SWAN Bronze Award Application 21 Although men occupy the majority of senior academic positions across the university, women’s representation at Level E in HASS faculties is much higher than for women in STEMM, whilst the overall proportion of women at all academic levels is only 4 percentage points greater in HASS than in STEMM (Figure 4D). This affirms the University’s decision to focus upon women in STEMM. We need to explore which systemic, cultural and/or structural factors might be affecting career progression for women in STEMM. Figure 4D: Proportion (%) of women by academic level, HASS vs STEMM (2018)
HASS STEMM
80% 68% 70%
60% 56% 59% 51% 50% 52% 42% 48% 39% 40%
30% 34%
20% 24% PROPORTION OF OF (%) WOMEN PROPORTION
10%
0% LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E Number of staff HASS STEMM # F # M Total # F # M Total Level A 144 67 211 617 423 1040 Level B 212 168 380 390 355 745 Level C 162 158 320 258 284 542 Level D 64 100 164 101 200 301 Level E 108 152 260 112 356 468 Total 690 645 1335 1478 1618 3096 % 52% 48% 48% 52%
The higher proportion of male Level D and E professors in both HASS and STEMM has been consistent over the past three years with only slight improvements in the proportion of women (Figure 4E). This confirms the need for active intervention to increase the number of Level D-E women, particularly in STEMM. In response, faculty- specific targets for the proportion of women at Levels C and E have now been set.
Differences and variations are revealed within and across STEMM faculties. We have chosen to examine four STEMM academic organisational units (one faculty and three schools) which display a range of gender distribution patterns. Together they comprise 36% of all STEMM staff. In some of these units, interventions are currently being trialed. These interventions will continue to be tracked over time and their effectiveness reviewed. The D&I Steering Committee will be the central coordination point to review interventions and advise upon implementation of centralized actions that build upon local examples of good practice.
School of Biomedical Sciences (MDHS) Figure 4F In the School of Biomedical Sciences, women comprised 51% of all academics in 2018. However, women are highly concentrated at Levels A and B, and men outnumber women at Levels C-E, consistent over the last 3 years. The gender distribution profile is similar to the average for all STEMM faculties (shown in Figure 4E) but with a slightly lower proportion of women at Levels C and E. In 2019, the School established the MJ Gething Gender Equity Award
University of Melbourne Athena SWAN Bronze Award Application 22 ($5000) for ECRs with significant caring responsibilities to assist them to maintain their career progression.
School of Mathematics & Statistics (Science) Figure 4G The School of Mathematics & Statistics displays a male majority workforce across all levels (25% female academics), which is particularly accentuated at Levels D and E. In 2016, women represented only 10% of all Level E positions. To address this and the low representation of women across the school, three women-only positions at Levels B, C and D were advertised, and all three were filled. In 2018, the proportion of women at Level E increased to 17%. The faculty has developed a mentoring program for female staff (academic and professional) and supports an active ‘Women in Science’ network. In 2019, the Faculty of Science announced a parental leave support package of up to $50,000 which can be taken over a two-year period to support career continuity (e.g. employment of a research assistant). This is offered in addition to the standard parental leave offered by the University. The School has also established a carer’s travel scheme to enable staff with caring responsibilities to travel to conferences or for other research purposes.
Melbourne School of Engineering (MSE), Figure 4H The low rate of women’s representation at Level E (11%) reflects the minority female academic workforce across all academic levels: only 22% of all MSE academics are women. This contrasts with the female participation rate in MSE’s student cohort (34%). The faculty established a D&I committee in 2017 which has instituted a mentoring program for women, established a visiting fellowship program for female academic staff, an international research fellowship for women and a fund to support academics with caring responsibilities when they travel for conferences or research. Following the success of the women-only recruitment program in the Department of Mathematics and Statistics, MSE advertised 12 women-only positions in 2018-2019, with seven appointments made to date (with an additional five appointments in progress.)
School of Health Sciences (MDHS) Figure 4I Nursing and Allied Health disciplines display a female dominated workforce. Although women are in the majority overall (73% of academics in 2018), the proportion of men increases at more senior levels, so that men outnumber women at Level D. (It should be noted that this trend is based upon low staff numbers.) This trend will continue to be monitored for consideration of potential interventions.
The scale of the differences between STEMM disciplines is particularly striking when the proportion of women in different STEMM disciplines is compared side by side (Figure 4J). This figure highlights the significant increase in women at Level C in the School of Mathematics and Statistics from 2016 - 2018, where a number of targeted interventions have been introduced, whilst the other academic units show relatively minor gains over the three years.
Key points • Across all academic areas, men consistently outnumber women at senior levels • This gender bias is more pronounced in STEMM faculties (relative to HASS) • The proportion of women is variable within STEMM, with some units (Engineering and Maths) displaying a more pronounced gender bias in favour of men • Targeted interventions have already increased female representation, particularly in the School of Mathematics and Statistics • There are gender differences in the broader workforce across STEMM disciplines, and any organization-wide interventions need to recognize this.
Action 4.2: Expand and support targeted recruitment in faculties/departments where women are underrepresented
University of Melbourne Athena SWAN Bronze Award Application 23 Figure 4E: Gender distribution of academic staff, HASS and STEMM (2016-2018) 2016 2017 2018
100% 90% 80% 68% 65% 64% 70% 61% 58% 59% 58% 58% 58% 55% 54% 56% 55% 56%
60% 51% 50% 42% 41% 44% 42% 42% 39% 42% 35% 36% 49% 40% 45% 32% HASS 46% 45% 44% 30% 20% 10% 0% LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E
100% 90% 78% 78% 76% 80% 66% 64% 65% 70% 60% 60% 59% 57% 54% 60% 53% 53% 52% 52% 50% 40% 40% 41% STEMM 36% 35% 34% 40% 47% 47% 46% 48% 48% 43% 24% 30% 22% 22% 20% 10% 0% LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E Number of staff
2016 2017 2018 A B C D E A B C D E A B C D E F 125 251 120 61 98 148 248 131 64 108 144 212 162 64 108 HASS M 66 203 166 72 139 82 193 158 90 152 67 168 58 100 152 F 660 398 198 108 89 716 410 216 109 100 617 390 258 101 112 STEMM M 435 347 260 195 323 487 359 256 201 348 423 355 284 200 356
University of Melbourne Athena SWAN Bronze Award Application 24 Figure 4F: Gender distribution of academic staff, School of Biomedical Sciences (SBS), MDHS (2016-2018)
100% 2016 2017 2018 90% 79% 77% 76% 80% 66% 68% 67% 69% 67% 70% 63% 62% 60% 55% 53% 60% 52% 52% 50% 38% 40% 38% 33% 34% 48% 32% 34% 48% 47% 40% 45% 31% 24% 21% 30% 23% 20% 10%
0% LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E Number of staff
2016 2017 2018 A B C D E A B C D E A B C D E F 128 44 13 11 10 133 50 12 9 10 118 49 16 9 9 M 65 47 16 23 33 67 46 20 20 32 72 44 24 18 33
University of Melbourne Athena SWAN Bronze Award Application 25 Figure 4G: Gender distribution of academic staff, School of Mathematics and Statistics, Science (2016-2018) 2016 2017 2018 100% 89% 90% 89% 100% 83% 83% 78% 73% 75% 76% 80% 70% 69% 66% 60% 54% 60% 30% 31% 34% 40% 22% 27% 25% 24% 46% 17% 17% 11% 40% 11% 20% 10% 0% 0% LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E Number of staff
2016 2017 2018 A B C D E A B C D E A B C D E F 9 8 * * * 14 8 * * * 8 9 8 * * M 21 18 * * * 27 22 * * * 24 28 12 * *
*Data not presented – Cohort of 5 individuals or less
University of Melbourne Athena SWAN Bronze Award Application 26 Figure 4H: Gender distribution of academic staff, Melbourne School of Engineering (MSE) (2016-2018)
2016 2017 2018 94% 100% 90% 89% 80% 81% 76% 79% 78% 77% 80% 71% 70% 72% 71% 65% 66% 60% 35% 34% 40% 29% 30% 28% 29% 24% 20% 21% 22% 23% 19% 11% 20% 6% 10%
0% LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E
Number of staff
2016 2017 2018 A B C D E A B C D E A B C D E F 42 28 11 13 * 54 33 12 9 8 35 30 13 7 9 M 102 65 45 33 * 130 61 37 33 72 124 58 44 30 75
*Data not presented – Cohort of 5 individuals or less
University of Melbourne Athena SWAN Bronze Award Application 27 Figure 4I: Gender distribution of academic staff, Melbourne School of Health Sciences, MDHS (2016-2018)
2016 2017 2018
100% 85% 82% 78% 81% 79% 80% 72% 80% 68% 69% 59% 60% 57% 56% 53% 56% 60% 32% 41% 31% 40% 28% 47% 23% 21% 44% 20% 44% 19% 43% 15% 40% 18% 20%
0% LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E
Number of staff
2016 2017 2018 A B C D E A B C D E A B C D E F 31 30 17 6 10 34 34 20 6 10 47 32 23 8 9 M 9 7 8 8 7 9 6 9 9 8 10 8 9 9 7
University of Melbourne Athena SWAN Bronze Award Application 28 Figure 4J: Proportion of women (%) at academic levels A-E for selected STEMM academic organizational units (2016-2018) School of Biomedical Sciences Melbourne School of Engineering 100% 100% 90% 90% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% 10% 0% 0% Level A Level B Level C Level D Level E Level A Level B Level C Level D Level E %F 2016 66% 48% 45% 32% 23% %F 2016 29% 30% 20% 28% 6% %F 2017 67% 52% 38% 31% 24% %F 2017 29% 35% 24% 21% 10% %F 2018 62% 53% 40% 33% 21% %F 2018 22% 34% 23% 19% 11%
Mathematics & Statistics School of Health Sciences 100% 100% 90% 90% 80% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% 10% 0% 0% Level A Level B Level C Level D Level E Level A Level B Level C Level D Level E %F 2016 30% 31% 22% 11% 10% %F 2016 78% 81% 68% 43% 59% %F 2017 34% 27% 46% 0% 17% %F 2017 79% 85% 69% 40% 56% %F 2018 25% 24% 40% 11% 17% %F 2018 82% 80% 72% 47% 56%
University of Melbourne Athena SWAN Bronze Award Application 29
(ii) Academic and research staff on fixed term, open-ended/permanent and casual contracts by gender
Table 4.1 shows that the proportion of fixed term academic staff is relatively stable over time, with a variation of 3-4 percentage points over three years. This reflects the employment and funding structures of the University, in which fixed term roles are primarily driven by research grants. As a consequence, STEMM displays a higher proportion of fixed term employment than HASS, due to a greater reliance upon fixed term research grant funding in STEMM. Across the University, the highest proportion of fixed term staff is observed at Levels A and B, which reflects the nature of the roles of early career researchers.
Table 4.1: Proportion of academic staff who are fixed term: All staff, HASS, STEMM, all staff by academic level (2016-2018), expressed as a % of each cohort % Fixed Term - % Fixed % Fixed term % All fixed term staff at academic levels All academic staff term HASS STEMM A B C D E 2016 63% 43% 72% 97% 74% 45% 29% 34% 2017 62% 42% 70% 95% 73% 41% 30% 31% 2018 60% 39% 68% 94% 70% 40% 29% 30%
Men and women at Level A are equally likely to be employed in fixed term contracts (Table 4.2). At Levels B-D there is a small gender difference (3-4 percentage points, with a greater proportion of women on fixed term contracts). Although this is a small difference, it should be noted that this coincides with a particularly vulnerable time in career trajectory for women. Uncertainty in employment continuity, coupled with potential career breaks (e.g. parental leave) is particularly challenging for women in fixed term positions.
It should be noted that the higher proportion of men on fixed term contracts at Level E (7 percentage points more than women at Level E) is due to a number of research academics with joint clinical appointments in the Faculty of Medicine, Dentistry and Heath Sciences.
Considering the proportion of fixed term staff across all academic levels, there is a significant gender disparity. Women are more likely to be employed on fixed term contracts, with 65% of women academics at any level being on fixed term contracts, compared to 54% of men (Table 4.2). This is largely due to the overrepresentation of women at Levels A and B (Figure 5A), where fixed term employment is highest.
Table 4.2: Proportion of all academic staff who are fixed term, expressed as a % of cohort by level and gender (2018) 2018 LEVEL A LEVEL B LEVEL C LEVEL D LEVEL E TOTAL Men 95% 68% 38% 28% 32% 54% Women 94% 72% 42% 31% 25% 65% ALL 94% 70% 40% 29% 30% 60%
Consistent with the University’s commitment to address fixed term employment, the University included in the 2018 Enterprise Agreement a proactive workforce planning process which in part considers opportunities for its employees to secure continuing employment. Recognising that the majority of fixed term arrangements are contingent on research funding, the 2018 Enterprise Agreement provided for continuing employment contingent on research funding.
UoM has a large workforce of casual staff in academic and research positions, with a slightly higher proportion of women (Table 4.3). Further analysis of the casual workforce is not currently possible, due to lack of indicative data.
University of Melbourne Athena SWAN Bronze Award Application 30
Table 4.3: Casual workforce (2018) (headcount) Staff type Women Men Non-binary Total Academic 2,534 2,165 9 4,708 % total 54% 46% Professional 1,807 1,105 8 2,920 % total 62% 38% All casual staff 3,465 2,659 12 6,127 % total 57% 43%
A survey of casual staff will be implemented in Q3 2019 to collect additional data on the casual workforce, addressing specific aspects of the casual employment relationship and staff experiences of D&I.
Key points • The majority of lower level academic positions are fixed term, corresponding to the higher proportion of women at Levels A and B • A greater proportion of STEMM academic positions are fixed term, relative to HASS • Fixed term employment is particularly challenging for women’s career continuity in the context of career breaks, including parental leave • Women are slightly in the majority in the casual workforce
Action 3.5: Conduct a D&I survey for the casual workforce to further understand their experience of diversity and inclusion
Action 3.6: Utilise the improved employment categories in 2018 Enterprise Agreement and workforce planning arrangements to maximise opportunities for continuing employment replacing fixed term
(iii) Academic staff by contract function and gender: research-only, research and teaching, and teaching- only
The research focus of UoM is highlighted by the high numbers of staff who are Research only (RO) - 43% of all academic staff (Table 4.4).
Table 4.4: Total academic workforce – breakdown by work focus (contract function) classifications (2018)
Academic job function – work focus classification Number of staff % of academic workforce Research only (RO) 1,847 43% Research & teaching (R&T) 1,690 39% Teaching only (TO) 508 12% Academic specialist 277 7%
Figure 4K illustrates the gender distribution across academic levels and job functions. (Note that academic specialists, an extremely diverse group comprising technical and senior managerial academic staff, are not represented in Figure 4K due to their relatively small number).
As previously observed, women formed the majority of the workforce at Level A and men were in the majority at Level E, and this is consistent across work focus areas. The most significant underrepresentation of women is observed at Levels D and E in RO roles (64-66% men), Level D and E University of Melbourne Athena SWAN Bronze Award Application 31 R&T roles (68-70% men) and Level E TO roles (71% men; however this is based upon low staff numbers.) Women most significantly outnumber men in Level A and B TO roles (68-69% women) and Level A R&T roles (67% women).
Figure 4L illustrates the gender distribution of work focus across all academic levels, comparing HASS and STEMM. Both HASS and STEMM display a majority female workforce in TO positions (61% HASS; 65% STEMM). HASS also displays a majority female workforce in RO positions (61%), whereas in STEMM, there is an approximately equal gender distribution for RO positions (49% women). STEMM also displays a lower proportion of women in R&T positions (34% as compared to 46% women in HASS.) Given that R&T roles are more likely to be continuing positions, the gender inequalities in work focus intersect with other considerations to potentially limit the career progression of female academics, particularly in STEMM.
Figure 4K: Gender distribution by work focus (contract function) classification and academic level A-E (2018)
F M
600
59% 500
400 70% 41%
300 54% 51%49% 46% NUMBER OF STAFF 200 68% 50%50% 30% 51% 49% 68% 69% 66% 32% 100 64% 54% 34% 67% 32% 31% 46% 36% 56% 33% 44% 0 LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL LEVEL A B C D E A B C D E A B C D Research Only Research and Teaching Teaching Only A B C D E A B C D E A B C D E F 494 240 115 37 51 43 169 209 97 159 119 116 65 19 * M 349 233 112 65 97 21 168 249 202 371 55 52 56 15 * *Data not presented – Cohort of 5 individuals or less
University of Melbourne Athena SWAN Bronze Award Application 32 Figure 4L: Gender distribution of academic work focus (contract function) categories, HASS vs STEMM (2018)
F M
1800
1600
1400
1200 51%
1000
800 NUMBER OF STAFF 600 54% 66%
400 49% 35% 200 39% 46% 34% 65% 61% 39% 61% 0 HASS STEMM HASS STEMM HASS STEMM
Research Only Research and Teaching Teaching Only HASS STEMM HASS STEMM HASS STEMM F 170 7676 386 291 67 228 M 105 793 546 555 65 126
Key points • In both HASS and STEMM, the teaching-only workforce was majority female, whilst STEMM displayed a majority male workforce in research and teaching positions • The combination of the high proportion of women in RO positions and their overrepresentation at Levels A and B in STEMM reflects insecure employment related to reliance on research grant funding.
University of Melbourne Athena SWAN Bronze Award Application 33 (iv) Academic leavers by grade and gender
Table 4.6 shows the proportion of academic leavers by level over three years (2016-2018), split by reason for leaving (completion of fixed term contract; resignation; or other reason e.g. retirement or redundancy.) Completing a fixed term contract was the most common reason for leaving, and the highest proportion of leavers were concentrated at Levels A and B for both STEMM and HASS. For each type of academic leaver, Table 4.6 shows a percentage share of the total number of leavers in each cohort (by gender and year). The highest percentage of resignations was observed in STEMM, and across all academic levels in STEMM, a higher proportion of women than men resigned in two out of the three years analysed. Women in STEMM at Levels C and D consistently displayed a higher proportion of resignations than Level C and D men in STEMM and Level C and D women in HASS.
Table 4.6: Turnover of academic staff by reason for departure, academic level and gender, HASS vs STEMM (2016-2018) HASS STEMM 2016 2017 2018 2016 2017 2018 % M % F % M % F % M % F % M % F % M % F % M % F Completion of Fixed Term Contract Turnover rate by level* Level A 22 14 15 12 18 19 17 13 13 12 16 12 Level B 8 7 18 21 13 18 9 4 4 8 6 9 Level C 4 3 3 1 1 1 4 2 1 2 4 1 Level D 1 2 0 2 0 0 3 3 2 2 3 2 Level E 1 1 4 0 2 4 2 2 0 0 2 0 % Share of All Leavers at Any Level** 50 48 58 60 53 62 51 47 37 44 49 43 Resignation Turnover rate by level* Level A 4 7 15 5 8 6 13 11 12 14 14 16 Level B 4 7 6 5 7 7 7 7 9 6 7 7 Level C 4 1 4 6 3 4 4 6 7 9 2 5 Level D 3 3 1 2 0 2 2 4 2 6 2 3 Level E 4 4 3 5 3 1 2 1 3 1 3 5 % Share of All Leavers at Any Level** 36 42 35 29 35 26 42 49 57 53 45 54
University of Melbourne Athena SWAN Bronze Award Application 34 Other (Including Retirement, Redundancy) Turnover rate by level* Level A 0 0 0 2 0 0 0 0 0 0 0 0 Level B 2 0 1 3 2 1 0 1 0 0 0 1 Level C 3 4 1 2 1 3 1 2 1 0 2 1 Level D 0 0 0 0 1 0 3 0 1 4 2 0 Level E 1 2 3 2 2 7 2 1 2 2 1 1 % Share of All Leavers at Any Level** 14 10 7 11 2 11 7 3 6 3 5 3
*Turnover rate by level: Number of leavers divided by number of staff at academic level (normalised for gender) **Share of All Leavers at Any Level: Number of leavers from this subset divided by total leavers (normalised for gender)
Key points • Turnover rates are higher at lower academic levels, and are generally higher in STEMM than in HASS • The proportion of resignations was observed to be higher in STEMM • Women in STEMM at Levels C and D were more likely to resign than Level C and D men in STEMM, and Level C and D women in HASS
Action 3.1: Investigate why women in STEMM resign at higher rates than men
University of Melbourne Athena SWAN Bronze Award Application 35 (v) Equal pay audits/reviews
The analysis of the remuneration data is based on the following: • Total Remuneration: Total remuneration includes salary and superannuation, plus all allowances and loadings (general faculty, clinical, and management/additional responsibility loadings) • Average total remuneration to form a comparison • Comparison by academic level, work focus classification and HASS/STEMM to achieve a more nuanced picture
Table 4.7 compares average total remuneration by academic level (excluding executive appointments) and STEMM/HASS. For STEMM and HASS, there is no significant gender gap at Levels A, B, D and E. However, at Level C in HASS there is a 6% difference in favour of men. Further analysis revealed that this was due to a high market driven remuneration in Business and Economics.
Table 4.7: Average total remuneration for academic staff by level and STEMM/HASS (2017)
STEMM HASS AV TOTAL REM HEAD COUNT AV TOTAL REM HEAD COUNT $ GAP % GAP F M $ GAP % GAP F M Level A 1,035 1% 601 350 -1,301 -1% 126 71 Level B 373 0% 367 313 2,227 2% 229 182 Level C 1,719 1% 205 246 10,415 6% 126 152 Level D 1,442 1% 105 195 5,816 3% 63 83 Level E 5,855 2% 100 342 3,296 1% 103 145
University of Melbourne Athena SWAN Bronze Award Application 36 Table 4.8 shows average total remuneration by level and work focus classification in STEMM. In RO and R&T roles, there are few significant gaps. Exceptions include a 4% gap in favour of men for Level D RO positions, and a 3% gap in favour of men at Level E for R&T positions. Teaching only classification shows a gap at Level A in favour of women; this is due to Clinical Fellows in MDHS receiving higher loadings (11 women and one man). Whilst the gap reduces for Levels B, C and D, the trend reverses and men received 3-4% more renumeration than women. For academic specialists, there is a gap of 7% at Level A, due to a small number of men receiving a loading. When calculating the average total remuneration across the total academic workforce, the result is a difference of 19% in favour of men. This result is driven by high numbers of women at Levels A and B and lower numbers of women at Level E. The capacity for the potential earnings over a lifetime to reach parity can only be achieved by improving opportunities for career advancement and promotion of academic women.
Table 4.8: Average total remuneration for STEMM academic staff by level and work focus classification (2017)
RESEARCH ONLY TEACHING ONLY ACADEMIC SPECIALIST RESEARCH & TEACHING
GAP HEAD COUNT GAP HEAD COUNT GAP HEAD COUNT GAP HEAD COUNT
$ % F M $ % F M $ % F M $ % F M
Level A 1,596 2% 393 278 -5,254 -6% 94 38 7,234 7% 94 23 1,940 2% 20 11
Level B 330 0% 203 201 5,783 4% 61 27 -874 -1% 35 22 1,457 1% 68 63
Level C 1,685 1% 71 84 5,605 3% 56 49 -5,301 -3% 15 16 2,539 2% 63 97
Level D 6,359 4% 36 58 5,779 3% 14 9 -2,552 -1% 8 15 -755 0% 47 113
Level E -3,700 -2% 22 75 Sample too small * * 2,705 1% * 17 7,545 3% 72 247
*Data not presented – Cohort of 5 individuals or less
Key points • The University will continue monitoring and reporting on the gender pay gap for positions at the same academic level
Action 5.1: Implement and report on gender parity for remuneration and monitor trends annually
University of Melbourne Athena SWAN Bronze Award Application 37 5. Supporting and advancing women’s careers
5.1 Key career transition points: academic staff
(i) Recruitment
To ensure that recruitment processes are equitable, the University has a number of policies and best practice guidelines. Search firms employed to recruit for Executive roles are provided with a brief to build a diverse short list. However, our current HR systems do not allow for the systematic collection and analysis of recruitment data. Without it, we are unable to fully test the efficacy of our policies and practices. This is an ongoing area of focus for the university.
Action 4.1: Collect and analyse recruitment data on gender composition of shortlisted and successful applicants for academic positions
A recent major initiative undertaken was the development of gendered academic recruitment targets by each faculty. Each faculty adopted gender equity targets for 2019-2022 for academic Levels C and E. Deans will be accountable for reporting against these targets to University Executive and the D&I Steering Committee. Faculties are currently developing implementation plans to achieve these targets, which include recruitment strategies.
TARGETED RECRUITMENT OF UNDERREPRESENTED GROUPS
INDIGENOUS STAFF • Since 2010, the University has prioritized recruitment and retention of Indigenous staff through an Indigenous Employment Framework • A dedicated Indigenous Employment Officer resources this strategy (refer to Section 8)
WOMEN IN STEMM • In 2016, UoM was the first university in Australia to advertise women-only continuing academic positions, to address low female representation in key STEMM schools • Women-only positions increase the participation and visibility of women in these faculties, and send a powerful signal to the STEMM workforce that women’s participation is prioritised at a leadership level. They can also encourage female postgraduate students to contemplate a career in academia, through increasing role models. • This strategy, initiated in the School of Mathematics and Statistics (Faculty of Science), was extended to the Schools of Physics and Chemistry (Faculty of Science) and Melbourne School of Engineering • 19 women-only positions have been advertised, and 15 appointments made (Table 5.1) • Guidelines and case studies have been developed to assist other organisational units to undertake women-only recruitment
University of Melbourne Athena SWAN Bronze Award Application 38 Table 5.1: Recruitment of women-only academic positions at UoM (2016-2019)
FACULTY SCHOOL/YEAR NUMBER OF ROLES NUMBER OF ACADEMIC LEVEL(S) ADVERTISED APPOINTMENTS MADE
Science Maths & Stats 2016 3 3 B, C and D
Physics 2017-2018 2 4 B and C
Chemistry 2019 2 1 (+1 in progress) C and D
Total 2016-2019 7 7 (+1 in progress)
Total 2018-2019 12 7 (+5 in progress) B and C Engineering
15 (+6 in TOTAL 19 progress)*
*Note that more appointments were made than were advertised, due to the high quality of applications received
Action 4.2: Expand targeted recruitment in faculties/schools where women are underrepresented
(ii) Induction
At an organisational level, both face-to-face and online induction are provided. Academic staff orientation to UoM is provided through the Melbourne Centre for the Study of Higher Education (MCSHE). Online information for new staff is comprehensive, however information on the University’s commitment to D&I needs to be better incorporated.
Table 5.2 indicates the total number of participants attending academic orientation programs in 2017 and 2018. Many do not specify gender, but organisers confirm high female attendance. Table 5.2: Gender distribution of attendances in academic orientation programs (2017-2018)
TOTAL PROGRAM YEAR WOMEN MEN NOT PARTICIPANTS SPECIFIED
Academic Staff 2017 183 102 (56%) 51 30 orientation 2018 122 29* 8* 85*
Senior 2017 34 10 (29%) 22 2 Academic Staff orientation 2018 15 1* 0* 14*
*Comprehensive gender distribution data not available for 2018
Faculties have tailored programs including online and face-to-face resources; examples include buddy programs, and quarterly morning teas with the dean and senior leadership in MDHS.
University of Melbourne Athena SWAN Bronze Award Application 39 (iii) Promotion
Academic staff who hold full-time or part-time positions (continuing or fixed-term) may apply for promotion on the basis of their career achievements relative to opportunity. In 2016 the University introduced a new UoM Academic Performance Framework (APF) that recognises three core dimensions of academic performance: activity, engagement, and quality and impact. These three dimensions are considered across Teaching and Learning, Research and Research Training, and Leadership and Service. The University provides guidance to applicants and promotion committees regarding ‘Performance Relative to Opportunity’ (PRO). The University’s PRO policy considers personal circumstances which may impact upon academic performance, including care relationships, medical conditions, career interruptions and flexible working arrangements. Information about promotion is available to all staff through the staff intranet. This includes eligibility criteria, promotion timetables, criteria for assessment and advice on presenting a case for promotion. Call for promotion applications to all staff occurs in the first quarter of the calendar year, and information sessions are conducted. Discussion about promotion forms part of the annual Performance Development Framework (PDF) process. Promotion committees are held at the faculty level for Level D and below; for Level E, the decision is made by a senior central committee. All promotion committees include senior staff external to the home faculty. Feedback to unsuccessful applicants is provided by the unit Head, based on committee feedback.
In 2019, for the first time the University held three promotion briefing sessions for female academics (as per 2018 AS action plan). These sessions focused on key considerations for female promotion applicants, including PRO policies. A total of 127 women attended these sessions, with very positive feedback from attendees. Tables 5.3-5.5 display academic promotion data for the three years 2016-2018 for the whole University; promotions data is now systematically collected annually (from 2018 AS action plan). The data raise several important points (which are later discussed): • Women generally have higher success rates than men at each academic level and on average. • In 2016 and 2017, women were under-represented in the pool of applicants applying for promotion from Level C to D. In 2016 for example, women formed 32% of the applicant pool to Level D, yet formed 41% of all academics at Level C (see Table 5.3). • However, this trend was reversed in 2018: 55% of promotion applications from Level C to Level D came from women (who represent 49% of Level C positions) and women represented 45% of promotion applicants from Level D to Level E despite only 35% of women at Level D • In 2018 there was a record total number of 139 promotion applications from women, with an overall success rate of 83%. As discussed below, STEMM faculties comprised the majority of applications (171/249; 69%) in 2018, with MDHS having 37% of the applicant pool (91/249).
University of Melbourne Athena SWAN Bronze Award Application 40 Table 5.3: All faculties promotions data 2016 (n=208)
PROMOTION TO: 2016 LEVEL C LEVEL D LEVEL E TOTAL N=208
# applications 43 48 29 120 MEN # successful 34 31 22 87
Success rate 79% 65% 76% 73%
# applications 46 23 19 88 WOMEN # successful 38 17 15 70
Success rate 83% 74% 79% 80%
Total # applications at each level 89 71 48 208
% of women applicants at respective level 52% 32% 40% 42%
% of women at preceding level 54% at Level B 41% at Level C 39% at Level D
Table 5.4: All faculties promotions data 2017 (n=230)
PROMOTION TO: 2017 LEVEL C LEVEL D LEVEL E TOTAL N=230
# applications 46 44 32 123 MEN # successful 32 32 17 81
Success rate 70% 73% 53% 66%
# applications 63 28 16 107 WOMEN # successful 59 17 11 87
Success rate 94% 61% 69% 81%
Total # applications at each level 109 73 48 230
% of women applicants at respective level 58% 38% 33% 47%
% of women at preceding level 55% at Level B 45% at Level C 37% at Level D
University of Melbourne Athena SWAN Bronze Award Application 41 Table 5.5: All faculties promotions data 2018 (n=249)
PROMOTION TO: 2018 LEVEL C LEVEL D LEVEL E TOTAL N=249
# applications 42 38 30 110 MEN # successful 31 28 22 81
Success rate 74% 74% 73% 74%
# applications 68 46 25 139 WOMEN # successful 57 36 22 115
Success rate 84% 78% 88% 83%
Total # applications at each level 110 84 55 249
% of women applicants at respective level 62% 55% 45% 56%
% of women at preceding level 54% at Level B 49% at Level C 35% at Level D
University of Melbourne Athena SWAN Bronze Award Application 42 Figure 5A: Women’s share of promotion applications and academic level, STEMM faculties (2016- 2018)
2016 2017 60% 54% 60% 54% 45% 50% 50% 41% 53% 53% 36% 40% 40% 35% 30% 30% 34% 31% 20% 20% 25% 22% 10% 10% 0% 0% B-C C-D D-E B-C C-D D-E
2018 80% 67% 64% 60% 43% 52% 40% 48%
20% 34%
0% B-C C-D D-E
Share of Promotion Applications Share of Academic Level
Figure 5A (above) and Tables 5.6-5.8 (below) show academic promotion data for the four STEMM faculties (2016- 2018). HASS promotion application numbers are much smaller (~90 applications per annum), therefore, analysis is confined to STEMM and All (STEMM plus HASS). As observed across the whole University, women in STEMM have a higher success rate than men in promotion. In 2016 and 2017, the underrepresentation of women in the pool of applicants applying for promotion from Level C to Level D is even more marked in the STEMM faculties. In 2017, women formed only 25% of applicants applying for promotion to Level D yet formed 45% of all academics at Level C (Table 5.7). In 2018, this trend was reversed: women in STEMM faculties comprised a greater percentage of promotion applicants, despite being in the minority at Levels C and D. Success rates for women STEMM promotion applicants remained high. Although the reasons for this trend are not yet clear, we suggest that it could be attributed to clearer academic performance expectations, and a focus on improving annual performance discussions. Women at Level C are also being targeted to consider applying for promotion through formal and informal communications: for example, the VC hosted an International Women’s Day Breakfast in 2019 to which University leadership and promising Level C women were invited to hear experiences from women recently promoted to Level D.
University of Melbourne Athena SWAN Bronze Award Application 43 Table 5.6 STEMM 2016 promotion data (all applicants: MDHS, Sci, MSE, Vet & Ag) (n=134)
Women’s Men’s share of % of share of % of men promotion Total Women’s Men’s LEVEL women at promotion at this applications applications success rate success rate this level applications level (STEMM) (STEMM) (STEMM) (STEMM) (STEMM)
B 54% 53% (B-C) 56% 47% (B-C)
C 41% 31% (C-D) 59% 69% (C-D) 54 86% (25/29) 77% (19/25)
D 36% 34% (D-E) 64% 66% (D-E) 42 69% (9/13) 59% (17/29)
E 23% 77% 38 69% (9/13) 76% (19/25)
Total / average 134 75% 71% success rate
Table 5.7 STEMM 2017 promotion data (all applicants: MDHS, Sci, MSE, Vet & Ag) (n=140)
Women’s Men’s share % of share of % of men of all Total Women’s Men’s LEVEL women at promotion at this promotion applications success rate success rate this level applications level applications (STEMM) (STEMM) (STEMM) (STEMM) (STEMM)
B 54% 53% (B-C) 47% 47%
C 45% 25% (C-D) 55% 75% 64 100% (34/34) 88% (28/30)
D 35% 22% (D-E) 65% 78% 44 68% (11/16) 75% (21/28)
E 23% 77% 32 78% (7/9) 61% (14/23)
Total / average 140 82% 75% success rate
University of Melbourne Athena SWAN Bronze Award Application 44 Table 5.8 STEMM 2018 promotion data (all applicants: MDHS, Sci, MSE, Vet & Ag) (n=171)
Women’s Men’s share of % of share of % of men Total all promotion Women’s Men’s LEVEL women at promotion at this applications applications success rate success rate this level applications level (STEMM) (STEMM) (STEMM) (STEMM) (STEMM)
B 52% 67% (B-C) 48% 33% (B-C)
C 48% 64% (C-D) 52% 36% (C-D) 76 84% (43/51) 68% (17/25)
D 34% 43% (D-E) 66% 57% (D-E) 58 78% (29/37) 71% (15/21)
E 24% 76% 37 88% (14/16) 71% (15/21)
Total / average 171 83% (86/104) 70% (47/67) success rate
Table 5.9 shows MDHS as the largest faculty comprising the greatest number of promotion applications from women in STEMM. However, MDHS women were underrepresented overall (52% of female applicants for promotion relative to 69% of Level B-D women academics in STEMM). Conversely, other STEMM faculties were overrepresented. (Table 5.9) Higher proportions of female applicants may correlate with initiatives at faculty level which encourage and support women to apply for promotion. These will be assessed by the Gender Equity Community of Practice Advisory Committee. Table 5.9 Proportion of women applying for promotion by faculty, and number of women per faculty – STEMM (MDHS, Sci, MSE, Vet & Ag) 2018
MDHS Science MSE Vet & Ag Total
Number of women in faculty 514 117 50 68 749 (Levels B-D only)
% of total women in STEMM 69% 16% 7% 9% (Levels B-D)
Number of promotion applications 54 23 13 14 104 from women (Levels B-D applying for Levels C-E)
% of total promotion applications 52% 22% 13% 13% from women per faculty
Performance relative to opportunity (PRO) considerations Table 5.10 shows the proportion of all PRO applications for promotion that are from women. Although both men and women apply with PRO, women are more likely to apply with PRO. The positive and rising success rate for women applying with consideration of PRO (86%) suggests this initiative is having a positive impact. (Table 5.10)
University of Melbourne Athena SWAN Bronze Award Application 45 Table 5.10: Applications with PRO across all levels, and success rate of women ALL faculties (2016- 2018)
Women’s share Success rate of Success rate of ALL YEAR # of PRO apps of PRO women applying applying with PRO applications with PRO consideration consideration
2016 86 67% (58/86) 83% 78%
2017 109 67% (73/109) 85% 80%
2018 111 76% (84/111) 86% 80%
Part-time work and promotion Women are the majority of part-time promotion applicants, and promotion success rates for part-time female applicants are high (Table 5.11). Part-time women were more likely to be seeking promotion to Level C, while men who worked part-time were more likely to be seeking promotion to Level E. Although data is not available to confirm this, it is likely that the reasons for part-time work differ, for instance part- time senior academics may hold clinical or industry appointments elsewhere.
Table 5.11: Applications from part-time* academics across all levels, and success rate of women ALL faculties (2016-2018)
# of part-time Women’s share of Success rate of Success rate of ALL YEAR applicants part-time apps part-time women part time
2016 35 66% (23) 87% 80%
2017 31 68% (21) 81% 81%
2018 52 81% (42) 83% 81%
*Part time is defined as those with a fractional appointment of 0.8 or less In summary, the quantitative data show that working part-time or having PRO considerations has no detrimental impact on success for women who apply for promotion.
Qualitative data on promotions
The 2019 D&I survey asked respondents to select their level of agreement with the following statements on promotions: a) I understand the promotions process and criteria b) Being promoted is important to me c) I am proactively encouraged to apply for promotion
The results showed the following: • Averaged across all faculties, women are less likely than men to agree with statements a and c; • Women at all levels and faculties strongly agreed with statement b – over 80% favourable responses in all cohorts; • Women at Level C in STEMM responded more favourably to statement c than women at Level C in HASS.
University of Melbourne Athena SWAN Bronze Award Application 46 Qualitative 2017 data on promotion found that academic staff understanding of promotion were impacted by supervisor support and perceptions of a rigid framework for promotions. Some participants commented that they had positive experiences applying for promotion, and attributed this to supervisor support, peer review of applications, and adequate consideration of PRO. However, others felt that there was not a culture of promotion within their departments and felt reluctant to apply. They felt that supervisors lacked the ability to support and mentor their staff. Others were discouraged as their income relied on external grants and an increase in salary could cause additional financial strain on research groups. There was a perception that the promotions framework was rigid and not responsive to career paths which deviate from the norm of full-time teaching-research. For example, teaching only staff commented that they were unsure how to meet the criteria to move from Level C to D. Participants, especially women, who had taken parental leave or worked part-time commented that it was difficult to meet the criteria, especially when compared with others who had been working full-time without career interruptions. Participants commented that the pathway from Level C to D was most suited to staff who could work long hours without concerns for family duties.
Participants had a variety of perspectives regarding PRO guidelines for promotion. Participants were unsure about how PRO was measured and whether the inclusion of relevant details in a promotion application consciously, or unconsciously, influenced panel members’ assessment. Participants reported feeling uncomfortable reporting their personal circumstances as they wanted to be judged purely on their merit.
These findings, together with the outcomes of the D&I survey, indicate that more work is required to inform both staff and supervisors about the promotions process and criteria, particularly for women at lower academic levels. More importantly, these findings point to the need for further training and support for both supervisors and prospective applicants. In particular, greater focus on supervisors providing constructive feedback is required.
Action 2.1: Improve monitoring of promotions data
Action 2.2: Develop a women-only structured mentoring program to support the application process for promotion
Action 2.3: Improve promotions communication and training for potential applicants
Action 2.4: Ongoing efforts to improve quality of PDF conversations relating to promotions
University of Melbourne Athena SWAN Bronze Award Application 47 (iv) Higher Education Research Data Collection (HERDC)
The University’s Higher Education Research Data Collection (HERDC) report does not allow for analysis of the activity of researchers. The report comprises research income data against the four categories of research income, which is not able to be attributed to individual researchers, and therefore does not support analysis based on gender. At the time of preparing this application, data on grant and publications by gender of authors was not available. Instead, we present data on an internal grant scheme for early career researchers (ECRs). This competitive scheme supports ECRs to establish their program of research and track record. Grants provide 12 months’ funding, with a maximum of $25,000 for HASS and $40,000 for STEMM. Allocation of funding is determined by a central committee of senior academic staff, chaired by the Pro Vice Chancellor (Research Capability). A 70% allocation is based on faculties’ prioritization and 30% is based on the committee’s discretion to support women in under-represented fields, small faculties and Indigenous applicants. A gender analysis of applicants and success rates (2016-2018) across UoM shows comparable success rates for men and women (Table 5.12), with women’s success rates higher than men’s across the three years. Conducting follow-up on applicants over time should help us to determine the usefulness of this initiative in advancing research careers.
Table 5.12: Internal ECR grant scheme applications and success rates by gender (2016-2018)
Female success rate Male success rate Female: Male: YEAR Successful/Applicants Successful/ Applicants
2016 32/67 52% 30/74 41%
2017 36/82 44% 27/68 40%
2018 36/65 55% 23/63 37%
University of Melbourne Athena SWAN Bronze Award Application 48 5.2 Career development: academic staff
(i) Training
The MCSHE offers 68 award and non-award courses covering teaching, research and engagement. Table 5.13 summarises female academic participation in these programs. There is a high number of participants where gender is not specified. Although informal feedback has indicated that attendees are generally satisfied, there is a need to undertake further evaluation to measure the quality and effectiveness of these programs in supporting professional development and career progression for women.
Action 3.7: Evaluate the effectiveness of current programs which support women’s professional development
Table 5.13 Summary of female academic participation in Melbourne CSHE professional development workshops delivered in 2018
PROGRAM AREA TOTAL PARTICIPANTS WOMEN MEN NOT SPECIFIED
Teaching: 19 programs 746 272 (36%) 85 389
Research: 21 programs 973 213 (22%) 69 691
Engagement: 28 programs 458 273 (60%) 102 83
Fellowship preparation In 2018, a fellowship preparation seminar was conducted for the first time. Chaired by Professor Julie McLeod, Pro Vice Chancellor (Research Capability), it involved a panel presentation by three senior female academics. The panel addressed topics requested by participants when they signed up for the workshop, including mentoring, dealing with PRO in grant applications, and assessing readiness to apply. The seminar was extremely well received with 130 women attending.
University of Melbourne Athena SWAN Bronze Award Application 49 (ii) Appraisal/development review
The University’s Academic Development Performance framework requires an annual performance discussion with a supervisor, triennial performance review incorporating holistic feedback with a panel of peers and mid- confirmation reviews for continuing staff. All academic staff are expected to participate, and online training is compulsory. Additional resources (including PRO guidelines) are available.
PDF discussions occur at a local level, making the monitoring of the quality across the University difficult, but the triennial review process which involves peers provides a counterbalance and complements local processes. Recently it was suggested that academic supervisors may need more support in conducting effective PDF meetings. Accordingly, an academic supervisor development program was piloted in two faculties (MDHS and Arts) in 2018 and is being rolled out across the University.
Table 5.14 shows the results of the 2019 D&I survey questions on career progression and development opportunities, split by gender, academic/professional staff, and academic staff in STEMM faculties. Women responded less favourably than men, and less favourably than the overall mean for all three questions. Academic staff responded less favourably than professional staff for all three questions, and STEMM academics responded less favourably to the question on development opportunities compared to academics overall.
Table 5.14: Responses to career progression and development questions, split by gender, academic/professional, and STEMM academic staff (2019)
% of favourable responses
QUESTION OVERALL WOMEN MEN ACADEMIC PROFESSIONAL STEMM ACADEMICS Equal career opportunities relative to peers 68% 64% 75% 66% 69% 66% Equal access to development opportunities relative to peers 72% 69% 77% 71% 73% 68% My supervisor gives me regular constructive feedback on my career 63% 61% 68% 63% 64% 63% development
When the 2019 D&I survey respondents (academic and professional staff) were asked to identify the biggest barriers for career progression, the following themes were identified: • Available opportunities • Bias of decision makers • Personal readiness • Workload/time constraints • Carer responsibilities • Career pathways for fixed term roles
Men (21%) were most likely to perceive no barriers to career progression, compared to 9% of women and 4% of non-binary staff. Women (26%) were not significantly more likely than men (25%) to identify personal readiness as a barrier to career progression. However, women and non-binary staff were equally likely (58%) to feel that there was a lack of available career opportunities, whilst men were less likely to consider this a barrier (49%). Decision-maker bias was considered a greater barrier to women (37%) compared to men (28%); and non-binary staff were significantly more likely (58%) to feel that biased decision-makers were a barrier to their career progression.
University of Melbourne Athena SWAN Bronze Award Application 50 These findings suggest that although the university provides considerable career development programs for its staff, they are not sufficient in isolation. Further work is required to assess the effectiveness of policy and organisational practice on women’s career progression; this will form part of the workshops with University Executive in August 2019.
The 2017 qualitative data on career pathways provide insight to explain the survey findings. These indicated that women who have had career interruptions face significant barriers to career advancement. Common themes from the qualitative analysis were: • Fear of perceived gaps in publishing and obtaining grants • PRO often being difficult to communicate • Mixed experience (generally positive) of supervision Additional qualitative findings from the Academic Women in Leadership (AWiL) 2016 report highlighted the importance of PRO provisions and the need for more guidance for staff and supervisors around PRO.
Action 2.4: Ongoing efforts to improve quality of PDF conversations relating to promotions
University of Melbourne Athena SWAN Bronze Award Application 51 (iii) Support given to academic staff for career progression
The University offers formal programs to support career progression for academic and professional staff, including:
For Graduate Researchers (PhD candidates), early career academics and sessional academics: • Graduate Certificate in Indigenous Research and Leadership • Teaching Skills for Graduate Researchers • Teaching@Melbourne • Graduate Researcher Program • The Melbourne Academy • Advanced Skills for Sessional Teachers
For mid-senior academics, and future leaders: • Melbourne Teaching Certificate • Graduate Certificate University Teaching • Melbourne Engagement Lab • Women in Academic Leadership Program
For supervisors of graduate researchers: • Professional Development for PhD Supervisors • Research Mentors Program The uptake of the programs was presented in Table 5.13.
In addition, the University has recently developed a suite of new leadership development programs (Table 5.15).
Table 5.15: UoM Leadership Programs and number of women participants (2018-2019)
PROGRAM AUDIENCE AVAILABILITY NUMBER OF NUMBER WOMEN PARTICIPANTS PARTICIPANTS
Academic Leaders Academic staff in, or moving Advertised on Staff Program into, key leadership roles Hub 70 31 (44%)
Manager Development Middle managers: includes 7 Advertised on Staff Program modules including Hub 363 267 (74%) performance, impact, ecosystem and resilience
Personal Insights Academic and professional Nominations from Program executive leaders organisational units 83 38 (46%)
The Academic Women in Leadership (AWiL) program began in 1997 and is a flagship scheme at UoM to support academic women into leadership. Over 200 women have taken part in the program, which involves structured activities, shadowing of senior women and men, and group work over a six-month period. Preference is given to participants at Levels C and D. The program focuses on: 1) leadership, interpersonal and career development; 2) insight into current UoM priorities and strategic issues; and 3) building strategic linkages. The program receives outstanding feedback from participants. The University also provides information on mentoring on the staff hub. In addition, there are workshops for early career academics; a Research Mentors Program; and structured faculty mentoring programs (based in at least half of the faculties). University of Melbourne Athena SWAN Bronze Award Application 52 5.3 Flexible working and managing career breaks
(i) Cover and support for maternity and adoption leave: before leave
Policies and information about maternity, parental leave and adoption leave are available on the Staff Hub. Cover and support for maternity and adoption leave (including return-to-work bonus) are the same for professional and academic staff, and staff on continuing or fixed-term contracts. Although there is no systematic University-wide guidance on the kinds of support to be provided before leave is taken, some faculties have produced guidelines to assist staff and supervisors (e.g. Science and MDHS). The 2017 qualitative data showed that participants were generally positive about parental leave policies. However, a number of men and women interviewed discussed feelings of anxiety, fear and/or confusion regarding taking time away from work to care for children, and the potential impact this may have on their career. This suggests that providing support to academic staff in maintaining research and scholarly momentum whilst on parental leave may assist. However, it is recognised that there is a fine balance to be achieved between providing support and encouragement to pursue scholarly interests whilst not increasing performance pressure on parents.
(ii) Cover and support for maternity and adoption leave: during leave
The University provides resources to assist staff and supervisors manage work and family, including resources relating to maintaining contact whilst on leave and returning to work. The qualitative AWiL study (2016) found that career interruptions affect academic careers through impacting the key metrics of academic research achievement, namely publications and research grants. For academics there is a perceived need to continue to engage in career enhancing activities such as conferences, collaborative activities and leadership opportunities. In particular, maintaining research teams and lab space while on family leave was identified as a particular issue.
Action 3.2: Provide support to academic staff wishing to maintain research momentum while on parental leave/extended leave
University of Melbourne Athena SWAN Bronze Award Application 53 (iii) Cover and support for maternity and adoption leave: returning to work
The first six months after academic staff return from a career interruption is a critical period for re-establishing and building career momentum. The 2017 qualitative study identified a number of challenges, including: • Pressure to perform and achieve expected performance metrics • The fast pace of STEMM research making it difficult to catch up • A lack of flexibility around part-time work (e.g. part-time role granted but performance expectations largely remained the same) • Finding it difficult to perform at level before maternity leave due to mental load, sickness and time demands of having children • Partners, mostly male, not having access to flexible working hours in their own workplaces resulting in the burdenf o caregiving being carried by women • Lack of childcare places at UoM • Lack of support for travel when children are very small, and lack of access to travel funds and child care provisions when travelling. In recognition of these challenges, UoM provides different kinds of support. This includes a return-to-work bonus and access to flexible work arrangements (see Section vi), including part-time employment, working from home and job-sharing. Arrangements to support staff with caring responsibilities are outlined in Section ix. Such arrangements are locally determined and therefore highly dependent on the interaction with the supervisor. For parents returning to work, parenting/breastfeeding rooms are located throughout the campus. Participants noted that the University’s parental leave policy was more generous than other sectors, particularly regarding the return to work bonus (equivalent of 12 weeks’ salary). The AWiL report (2016) noted that there were differences in how the return to work bonus is utilized; academic staff generally use it to engage research support, while professional staff were more likely to use it as salary or childcare assistance.
The AWIL Report (2017) recommended that faculties consider offering academic staff returning to work from parental leave increased opportunity to focus on research and re-establish their momentum. It also noted the potential value of travel support for those with children. Melbourne School of Engineering is currently trialling a funded carers’ support program to assist with travel when small children require care. The Faculty of Science has offered up to $50,000 over two years to support career continuity for a primary carer during and after return to work. These examples of local initiatives need to be evaluated and if successful, adapted for implementation across the University.
Action 3.3: Provide support to enable academic staff with caring responsibilities to travel for purposes related to research
University of Melbourne Athena SWAN Bronze Award Application 54 (iv) Maternity leave return rate
Staff on fixed term and continuing contracts who have been employed at the University for at least one year are eligible for up to 14 weeks of paid leave; and those who have worked for the University for more than five years are entitled to up to 24 weeks paid leave. The number of academics taking paid parental leave each year is relatively small. During 2018, 84 academic staff took paid maternity leave, 65 of these from STEMM disciplines. The majority were in MDHS and overwhelmingly these were early career academics. The return to work rate is very high (90-95%); generally, those that do not return are those who have had contracts that expire during their maternity leave. The AWiL 2016 report and 2017 qualitative data noted that academic staff were less likely to use the full allocation of parental leave compared with professional staff. Academic staff members (notably Levels A and B) reported greater pressure to return to work early, or continue working throughout their parental leave due to a perceived negative impact on their career progression. Professional staff were less likely to express feelings of pressure to return to work.
Table 5.16: University of Melbourne - Female academic staff accessing paid maternity leave (2016- 2018)
2016 2017 2018
Median duration of 10.3 weeks 14 weeks 14 weeks maternity leave (all academic staff)
Number of staff: STEMM vs HASS
STEMM 62 66 65
HASS 11 19 19
Total 73 85 84
Number of staff: By academic level Level A 35 42 44
Level B 26 29 27
Level C 11 13 12
Level D 1 1 1
Total 73 85 84
Number of staff: By employment type Fixed term 62 76 67
Continuing 11 9 17
Total 73 85 84
University of Melbourne Athena SWAN Bronze Award Application 55 (v) Paternity, shared parental, adoption leave and parental leave uptake
Shared parental leave is available when both parents are University staff members. When both parents are eligible for parental leave and are sharing the primary care of the child between them, paid parental leave may be shared between the parents.
(vi) Flexible working
The University recognises the importance of flexible work practices and work/life balance. Staff have access to flexible work arrangements including (1) flexible working hours, (2) job sharing, (3) home-based work for professional staff and (4) part time employment. HR provides resources and guidelines on negotiating flexible work arrangements for staff and supervisors. Systematically collecting data on flexible work is challenging. The 2017 qualitative study highlighted that when flexible work arrangements can be implemented, staff feel both productive and affirmed in their work. However, expectations about what was possible with respect to flexible work sometimes differed between staff and their supervisors. Overall 85% of the 4072 respondents to the 2019 D&I Survey responded positively to the University’s flexible work initiatives. Male staff (88%) were more likely than female staff (83%) to feel supported by their immediate supervisor/manager regarding flexible work arrangements. Professional staff (80%) were less likely than academics (91%) to feel that their flexible work choices were supported, and responses from STEMM academics (86%) were less favourable than the overall mean for academics. 86% of staff who identified that they had caring responsibilities responded favourably, similar to the overall mean response of 85%. Of those who utilised flexible work options, the following were used (respondents could choose more than one option): • 61% (2361) used flexible working hours • 54% (2057) worked from home • 21% (810) worked part time • 5% (173) used other arrangements (including 48/52 weeks) 88% of respondents with caring responsibilities responded positively to the question of whether they had the flexibility they needed to manage work and caring. The survey asked what barriers (if any) prevented their utilization of flexible work arrangements (with more than one option possible). The responses comprised: • 45% (1670) faced no barriers • 21% (789) did not currently need to utilize flexible work arrangements • 19% (720) felt that their job did not accommodate it • 15% (576) perceived a negative stigma • 9% (329) perceived a lack of leadership role modelling • 8% (296) perceived a lack of immediate supervisor/manager support • 8% (300) other reasons It appears that flexible work arrangements were widely utilized by survey respondents and were regarded favourably. However, respondents pointed to areas for further improvement, in particular around cultural issues such as negative stigma and role modelling.
University of Melbourne Athena SWAN Bronze Award Application 56 (vii) Transition from part-time back to full-time work
The University provides guidelines for staff and supervisors on negotiating flexible work arrangements, including transition from part-time to full-time work. However, there is no systematic information available about how this occurs in practice, and it may vary by faculty, discipline, and supervisor. The 2016 AWiL study found that the perceived impacts of career interruptions on career progression for staff who work full-time are different to those who work casually or part-time. However, promotions data presented in 5.1.iii indicate that part-time staff who do apply are not disadvantaged regarding promotion success.
(viii) Childcare
The University provides on-site childcare for 226 places across three centres for both staff and students, including Parkville and Abbotsford. In addition, there is the UoM Family Club with 47 places. University staff have the option to salary package their childcare fees. Waiting lists for places are lengthy and staff often pursue childcare close to home or other options within the Parkville precinct. In response to the demand, the University is currently planning to establish new childcare centres at the Melbourne Connect Innovation Precinct in Parkville and an additional Parkville centre, to substantially increase the number of childcare places by 2021.
(ix) Caring responsibilities
In the 2019 D&I survey, 39% of respondents identified that they had caring responsibilities (Figure 5B). Figure 5B: Proportion (%) of staff with/without caring responsibilities (2019)
2%
39%
59%
No caring responsibilities Yes - caring responsibilities Undisclosed
U oM has a variety of policies for those with caring responsibilities, including: • Home-based work: where staff members can work at home with appropriate workplace access • Personal/carers leave: 15 days of paid cumulative leave on a pro rata basis per year, plus five days of non-
University of Melbourne Athena SWAN Bronze Award Application 57 cumulative leave • Extended leave and further family provisions: conversion of full-time to part-time for caring responsibilities • Compassionate/Bereavement Leave: two days of paid leave • Reduced working weeks scheme: reduce current working year by multiples of two weeks up to eight weeks annually.
Data is not systematically collected for these schemes. However, 12 months data collected over 2018 (Table 5.17) indicate that 62% (411/658) of academic staff who took family leave were women, with the majority being Levels A and B. This parallels the paid parental leave distribution.
Table 5.17 Academic staff who accessed family leave over a 12 month period (2018)
GRADE WOMEN MEN TOTAL
Level A 152 69 221
Level B 131 80 210
Level C 79 41 120
Level D 31 33 64
Level E 27 30 57
Total 411 248 658
Findings from the 2017 qualitative study indicate flexible and empathetic supervisors make a significant difference to fostering a culture where the impact of interruptions on career progression can be minimised. The University provides Research Fellowships (Career Interruptions) for academic staff who have had severe career interruptions (either through caring responsibilities or illness) to enhance or re-establish their careers ($60,000 plus $15,000 for travel or research support). Feedback from women returning to work after a career interruption suggests these grants are critical to career success but their competitive nature made them difficult to obtain, with only 6-7 Fellowships awarded each year. These fellowships are currently under review to broaden applicability, in the context of evaluation of faculty-based initiatives referred to previously.
Action 3.4: Provide support for academic staff who have had severe career interruptions to progress their career
University of Melbourne Athena SWAN Bronze Award Application 58 5.4 Organisation and culture
(i) Culture
The 2019 Diversity and Inclusion survey has surfaced useful insights that pertain to organisational culture. Table 5.18 summarises the responses to the culture of inclusion questions for a selection of staff groups. Overall, 99% of the 4072 survey respondents agree that they are open to others’ point of view and that individual differences are respected at UoM. However, this is not reflected in the experience of all staff: only 66% of staff report feeling safe to speak up, and 74% report that they can “bring their full and true self to work”. Men consistently expressed the greatest degree of satisfaction, compared to other groups, whilst women, non- binary, Indigenous, LGBTI+ and staff with a disability answered less favourably than the overall mean for every question. This suggests that we need to pay attention to the experience and wellbeing of all staff and the effectiveness of initiatives in place to support workplace diversity. Professional staff tended to respond more favourably than academic staff for most of the organisational culture questions. There were few differences between STEMM academic and overall responses.
69% of survey respondents agreed that leadership is committed to diversity and inclusion, and only 57% of respondents believe that the University is leveraging the benefits of a diverse workforce. This suggests there is work to do in instilling awareness of behaviours required of leaders to deliver improvements in diversity and inclusion practice. More positively, overall 86% of survey respondents believe that their immediate manager genuinely supports equity and 85% agree that their immediate manager supports flexible work arrangements. This should provide a strong foundation from which to build a more inclusive university, but this in itself does not create a more diverse workforce. This also suggests that people may respond more positively to individuals in their immediate environment, but less positively to the University as a whole. Again, this points to the importance of leadership engagement with these issues, strong communication and keeping University-wide policies and initiatives under review. The 2017 qualitative survey also identified challenges linked to the University’s perceived focus on rankings, performance and prestige, and concomitantly a competitive culture focused on individual performance. Some women reported that a focus on competition is experienced as a disadvantage by those who have carer responsibilities, work part-time or had taken parental leave. This is a complex issue, and highlights the importance of ensuring that reward and recognition mechanisms take account of structural issues affecting women’s career progression.
Action 1.1: Strengthen organisational leadership and commitment on D&I activities Action 5.6: Ongoing review and monitoring of organisational culture metrics
University of Melbourne Athena SWAN Bronze Award Application 59 Table 5.18: Responses to organisational culture questions, D&I survey (2019)
% of favourable responses from various staff groups
QUESTION OVERALL ACADEMIC PROFESSIONAL STEMM WOMEN MEN NON-BINARY LGBTI+ INDIGENOUS DISABILITY ACADEMIC Individual differences are 82% 81% 83% 83% 79% 88% 73% 78% 70% 76% respected and valued at UoM UoM provides equal 69% 65% 72% 66% 64% 77% 24% 63% 69% 64% opportunities for all people At UoM I feel safe to speak 66% 65% 66% 68% 62% 73% 36% 64% 52% 55% up I am open to other people’s 99% 99% 98% 99% 99% 99% 95% 99% 98% 97% point of view
I feel I can bring my full and 74% 73% 75% 74% 73% 78% 35% 66% 61% 64% true self to work at UoM
UoM actively leverages the 57% 53% 60% 56% 54% 63% 25% 46% 61% 45% benefits of a diverse work force At UoM senior leadership is 69% 68% 69% 71% 64% 77% 32% 59% 65% 58% committed to diversity and inclusion My immediate 86% 86% 86% 86% 84% 89% 77% 84% 89% 81% supervisor/manager genuinely supports equity
University of Melbourne Athena SWAN Bronze Award Application 60 (ii) HR policies
A consistent finding in the 2017 and the 2016 AWiL qualitative studies was a perception of HR policies as appropriate, accessible and in some cases, very generous. The policies are generally perceived to be clearly communicated to all staff online. Mandatory training for staff and supervisors means that staff are required to keep up to date. However, this is dependent on staff being compliant in their training requirements, with accountability for this resting with the unit Head.
Appropriate Workplace Behaviour Policy In 2016/2017 UoM undertook a review of policies specifically related to misconduct, bullying, harassment and sexual harassment, and fraud. Seven policies have been reduced to one: the Appropriate Workplace Behaviour Policy. This was to reduce the complexity of reporting, managing an investigation and the consequent outcomes to a single process. The University takes a proactive approach to addressing cases where inappropriate behavior is surfaced and in addition operates an external reporting line. These strategies seek to build a continuous conversation about the University’s commitment to disclosure, support and due process.
(iii) Proportion of heads of school/faculty/department by gender
Due to the large number of heads of schools and departments, data are presented for Faculty Executive Committees (FECs) (December 2018 snapshot; Table 5.19). Female composition of the FECs is 39% overall, ranging from 18% in Business and Economics to 70% in Law. Overall, female membership in STEMM FECs is 35%. One faculty, MDHS, has been monitoring gender representation on its key faculty and School committees (Executive, Learning and Teaching, and Research and Research training) biannually since 2011. Targets for female representation are set and reported against to the Faculty Executive biannually. (Currently, the MDHS FEC comprises 45% women - Table 5.19) Decision-making around head of school/department appointments varies across the organisation. In some faculties, appointments are made following external advertising, while in others the selection is by internal appointment. The recent introduction of faculty gender targets at Level E (and Level C) will provide greater focus on gender equity for senior leadership positions.
University of Melbourne Athena SWAN Bronze Award Application 61 Table 5.19 Gender composition of Faculty Executive Committees by faculties (December 2018)
WOMEN FACULTY WOMEN % MEN HEADCOUNT MEN % TOTAL HEADCOUNT
ALL 42 39% 67 61% 109
ALL STEMM 16 35% 29 64% 45
Science 6 43% 8 57% 14
MDHS 5 45% 6 54% 11
Engineering 2 20% 8 80% 10
Vet & Ag Sci 3 30% 7 70% 10
ALL HASS 26 41% 38 59% 64
Law 7 70% 3 30% 10
ABP 2 29% 5 71% 7
Education 3 43% 4 57% 7
Arts 6 50% 6 50% 12
Bus & Eco 3 18% 14 82% 17
Fine Arts/Music 5 45% 6 55% 11
University of Melbourne Athena SWAN Bronze Award Application 62 (iv) Representation of men and women on senior management committees
University Executive (UE) is the University’s principal executive group and is chaired by the Vice Chancellor. Its membership includes members of the Vice Chancellor’s Advisory Group (VCAG), President of the Academic Board and Deans. Currently, five (22%) UE members are women. The role and gender of UE members is shown in Table 5.20. Addressing the low number of women in senior leadership roles requires a multipronged approach, with focused leadership recruitment and faculty gender targets at Level E being two of the strategies in place. In addition, the University is exploring additional mentoring and coaching programs to improve the representation of women on senior committees.
Table 5.20 Role and gender of University Executive members (February 2019)
ROLE GENDER
Vice Chancellor M Provost M Deputy Vice Chancellor (Academic and Undergraduate) and Deputy Provost M Deputy Vice Chancellor (International) F Deputy Vice-Chancellor (Research) M President, Academic Board M Vice-President (Advancement) M Vice-President (Administration and Finance) and Chief Operating Officer M Vice-President (Strategy and Culture) F Vice-President (Enterprise) M Dean of Medicine, Dentistry and Health Sciences M Dean of Business & Economics M Dean of Arts M Dean of Fine Arts and Music M Dean of Science F Dean of Melbourne Business School M Dean of Law F Dean of Veterinary and Agricultural Sciences M Dean of Architecture, Building and Planning F Dean of Engineering M Dean of Education M Total number female executives 5 Total number male executives 16
University of Melbourne Athena SWAN Bronze Award Application 63 (v) Representation of men and women on influential institution committees
The UoM has three key governance and leadership bodies: 1. University Council is the governing body of the University 2. Academic Board is responsible to Council for quality assurance in academic activities 3. UE is the University’s principal management body (see Section 5.4 iv) Both the University Council and UE are predominantly male in composition (Table 5.21).
Table 5.21 Gender balance of governance and management bodies (2019)
WOMEN WOMEN % MEN MEN % TOTAL
Council 5 38% 8 62% 13
Academic Board officers and Chairs of committees 5 45% 6 55% 11
University Executive 5 22% 16 78% 22
Membership of Council is determined either by position (Vice Chancellor and President of Academic Board), by Ministerial appointment, Council appointment or by election (staff and student representatives). A recent Council review recommended increasing the diversity of membership. Accordingly, a new female Council member was appointed and commenced at the start of 2019, increasing female membership to 38% (Table 5.21). Academic Board officers are elected by the Professoriate. Membership of the Board committees is usually for a period of two years, and membership is by election, nomination by the President or by positional role. Consideration is given to gender balance and disciplinary expertise. This process appears to be successful: currently, 45% of Board officers and Board Chairs are women (Table 5.21), and approximate gender balance of Board officers and Board Chairs has been relatively stable.
Action 5.4: Develop mentoring and coaching opportunities for women leaders to improve the representation of women on senior committees.
University of Melbourne Athena SWAN Bronze Award Application 64 (vi) Committee workload
For academic staff, committee workload is included in the Academic Performance Framework. This is also considered as part of promotion applications. Depending on the committee, some staff face a higher participation load, due to some committee membership requiring designated roles.
(vii) Institutional policies, practices and procedures
UoM requires that policies be developed, established, amended and reviewed in consultation with stakeholders. A formal review is undertaken against each policy at least every five years, to ensure that policies are up-to-date and to evaluate policy implementation. In addition, the University is in the process of revising the University Regulations to ensure they are gender neutral.
(viii) Workload model
There is no one systematic workload allocation model across the whole University, although some faculties have established workload allocation models to assist in the allocation of academic work duties.
(ix) Timing of institution meetings and social gatherings
UoM does not stipulate timing of meetings and social gatherings, as these are predominantly organised at a local level. However, some faculties, including all the STEMM faculties, have cultural norms and/or guides to ensure that faculty events are designed to be inclusive and accessible to everyone. These practices cover timing of events, diversity of speakers, appropriate choice of venues, and ensuring relevant cultural protocols are followed.
University of Melbourne Athena SWAN Bronze Award Application 65 (x) Visibility of role models
University guidelines on organisation of events to ensure they are inclusive are available on the staff webpage. Although this is not stipulated in policy, awareness across the organisation has grown, together with changes in cultural practices. Diversity more broadly, and gender specifically, is an important consideration in the development of webpages and resources.
UoM has six female ARC Laureate Fellows: Prof Leann Tilley (Georgina Sweet Laureate Fellow), Prof Madeleine van Oppen, Professor Kate Smith-Miles; and Prof Joy Damousi, Prof Adrienne Stone and Prof Anne Orford (ARC Kathleen Fitzpatrick Laureate Fellows). These Fellowships were established in 2011 with recipients undertaking an ambassadorial role to promote women in research, in addition to their own research programs. For example, Prof Damousi has been running a successful intensive mentoring scheme for ECRs in the humanities and social sciences. Since 2015, a total of 278 women from HASS disciplines have come from universities across Australia to participate in the week-long program, held annually at UoM. All these women have been strong role models for women in research, both within UoM and nationally.
Professor Joy Damousi (front row, fifth from right) with mentees of the 2018 ARC Kathleen Fitzpatrick Laureate Fellowship women’s mentoring scheme
University of Melbourne Athena SWAN Bronze Award Application 66 (xi) Outreach activities
Outreach activities are part of engagement at UoM, which is highly valued and referenced within the UoM Growing Esteem strategy. Staff at UoM participate in numerous outreach activities. The University has deep and extensive research, industry and community partnerships, at group, department, faculty, University-wide, national and international levels. It is expected that all academic staff will participate in engagement activities. The Academic Performance Framework explicitly references engagement as a core dimension of academic performance. Engagement is also recognised within the University through the engagement excellence awards and staff engagement grants, both designed to encourage and recognise staff who excel in their outreach activities.
(xii) Leadership
There has been strong organisational support for Athena SWAN from the senior leadership, from the initial discussions in November 2014, applying to be in the first pilot cohort, SAGE process and award application. This was demonstrated early in the process by two open events led by the Provost, in October 2015 (Introduction to Athena SWAN), and April 2016 (Women in STEMM), which featured Professor Nalini Joshi. Since his arrival, the VC, as indicated in his letter, has expressed a deep personal commitment to gender equity and has been an active champion. Athena SWAN is purposely aligned with the organisation’s D&I plan. The Athena SWAN action plan will be overseen by the Diversity and Inclusion Steering Committee, and regularly reported to University Executive. Each action has an action lead and an Executive Sponsor assigned. Actions will be further developed over the life of the plan, to respond to further evaluation and insights and changing circumstance. Executive leadership around D&I issues more generally will be strengthened by targeted training for leadership (including on issues relating to unconscious bias and workplace behaviours) and development of a university-wide D&I plan in 2020.
Action 1.1: Strengthen organisational leadership and commitment on D&I activities
Professor Nalini Joshi addressing the April 2016 (Women in STEMM) symposium
University of Melbourne Athena SWAN Bronze Award Application 67 6. Supporting transgender people
(i) Current policy and practice The University’s D&I plan specifies the LGBTI+ community as one of its priority groups. We are striving to better understand the challenges, opportunities and impact of our programs and practices. To enable this, the University has joined Pride in Diversity (PiD) and will be contributing to the 2021 Australian Workplace Equality Index. Strategies targeted specifically to transgender staff and students include: • Where sex or gender information is collected by the University, all staff now have the option to select M (Male), F (Female) or X (Transgender/Intersex/Other) • Staff are able to select Mx from the list of available options in systems requiring a title, salutation, prefix or honorific • Development of gender transition guidelines • A number of toilets on campus have been converted to all gender toilets We have engaged with PiD to seek advice when situations have arisen. For example, one faculty assisted and supported a transitioning staff member throughout 2017. Over several consultations with the transitioning employee, a check list was created, reasonable adjustments identified and implemented, and communication and relevant training put in place. The actions taken were supportive of the employee’s privacy and their needs along with the University’s commitment to ensuring a safe and inclusive working environment for all staff. As a signifier of its commitment to the broader LGBTI+ community, the University proudly joined the Midsumma Festival Pride March for the first time in 2016. Over 200 UoM staff, students, alumni and supporters joined the march, including the Vice Chancellor, Provost and other senior leaders. This level of support was repeated in 2017 and 2018, with even greater turnouts. In 2019 the University had the largest contingent (~400 people). Other strategies which have supported our LGBTI+ staff and students include: • The launch of the Pride in Action (PiA) committee and network on 3rd February 2019, established following a broad consultation with staff and students. An event was held for the Vice-Chancellor to formally announce the launch with special guests Senator Janet Rice and Penny Whetton (both notable alumni and prominent members of the LGBTI+ community). The Pride in Action committee will be playing a key role in providing support, engagement and advocacy. • Several faculties have established LGBTI+ community groups. Engineering hosted a LGBTI+ panel discussion in 2017 aimed at students, with six panelists who identify as LGBTI+ (two academics and four industry partners); over 50 students attended the session. • In 2017 MDHS appointed an LGBTI+ academic lead. To launch this work, an LGBTI+ myth-busting and Q&A session was held in December 2017. From this, a central repository of resources has been established, and a faculty ally network is being developed. • The student-led Queer Department offers support, a formal reporting mechanism and advocacy and engagement events for the LGBTI+ student community on campus.
University of Melbourne Athena SWAN Bronze Award Application 68 VC, UoM staff, students, alumni and supporters at the Midsumma Festival Pride March, 2019.
(ii) Review In consultation with PiD, the University will monitor the impact of initiatives to support trans and gender diverse staff and students as part of the D&I plan. The Pride in Action committee will be undertaking surveys of their members to measure changes implemented. Within the student space, the Queer Community page offers a formal channel to report Queerphobia.
(iii) Further work The University has committed to a program of work with regard to D&I. We recognize that this is still in development but believe that this will lay the foundation for the University to embed D&I in its activities. The UoM D&I committee will have oversight of the goal setting, implementation and review of forthcoming initiatives. The AS self-assessment and action plan will be a valuable subset of this work.
Action 5.2: Dissemination and broader communication of gender transitioning guidelines to support staff, supervisors and HR Action 5.3: Provide support to ensure success of UoM-wide Ally Network
University of Melbourne Athena SWAN Bronze Award Application 69 7. Intersectionality
(i) Current policy and practice UoM’s D&I plan is cognizant of intersectionality, and focuses on six priorities: 1) gender; 2) Indigenous; 3) LGBTI+; 4) disability; 5) mental health; and 6) cultural diversity. The University is at different stages of development with these areas, and we have joined Diversity Council of Australia to assist in further shaping the D&I plan. The first three areas have been discussed elsewhere in this application. With respect to 4) people with a disability, the D&I plan details strategies for ensuring access and an inclusive environment for students and staff with disabilities. We have established the Disability Research Initiative in partnership with Scope Australia. Led by MDHS, internal UoM research was conducted to better understand the experiences and needs of UoM staff who identify as having a disability. In an anonymous survey with 367 respondents, 55% reported either a short or long term health condition, impairment or disability, with 74% requiring workplace adjustments, often of a physical nature. The report and its recommendations are currently under consideration by the D&I committee. The 2019 D&I survey for all fixed term and continuing staff contributed additional data for a larger cohort (Figure 7C below): 6% of survey respondents identified that they have a disability (with 2% preferring not to disclose); of those with a disability, 33% identified the need for workplace adjustments. The University is particularly focusing on 5) mental health in the workplace. The UoM Mental Health Promotion and Support initiative outlined activities to: a) promote mental health awareness; b) foster psychological resilience; and c) support University members experiencing mental illness. Initiatives include Mental Health Training, rolled out in 2017, and the University’s employee assistance program for employees and their families experiencing mental health issues. With regard to 6) cultural diversity, the University recognises its challenges in recruiting and retaining a diverse workforce. In 2016, a leadership forum was held to discuss the University’s approach to race, ethnicity and cultural inclusion. We need to develop a deeper understanding of our recruitment, competitive search and ability to ensure a safe and inclusive working environment. This is a complex issue, and we understand that we have much to do. For example, a recent 2017 report by Nana Oishi, a UoM academic, titled Workforce Diversity in Higher Education: The Experiences of Asian Academics in Australian Universities, examined the representation and experiences of academics with Asian backgrounds in Australian universities. Compared to the Go8 universities, UoM had the smallest percentage of Asian-born academics (3.8%), in contrast to UNSW with 22.5%. Female Asian-born academics constituted a smaller share than male Asian-born academics, with UoM having the smallest share at 1.5%. In 2017, the University launched its International Strategy (2017-2020), with a focus on ensuring UoM is inclusive and diverse. To achieve this, the University has committed to building an inclusive organisational culture that supports and values diversity and international engagement, and to increasing the diversity of the workforce. The outcomes of the cultural identity question of the 2019 D&I survey (Figure 7A) will serve as a benchmark for future work.
University of Melbourne Athena SWAN Bronze Award Application 70 (ii) Review Intersectional data collection is still in development at the University, making analysis difficult. The following data are available for staff to disclose through the HR system (Themis): • Gender: M, F, X • Age • Aboriginal and Torres Strait Islander • Cultural and ethnic identity • Carer status • Disability • Religion • Sexual identity. Identifying intersectional identities is challenging and is dependent on staff feeling safe and comfortable to disclose their identity. The D&I survey (2019) asked respondents a series of questions to define demographics (with the option to opt out of any questions.) Figures 7A, 7B and 7C below outline the diversity of the survey respondents, against three parameters: cultural identity, LGBTI+ identity, and staff who identify as having a disability. (Additional demographic parameters included in the survey are presented elsewhere in the application.) Further findings from the D&I 2019 survey indicate strong staff support for a diverse workforce and inclusive leadership.
Figure 7A Cultural identity* of D&I survey respondents (2019)
North-West European 45%
Oceanian 34%
Southern and Eastern European 11%
South-East Asian 8%
North-East Asian 6%
Americas 5%
Southern and Central Asian 4%
North African and Middle Eastern 3%
Sub-Saharan African 1%
Undisclosed 5%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Proportion of staff
*Categories follow definitions of ethnicity established by the Australian Bureau of Statistics. Respondents could choose more than one category.
University of Melbourne Athena SWAN Bronze Award Application 71 Figure 7B: Staff who identify as LGBTI+, D&I survey (2019)
3% 10%
No - does not identify LGBTI+ 87% Yes - identifies as LGBTI+
Undisclosed
Figure 7C: Staff who identify as having a disability, D&I survey (2019)
2% 6%
No - does not identify 92% Yes - identifies as having a disability
Undisclosed
(iii) Further work The six priorities of the University’s D&I plan provide a good start to addressing intersectionality. Least developed of these priorities is 6) race, ethnicity and cultural inclusion, followed by 5) mental health, and 4) people with a disability. The data from the D&I survey provides us with a starting point upon which to develop relevant action plans.
University of Melbourne Athena SWAN Bronze Award Application 72 8. Indigenous Australians
(i) Current policy and practice The University has shown a strong level of commitment to recruit and support Indigenous Australians, in both policy and practice. The primary focus has been on Indigenous students and staff, and these initiatives have been informed by an intersectional lens. Key initiatives include: A. Establishment of 5 key Indigenous University and faculty Professorial leadership positions, since 1999 B. Development and commitment to our Elevate Reconciliation Action Plan (RAP) (2018-2022) Following the success of our previous RAPs, the University consulted with Indigenous staff and students, Indigenous Elders, and academics to develop an Elevate RAP (2018-2022). This latest RAP shifts in focus from the previous RAP’s six areas (Partnerships; Cultural Recognition; Student Recruitment and Retention; Staff Employment; Teaching and Learning; Research), to Signature Projects, under four themes: ‘Our Place’, ‘Purposeful Partnerships’, ‘International Engagement’ and ‘Leadership for Change’. As part of the RAP, UoM became a partner in the Jawun Development program in 2017, providing opportunities for staff to experience paid secondments with Indigenous-led community organisations. C. Development and implementation of Indigenous Employment Framework The University’s Indigenous Employment Framework (IEF) was launched in 2010 to drive Indigenous staff recruitment and retention. Since 2010 the University’s Indigenous workforce has grown from a head count of 21 to 139 (93 professional and 46 academic staff). Of these 139 employees, 92 are female (66%). This increase in Indigenous employment is the result of a number of key initiatives, including Indigenous Employment Plans, TAFE Partnerships that provide pathways for Indigenous TAFE graduates, and cultural support. D. Establishment of Murrup Barak, Melbourne Institute for Indigenous Development in 2009 to establish and support: • Recruitment, pathways and support for Indigenous students and staff • Management of Indigenous partnerships • Accountability and reporting of the RAP and IEF • Elder community engagement and advice.
University of Melbourne Athena SWAN Bronze Award Application 73 Raise the bar participants programming robots, 2017
E. Engagement programs to encourage Indigenous students in STEMM disciplines, including: • 4 year Bachelor of Science (Extended) to provide a pathway for Indigenous students in STEMM (also B. Arts Extended) • Residential Indigenous Science Experience (RISE) program offered to Year 9 & 10 students • Indigenous Australian Academic Enrichment Program, a 2-year research program for Year 9 and 10 • Indigenous Engineering Summer School, Year 11 & 12 engineering program • Indigenous School Partnership Program, working with 25 Victorian schools to assist Indigenous students and teachers to engage in maths and science • Raise the bar – in partnership with Athletics Australia, athletics camp for Year 10-12 students, encouraging pathways to university through sport. • Melbourne Poche Centre for Indigenous Health, MDHS, established 2014, provides development for emerging and established Indigenous leaders • Wilin Centre for Indigenous Arts and Cultural Development, Faculty of Fine Arts and Music • Numerous Indigenous engagement activities, including Billibellary’s walk – a self-guided Indigenous cultural walk on the Parkville campus.
(ii) Review The RAP is a supporting plan in the University’s strategy. It plays an important role in planning and developing KPIs for Deans and Executives. The annual Indigenous Outcomes Report monitors progress towards the University’s targets for Indigenous staff and students. It also informs and guides planning processes and targeted localised actions to ensure the University’s capacity to deliver on its RAP targets. The Indigenous Performance Outcomes Report is presented to University Executive, and University Council annually.
University of Melbourne Athena SWAN Bronze Award Application 74 (iii) Further work Future retention and success of our Indigenous staff will require a multi-layered approach. We have been more successful in attracting female Indigenous staff and will need to ensure gender equity in future recruitment. Although the University has been successful in attracting Indigenous staff, further work is required to ensure career progression, especially for Indigenous professional staff. Targeted and institutional wide programs (consistent with the Universities Australia Indigenous Strategy 2017-2020) are in place and supported through the Elevate RAP.
Action 5.5: Annual reporting on Elevate RAP to D&I Steering Committee
University of Melbourne Athena SWAN Bronze Award Application 75 9. Further information
Recommended word count: Actual word count: 500 words Refer to Page 28 of the Handbook
Please comment here on any other elements that are relevant to the application.
University of Melbourne Athena SWAN Bronze Award Application 76 10. Action plan
Refer to Pages 28-29 of the Handbook
The action plan should present prioritised actions to address the issues identified in this application.
In developing our action plan, we have considered the following: • Aligning the Athena SWAN actions with those in the UoM D&I implementation plan • Ensuring actions will lead to sustainable change • Maintaining a strategic focus on career progression, particularly for Level C women • Increasing numbers of Level E women, through promotion and recruitment
For these reasons, we have organised the action plan around 5 key areas: 1. Developing an institutional accountability framework 2. Enabling academic career progression: Promotions 3. Enabling academic career progression: Career continuity 4. Recruitment 5. Promoting an inclusive culture 6. Communications and Engagement
University of Melbourne Athena SWAN Bronze Award Application 77 University of Melbourne Athena SWAN Action Plan
Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures 1. Developing an institutional accountability framework Clear leadership 1.1 Strengthen organisational leadership and commitment on D&I accountabilities need activities Q1 2020 Project Lead, Athena SWAN action to be put in place for p.18 A new D&I governance Develop a framework to Athena SWAN plan reported to the Athena SWAN p.59 structure has been establish executive University Executive action plan p.67 introduced, with a D&I accountabilities on Athena D&I Project Lead and Council on an Steering Committee chaired SWAN action plan and the D&I annual basis by a Dean and including action plan. Targets specific to Executive Sponsors: senior executive members Athena SWAN actions will be VP Strategy & (with VP Strategy & Culture considered within broader D&I Culture with Chair and DVC Academic as action plan (currently under D&I Steering accountable executives, and development). Committee Athena SWAN Project Lead as a member.) The D&I Committee will oversee the AS action plan in the context of a refreshed D&I strategy. The committee directly reports to the Vice- Chancellor, and through the VC to University Executive (UE) and University Council. The Human Resource and Remuneration Committee of Council will receive twice yearly reports against the D&I plan including Athena SWAN actions.
University of Melbourne Athena SWAN Bronze Award Application 78 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures
2. Enabling Academic Career Progression: Promotions Data on promotions 2.1 Improve monitoring of promotions data (Tables 5.5. and 5.8) p.47 Promotions data is a) Disseminate promotions a) Annual report Executive Director Report to be produced showed that women systematically collected, report annually to Deans, commencing HR each year (November- composed 45-62% of according to academic faculty HR, and D&I Steering December 2019 December) for review promotions business unit and gender. Committee each December Executive Sponsor: by D&I Steering applications across all Analysis of data enriched by b) December 2019 - DVC (Academic) Committee and faculties, and 43-67% insights emerging from D&I b) DVC (Academic) will take Q1 2020 University Executive. of applications in survey (2019). responsibility for working with Insights will inform STEMM faculties. Faculties where female actions. Women displayed a representation is stagnant or promotion success rate decreasing. of 78-88% in STEMM 2.2 Develop a women-only structured mentoring program to Develop and Executive Director Increased number of faculties and across all support the application process for promotion implement during HR women successfully faculties. Across the p.47 N/A Stage 1 (Pilot): Level C women 2020 applying for University, women’s who are considering applying Executive Sponsors: promotions at Level C success rates for for Level D; DVC (Academic), and D, in line with promotion were similar Stage 2: Level D women who are PVC (Research targets specific to each across full-time, part- considering applying for Level E. Capability) faculty time and PRO applicants. Women’s This program will be developed promotion success rate centrally in consultation with is generally higher than faculties. for men. However, the 2.3 Improve promotions communication and training for potential a) Assess impact in D&I Project Lead a) Development of 2019 D&I survey applicants 2020 training modules, showed that women p.47 Women-only promotions a) Assess whether introduction Continue to conduct Executive Sponsors: delivery of modules reported lower information sessions were of women-only promotion women-only Executive Director and participation in understanding of piloted in 2019 (3 sessions) session has made an impact on promotions sessions HR, DVC Academic training. promotions process the number of women applying annually and felt less for promotion. b) Follow up of encouraged to apply b) Q1 2020 participants, to
University of Melbourne Athena SWAN Bronze Award Application 79 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures for promotion, relative b) Develop, implement and monitor whether they to men. In particular, evaluate further training for apply for promotion clearer communication promotion applicants, with after participating in of PRO (Performance particular focus on PRO. the training Relative to 2.4 Ongoing efforts to improve quality of PDF conversations Commence in Q1 Executive Director In the next D&I survey, Opportunity) relating to promotions 2020 HR increase satisfaction procedures is required. p. 47 The University has a a) Provide advice to supervisors with PDF processes p. 51 performance Development and applicants on best-practice Executive Sponsor: amongst academic Framework (PDF) in place for PDF conversations VP Strategy & women cohort all academic staff, which Culture includes discussion on b) Monitor outcomes of PDF promotions where relevant. conversations and address if Outcomes of PDF issues arise conversations are required to be recorded in the HR database. 3. Enabling Career Progression: Career Continuity In STEMM, a higher 3.1 Investigate why women in STEMM resign at higher rates than HR in faculties to Report to D&I Steering proportion of women men Stage 1: Q1 2020 conduct interviews Committee and UE at Levels C and D p.35 N/A Introduce exit interviews for with recommendations resigned relative to staff who resign. Stage 2: Q1 2021 Executive Director for action. men at the same level HR to develop (Table 4.6). Qualitative Stage 1 (Pilot): Undertake exit systematic process Improved data is not currently interviews with Level C STEMM and co-ordinate understanding of root available to explore women to better understand reporting causes for resignation this gender difference. their reasons for resigning. Executive Sponsor: of Level C women, that Feedback collected will inform VP Strategy and will inform future policy review and introduction Culture retention strategies. of new initiatives.
University of Melbourne Athena SWAN Bronze Award Application 80 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures
Stage 2: Design an end-to-end process to introduce systematic exit interviews for staff who resign. Staff have expressed 3.2 Provide support to academic staff wishing to maintain research Evaluation to be Executive Director a) Completed concerns about momentum while on parental leave/extended leave completed Q1 2020 HR with PVC evaluation of local parental leave causing p.53 Local initiatives to support a) Evaluate the success of local Research Capability initiatives a negative impact on staff on maternity leave in initiatives already implemented Local initiative and Office of DVC their careers. Some maintaining engagement and in STEMM organizational units. development Research b) Approval of business staff perceive the need momentum with their commencing 2020 plan for university wide to work whilst on scholarly and research activity b) Based on these, develop Executive Sponsor: scheme to support maternity leave. have been introduced in some further local initiatives in DVC (Research) academic staff who (Source: 2017 STEMM units consultation with faculties wish to maintain qualitative survey) followed by proposal and research momentum business plan for University- while on parental leave wide scheme to support academic staff who wish to maintain research momentum whilst on parental leave Support for researchers 3.3 Provide support to enable academic staff with caring 2021 budget cycle Office of DVC a) Completed returning to work after responsibilities to travel for purposes related to research Research evaluation of local maternity leave needs p.54 a) Evaluate the success of local Local initiative initiatives Local initiatives to assist to be improved, and initiatives already implemented development Executive Sponsor: staff with caring successful faculty- in STEMM organizational units. commencing 2020 DVC (Research) b) Approval of business responsibilities to travel based initiatives plan for university wide have been introduced in implemented b) Based on these, develop scheme to support some STEMM units University-wide. further local initiatives in academic staff with consultation with faculties caring responsibilities followed by proposal and to travel for research business plan for University- purposes wide scheme to enable
University of Melbourne Athena SWAN Bronze Award Application 81 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures
academic staff with caring responsibilities to travel for research purposes Research Fellowships 3.4 Provide support for academic staff who have had severe career Report in 2020 Office of DVC Completed review of (Career Interruptions) interruptions to progress their career Research the Research are currently available Fellowships (Career for staff who have had p.58 Research Fellowships (Career Interrogation of STEMM-specific Executive Sponsor: Interruptions) scheme severe career Interruptions) scheme is in issues relating to career DVC (Research) and implementation of interruptions. place. interruptions with a focus on ensuing actions However, these are in staff on non-continuing high demand with only appointments. 6-7 Fellowships Finalise review of the Research awarded each year. Fellowships (Career Interruptions) scheme and faculty-based initiatives with recommendations for actions. Further investigate 3.5 Conduct a D&I survey for the casual workforce to further a) Q3 - Q4 2019 Executive Director Casual staff D&I survey UoM casual understand their experience of diversity and inclusion HR data analysed and academic p.31 Process to implement D&I a) Deliver D&I casual staff b) 2020 develop actions arising workforce casual staff survey has survey Executive Sponsor: from data experience of D&I been initiated. DVC (Academic) issues b) Develop actions in response to survey outcomes
For the purpose of the Athena SWAN action plan, a particular focus on STEMM and early career researchers will be applied to survey and the actions.
University of Melbourne Athena SWAN Bronze Award Application 82 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures
The majority of 3.6 Utilise the improved employment categories in 2018 Enterprise a) Q4 2020 - Q1 Executive Director Workforce planning lower level Agreement and workforce planning arrangements to maximise 2021 HR included in annual HR academic positions opportunities for continuing employment replacing fixed term Strategy report to are fixed term p.31 Data indicates that a a) Review outcomes of b) Ongoing Executive Sponsor: University Council (via (corresponding to greater proportion of workplace planning exercise for VP Strategy & HR & Remuneration the higher women than men are in fixed term staff, with a view to Culture committee) proportion of fixed term positions. identifying issues relating to women at Levels A STEMM faculties and measures and B). Consistent with the to be adopted to improve career A greater University’s commitment to security for women. proportion of address fixed term STEMM academic employment, the University b) On an ongoing basis, track positions are fixed included in the 2018 gender split of fixed term cohort term, relative to Enterprise Agreement a HASS. proactive workforce planning process which in part considers opportunities for its employees to secure continuing employment.
Recognising the majority of fixed term arrangements are contingent on research funding, the 2018 Enterprise Agreement provided for continuing employment contingent on research funding.
University of Melbourne Athena SWAN Bronze Award Application 83 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures
Further evaluation 3.7 Evaluate the effectiveness of current programs which support Establish in Q3 Associate Director, Annual report to D&I needs to be conducted women’s professional development 2020, followed by Capability & Talent Steering Committee to measure quality and p. 49 Attendee evaluations are Implement consistent ongoing effectiveness of collected as part of some approach to collecting implementation Executive Sponsor: professional professional development evaluations of professional VP Strategy & development programs programs. development programs, to Culture to support career ensure that they are effective progression for women and meet desired goals 4. Recruitment Gender equity in 4.1 Collect and analyse recruitment data on gender composition of a) 2020 HR Chancellery Report on pilot project recruitment and shortlisted and successful applicants for academic positions findings to D&I selection processes p.38 N/A a) Develop and implement a b) 2021 Executive Sponsor: committee with needs further pilot project in two STEMM DVC (Academic) recommendations for investigation Faculties to collect data on c) 2021 further actions gender composition of shortlisted and successful d) Q4 2019 applicants for Levels C, D and E academic positions
b) Review quality and utility of data to inform decisions on rollout to additional faculties
c) Develop actions arising from the review
d) Where applicable, ensure that external search firms are briefed on consideration of D&I criteria.
University of Melbourne Athena SWAN Bronze Award Application 84 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures
Underrepresentation 4.2 Expand targeted recruitment in faculties/schools where women a) Q4 2019 Executive Director Increased successful of women in some are underrepresented HR and D&I Project recruitment of women STEMM units e.g. p.23 Successful recruitment of a) Dissemination and b) Ongoing, Lead in other areas where School of Mathematics p.39 women-only positions in the communication of women-only commencing Q1 women are & Statistics (Figure 4G) School of Mathematics and recruitment guidelines and case 2020 Executive Sponsor: underrepresented at and Melbourne School Statistics, School of Physics, studies VP Strategy and UoM. of Engineering (Figure School of Chemistry and Culture 4H) Melbourne School of b) Monitor ongoing impact of Achieving gender Engineering. women-only recruitment targets set by Faculties, policies, including attraction and linked to a more robust retention of academic women. accountability framework. 5. Promoting an Inclusive Culture Continue monitoring 5.1 Implement and report on gender parity for remuneration and Annually, Executive Director Analysis reported gender pay gap at monitor trends annually commencing 2020 HR annually to University academic classification p.37 Pay analysis Ongoing analysis will compare Executive and D&I levels (following the conducted for 2017 gender differences for positions Executive Sponsor: Steering Committee. method used in Figure data (Table 4.7 and at the same level to ensure a VP Strategy and 4.8) and identify any 4.8) provides baseline “like-for-like” comparison. Culture Actions identified and trends data. in train Monitor any shifts and identify areas for action, with particular reference to STEMM disciplines (as done in Figure 4.8).
Actions and interventions to follow analysis.
Gender transitioning 5.2 Dissemination and broader communication of gender Q4 2019 - 2020 D&I Project Lead guidelines to be transitioning guidelines to support staff, supervisors and HR
University of Melbourne Athena SWAN Bronze Award Application 85 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures systematically p.69 Guidelines have been a) Develop University-wide Executive Sponsor: Guidelines fully communicated and developed and implemented approach VP Strategy and implemented and implemented in one faculty Culture centrally located on b) Transitioning guidelines to be D&I page via Staff rolled out University wide. Hub.
Ongoing support and 5.3 Provide support to ensure success of UoM wide Ally Network. a) Q3-Q4 2019 a) Chair Pride in a) Report with monitoring of LGBTI+ Action Network recommended actions p.69 Launch of Pride in Action (PiA) a) PiA survey of members to initiatives b) 2020 arising from PiA survey and UoM Ally network in monitor impact of initiatives b) D&I Project Lead presented to D&I January 2019, with 2200 established Steering Committee members as of July 2019 Executive Sponsor: b) UoM to contribute to the VP Strategy and b) Contribution to Australian Workplace Equality Culture Australian Workplace Index in 2020 Equality Index
Low numbers of 5.4 Develop mentoring and coaching opportunities for women Commencing 2020 HR Chancellery Leadership training women in some Faculty leaders to improve the representation of women on senior implemented, with Executive Committees, committees Executive Sponsor: ongoing monitoring of and University p.64 N/A Develop mentoring and DVC Academic representation of Executive coaching program for women women on senior leaders to improve the committees. representation of women on senior committees; this could potentially be built into the University’s Women in Leadership Program
University of Melbourne Athena SWAN Bronze Award Application 86 Issue Identified Action # Action Description Timeframe for Responsibility Outcome and Page # Action already taken Further actions planned planned actions Success Measures
Indigenous strategies 5.5 Annual reporting on Elevate RAP to D&I Steering Committee Annually, Associate Director, Annual report to D&I to be continually p.75 Development and Where relevant to Athena commencing 2019 Indigenous Strategy Steering Committee. monitored and implementation of Elevate SWAN actions, report on and Social Inclusion developed in context of Reconciliation Action Plan implementation and ongoing Athena SWAN (RAP) (2018-2022) monitoring of aspects of the Executive Sponsor: initiatives Elevate RAP PVC (Indigenous) The 2019 D&I survey 5.6 Ongoing review and monitoring of organisational culture 2021 - 2022 Executive Director, Improved metrics showed that men are metrics HR & OHS indicating a more the only group with p.59 Baseline data on a) Administer D&I surveys inclusive organisional consistently higher organisational culture periodically to monitor Executive Sponsor: culture. In particular, favourable responses collected in 2019 D&I survey organizational culture VP Strategy & improvements in to organisational metrics Culture favourable responses culture questions; in groups such as groups such as women, b) Report to D&I committee women, LGBTI+, non- LGBTI+, non-binary, with recommendations for binary, Indigenous and Indigenous and staff actions towards an inclusive staff with a disability. with a disability culture (Actions to improve reported lower organisational culture satisfaction with the will be incorporated University’s culture of into the University’s diversity and inclusion broader D&I strategy – see Action 1.1) 6. Communications and Engagement Communication of 6.1 Complete strategic UoM Athena SWAN communications plan a) Q1 2020 D&I Project Lead; Website published and information relevant to p.17 Work on strategic a) Launch of a comprehensive Communications & regularly updated with implementing Athena communications plan has Athena SWAN website within b) Q4 2019 – Q1 Marketing Team information across key SWAN action plan and been initiated. the D&I framework, to include 2020 focus areas of Athena D&I action plan needs reporting against action plan Executive Sponsor: SWAN action plan. to be improved. b) Implement strategic VP Strategy and communications plan Culture
University of Melbourne Athena SWAN Bronze Award Application 87 Glossary of terms
ABP Faculty of Architecture, LGBTI+ Lesbian, Gay, Bisexual, Trans, Intersex + Building and Planning MCSHE Melbourne Centre for the Study AD Associate Dean of Higher Education APF Academic Performance Framework MDHS Faculty of Medicine, Dentistry Arts Faculty of Arts and Health Sciences ARWU Academic Ranking of World Universities MSE Melbourne School of Engineering AS Athena SWAN PDF Performance Development Framework ATSI Aboriginal and Torres Strait Islander PhD Doctor of Philosophy AWiL Academic Women in Leadership PiA Pride in Action BIR Business Intelligence and Reporting PiD Pride in Diversity Bus & Eco Faculty of Business and Economics PRO Performance Relative to Opportunity D&I Diversity and Inclusion PVC Pro Vice Chancellor DVC Deputy Vice Chancellor Q1/2/3/4 Quarter 1/2/3/4 ECA Early Career Academic RAP Reconciliation Action Plan ECR Early Career Researcher RO Research Only Educ Melbourne Graduate School of Education SAT Self Assessment Team EFT Equivalent Full Time Sci Faculty of Science EFTSL Equivalent Full Time Student Load STEMM Science, Technology, Engineering, Fine Art /Music Faculty of Fine Arts and Music Maths and Medicine R&T Research & Teaching Go8 Group of 8 (universities) RAP Reconciliation Action Plan HASS Humanities and Social Sciences RISE Residential Indigenous Science HERDC Higher Education Research Data Experience Collection THE Times Higher Education (World Rankings) HR Human Resources TO Teaching Only IEF Indigenous Employment Framework UE University Executive IT Information Technology UoM University of Melbourne KPIs Key Performance Indicators Vet & Ag Faculty of Veterinary and Law Melbourne Law School Agricultural Sciences Level A Tutor/Research Assistant VC Vice Chancellor Level B Lecturer/Research Fellow VCAG Vice Chancellors’ Level C Senior Lecturer/Senior Research Fellow Advisory Group Level D Associate Professor/ VP Vice President Principal Research Fellow WGEA Workplace Gender Equality Agency Level E Professor/Professorial Fellow WISE Women in Science and Engineering
University of Melbourne Athena SWAN Bronze Award Application 88 UoM Faculties and Graduate Schools by STEMM/HASS
STEMM HASS
Faculty/Graduate School title Abbreviation Faculty/Graduate School title Abbreviation
Faculty of Medicine, Dentistry MDHS Faculty of Arts Arts and Health Sciences Faculty of Business Faculty of Science Sci Bus & Eco and Economics Faculty of Architecture, Melbourne School of Engineering MSE ABP Building and Planning Faculty of Veterinary and Melbourne Graduate Vet & Ag Educ Agricultural Sciences School of Education
Melbourne Law School Law
Faculty of Fine Arts and Music Fine Arts/Music
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University of Melbourne Athena SWAN Bronze Award Application 89