Athena SWAN Bronze Award Application Form

Athena SWAN Bronze award application form

Name of institution: University of Bath Year: 2009

Contact for application: Marlene Bertrand

Email: [email protected] Telephone: 01225 383098

SET departments:

 Architecture & Civil Engineering  Chemical Engineering  Electronic & Electrical Engineering  Mechanical Engineering  Biology and Biochemistry  Chemistry  Computer Science  Mathematical Sciences  Pharmacy and Pharmacology  Physics  School for Health

An Athena SWAN Bronze award demonstrates that an institution as a whole has a solid foundation of policies and practices to eliminate gender bias and an inclusive culture that values female staff. We also look for evidence of commitment to the 6 Athena SWAN principles at a senior level.

Click here for additional guidance on completing the form.

Letter of endorsement from a Vice-Chancellor

An accompanying letter of endorsement from your Vice-Chancellor (or equivalent) should explain how SWAN plans and activities contribute to the overall university strategy (maximum 500 words). The letter provides the opportunity for the Vice- Chancellor to confirm their support for the application and to endorse and commend any activities which have made a significant contribution to the achievement of the university mission in relation to science, engineering and technology (SET).

1. Description of the institution

Provide a summary of your institution (maximum 250 words), including information such as whether it is research or teaching focussed, the number of students and staff (academic and support staff separately), association with university mission groups (e.g. 1994 group, Russell Group, Million+), the size of the SET departments and any other relevant contextual information.

1 The University of Bath is an internationally recognised research University offering high quality teaching in an innovative learning environment. The University aims to be a centre of academic excellence, where high quality research and high quality teaching are mutually sustaining, and where the context within which knowledge is sought and applied is international as much as regional and national. The University recognises its role as a strategic partner in the South West region, and therefore aspires to contribute to the region's economic growth, social development and environmental sustainability. On 1 August 2008 there were 1079 academic staff (academic, research, teaching fellows), 464 academic related staff, 643 clerical staff, 369 manual and 152 technical staff. These are all headcounts. On 1st December 2008 the University had 13218 students.

The SET departments contain the following numbers of staff (headcount) - The Faculty of Engineering and Design contains 329 staff. The Faculty of Science contains 544 staff. The School for Health has 69 staff. Other faculties and academic departments account for 740 staff.

This University is a member of the 1994 Group. This Group brings together 18 internationally renowned, research-intensive universities.

2. Institutional polices and procedures

Provide evidence of the following policies, preferably through hyperlinks to your website. Briefly explain (maximum 100 words for each) how these policies are disseminated and communicated and what training is given on implementing them. (E – Expected)

(i) Gender Equality Scheme (GES) and/or action plan. (E) The GES and Action Plan are disseminated across the University through a variety of methods. The draft was widely consulted on and amendments were made following this consultation. It was discussed by the senior management and championed by Pro-Vice- Chancellor/Professor Jane Millar. A summary leaflet has been produced and circulated to all Heads of Department, members of the Equality and Diversity Network (for discussion in departmental meetings). Participants discuss the principles of the GES at all corporate inductions. The Equality Schemes Project Management Group monitors the actions on the Action Plan and this is reported to the Equalities and Diversity Committee on a quarterly basis. http://www.bath.ac.uk/vc/equalitydocs/gender-equality-scheme.html http://www.bath.ac.uk/vc/equalitydocs/gender-equality-action.html

(ii) Equal Opportunities Policy. (E) The discussion about equalities in corporate induction includes information about equalities and diversity. The Staff Development team has introduced a policy to embed equality issues in relevant training courses such as management development courses, recruitment and selection courses and other courses where equality, fair treatment and fair chances are being discussed. http://www.bath.ac.uk/hr/policies/equalities/eocodeofprac.html

(iii) Flexible Working Policy. (E)

2 Flexitime a flexible working scheme was introduced in September 1999 for all groups of staff other than academic staff. Academic staff contractually benefit from flexible working arrangements. http://www.bath.ac.uk/hr/policies/flexibleworking/index.html

Part-time; term time and job share. A small number of staff work term-time only when the operational needs permit. The University has a number of staff working part-time. The Human Resources Department is currently drafting a job share policy. http://www.bath.ac.uk/hr/policies/flexibleworking/index.html

Home Working. Although there is no formal home working policy, a number of staff work from home on an occasional or in some cases a regular basis. Advice on the health and safety aspects of home working is available on the Safety, Health and Environment website. http://www.bath.ac.uk/internal/safety/

(iv) Harassment Policy and Procedures. (E) The Dignity and Respect for Students and Staff of the University of Bath: Policy and Procedures for Dealing with Complaints is available to staff at corporate induction. A copy of the document has been circulated to all heads of department and departmental equality co-ordinators. The policy is discussed at relevant corporate training courses. http://www.bath.ac.uk/universitysecretary/equalities/policies/08dignityrespectpolicy.html Training relating to the Mediation Service is available. Staff attend these briefing sessions on a voluntary basis. Postcards have been circulating as a more informal way of publicising the Service. Information about the Service is provided at staff induction and through leaflets. http://www.bath.ac.uk/universitysecretary/equalities/policies/mediation.html

(v) Maternity/parental/adoption/paternity leave policies. (E) Maternity Leave The Maternity Leave Policy was revised in October 2008 and exceeds the benefits available under the statutory scheme. http://www.bath.ac.uk/hr/policies/absence/maternity/matleave08.html

Adoption Leave. The University is generally able to extend the benefits of the Maternity Leave Policy to those wishing to adopt. http://www.bath.ac.uk/hr/policies/absence/familyleave.html#adoption

Fostering Leave Where advance notification of the intention to foster is given special leave can be obtained. http://www.bath.ac.uk/hr/policies/absence/familyleave.html#fostering

Parental Leave is available to staff who have completed one year’s service with the University. http://www.bath.ac.uk/hr/policies/absence/familyleave.

Family Leave (formerly Paternity Leave). Parents may take full pay Family Leave for a period of two weeks. Same sex couples are also entitled to this benefit. http://www.bath.ac.uk/hr/policies/absence/familyleave.html#family

These policies are all available on the Human Resources website; details of the policies will be circulated shortly to Heads of Department to facilitate wider awareness and discussion.

(vi) Training and development policies. (E)

3 The Staff Development Policy is available on the Staff Development Website. In addition staff are made aware of the policy through their annual Staff Development and Performance Review Meeting. Several courses are offered through ‘Horizons’ (the University’s guide to training and development opportunities) that is sent to every employee in the University. There are a number of bespoke training courses delivered to commissioning departments. All staff discuss and agree their training and development needs for the coming year on an annual basis with their line manager. A report is taken to the Equalities and Diversity Committee with the results of training and development undertaken through the Staff Development Unit. http://www.bath.ac.uk/staff-development/about/policies/sdpolicy.html

(vii) Work-life balance policy. The University has a number of policies and procedures in place that support work-life balance.

Unpaid Leave Discretionary leave, paid or unpaid, may be given in response to particular circumstances; guidance is given by the Human Resources Department.

Dependant Care Leave There is a statutory provision for staff to take a reasonable amount of unpaid time off work to deal with family emergencies.

Parents & Carers Flexible Working Policy This policy applies to staff who are parents of children and to those who are caring for an adult. http://www.bath.ac.uk/hr/policies/flexibleworking/parentalupdated.html

Compassionate Leave Paid leave may be granted to staff who have suffered the death of an immediate family member. A longer period is given if the employee is responsible for organising the funeral arrangements of the deceased person.

These policies are all available on the Human Resources website; details of the policies have been circulated to Heads of Department to facilitate wider awareness and discussion.

(viii) Equal pay reviews and action plans. An Equal Pay Review was carried out in 2008/09 using salary data as at 1 August 2008. The data was considered by an Equal Pay Review Group which included the Equalities and Diversity Manager and the Vice-Chair of UNITE. The Action Plan and Equal Pay Policy were approved by the Vice-Chancellor’s Group in March 2009 and was considered in April by the Equalities and Diversity and Committee and accepted by the University’s Executive Committee. The Policy will shortly be disseminated more widely, including on the web. This is the University’s first equal pay review.

(ix) Other relevant policies and procedures (see guidance). The University has a childcare voucher scheme which is available to all staff. The Scheme was introduced here in 2003 and has widespread support from staff and students some of whom are in SET departments. Leaflets and posters are displayed around campus and in literature for new starters. http://www.bath.ac.uk/hr/policies/general/care4/factsheet.html

4 Promotion Procedures New procedures for promotions within the Education and Research Job Family to the posts of Senior Lecturer, Senior Research Fellow, Senior Teaching Fellow, Reader and Professor have been adopted in 2008/09. This new procedure is listed on the Human Resources website with clear guidance for managers and staff on how to apply the procedure. http://www.bath.ac.uk/hr/recruitment/doc/careerprogression.pdf

Celebrating Diversity Month 2008 A programme of events took place in February 2008. It attracted a considerable number of members of the University community and was planned by a representative group which included the Student’s Union. This event was communicated widely including to the University Council and endorsed by the senior management of the University. Professor Teresa Rees presented a paper on the position of women in SET as part of the programme of events. http://www.bath.ac.uk/universitysecretary/equalities/policies/edc0708report.html

3. Baseline gender data

Provide data for the past three years (including appropriately labelled graphical illustrations where possible) on the data sets listed below. (E – Expected)

Tables and graphical illustrations should be included in a separate spreadsheet with the data clearly labelled.

(i) Female:male ratio of academic staff at each grade – researcher, lecturer, senior lecturer, reader, professor (or equivalent) – across the whole institution and in SET departments. (E)

(ii) Female:male ratio of Heads of School/Faculty/Department across the whole institution and in SET departments. (E)

(iii) Female:male ratio of academic staff job application and success rates – across the whole institution and in SET departments. (E)

(iv) Female:male ratio of academic staff promotion rates across the institution and in SET departments. (E)

(v) Gender balance on the senior management team at university level. (E)

(vi) Gender balance on influential committees at university level. (E)

(vii) Female:male ratio of academic staff on fixed-term contracts vs. open-ended (permanent) contracts – across the whole institution and in SET departments. (E)

(viii) Female:male academic staff turnover rates by grade and maternity return rates – across the whole institution and in SET departments. (E) Calculated from 2006 to early 2009,158 women across the University have taken maternity leave. Of this number 3 academics and 10 researchers in SET

5 departments took maternity leave and returned to work. In other academic departments 17 academics, 5 researchers and 2 teaching fellows took maternity leave and returned to work. There were no academic or research non-returners in SET departments but in other academic departments there were 2 researchers and one teaching fellow who did not return to work.

(ix) Evidence from equal pay audits/reviews.

(x) Female:male ratio of staff in the Research Assessment Exercise (RAE) 2008 – across the whole institution and in SET departments.

(xi) Other relevant data, e.g. results from staff surveys. • Results of the 2007 staff survey told us that 86% - 97% [88% - 97% benchmark with other Universities] of our staff feel that the University respects equally, people of different genders, nationalities, ethnicities, differently abled, ages and sexual orientation. 81% - 92% [81% - 90% benchmark] of staff feel that the University acts fairly, regardless of ethnic background, gender, religion, sexual orientation, disability or age with regards to: a) Recruitment = 92% b)Career progression/promotion = 81% • The University is a member of Opportunity Now and has been for 7 years.

4. Analysis of baseline data

Please evaluate and comment on the data from the previous section where applicable (maximum of 100 words per question).

(i) Gender balance of academic staff – comment on the main areas of concern and how you plan to address them. For example, is there evidence that women and men are appropriately represented at all levels of the workforce? Are there differences in SET departments? (E) Currently at this University the female overall academic population is very close (41%) to the national academic female population of 42.3% (Equality in Higher Education Statistical Report 2008). On 31 July 2008 there were 179 professors (headcount), 163 (91%) male professors and 16 (9%) female. In the SET departments at this University there were 7 (7.4%) women professors on that date. This is a slight increase over the 3 years of this study. Nationally 8.0% of all SET professors are female (UKRC statistics). Some departments including SET have increased the ratio of women working in academic posts over the period.

(ii) Gender balance at Head of School/Faculty/Department level –comment on the main areas of concern and achievement and how you plan to address them. For example, are women and men appropriately represented at this level? Are there any differences in SET departments? (E) Over the past 3 years there have been slight changes in the ratio of women to men at head of school/faculty/department level. The University has had women as heads of department in departments in the Faculty of Humanities and Social Sciences and in the Division for Lifelong Learning. There is a noted difference in this period because there have not been any women as heads of department in the SET departments. We expect this to change as the pool of more senior female staff increases.

6 (iii) Job applications and success rates – comment on any implications of this for the institution and how you plan to address any disparities. For example, are women and men equally successful at all stages of the job application process? Are there differences in SET departments? (E) Over the 3 year period the percentage of women appointed to academic, research and teaching fellow posts in SET departments has remained largely unchanged. Over this period women have made up 33% of all these appointments in SET departments. In SET departments men are more likely to be appointed to academic posts. The revised recruitment and selection guidelines provide advice on the composition of selection and interviewing panels. Following the recent impact assessment it is now mandatory that the Chair of all interviewing panel undergo recruitment and selection training (including fair selection).

(iv) Promotion rates – comment on any implications of this for the institution and how you plan to address any disparities. For example, are men and women equally likely to be put forward? Are male and female applicants for promotion equally successful at all levels? Are there differences in SET departments? (E) Men and women are equally likely to be put forward for promotion. The new promotions procedure is widely advertised to all relevant staff and guidance on the application of this new procedure is clearly stated. The numbers are small and there is little difference in women in SET departments or indeed in the university as a whole gaining promotion once the proposal has been received in the Annual Promotions Round.

(v) Gender balance on the senior management team – comment on the numbers of men and women on the SMT and how you plan to address any disparity. (E) The numbers of men and women on the SMT has remained fairly constant over the past 3 years. There was a slight staff change on 31 July 2008 when one woman joined and one man left the SMT. The ratio therefore increased to 0.36:1 women: men. Half the Vice-Chancellor’s Group is female. The Vice-Chancellor and one of the University’s 2 Pro-Vice-Chancellors are women.

(vi) Gender balance on influential university committees – comment on the main areas of concern and how you plan to address them. For example, are women and men appropriately represented on senior decision-making committees? How do you avoid committee overload where numbers of women are small? How are vacancies filled and women encouraged onto committees, especially where turnover is low? Are the positions advertised? (E) There is good representation of women on some senior decision-making committees. Following an impact assessment of a selection of committees within the University it was recommended that the University should highlight the benefits of diverse committee membership. Some good practice suggestions are put forward below and are now being implemented: 1. The core staff engaged in filling vacancies and advising on nomination procedures should be encouraged to consider the diversity of each committee and, when filling vacancies, to enhance the information provided in the advertisement. For example, a simple encouragement along the lines “Nominations are particularly welcome from [appropriate equality group

7 reference]” and emphasising the University’s commitment to the equalities and diversity agenda would be evidence of good practice. 2. Consider the routine offer of provision of information in alternative formats to applicants for both lay and staff vacancies

(vii) Fixed-term contracts – comment on the implications of the gender balance for the institution and for women’s career development. For example, is there evidence that women are overrepresented on fixed-term contracts? Are there differences in SET departments? (E) The majority of staff on fixed term contracts are researchers. There are general implications for this staff group associated with usually having to move to another institution to continue their careers once the term of the contract has expired. In the SET departments women are more likely to be on fixed term contracts than men; however overall there are more men on fixed term contracts than women.

(viii) Staff retention rates – comment on any implications of this for the institution and how you plan to address any disparity. For example, are women and men equally likely to leave the institution (unplanned turnover of staff)? Are there any differences in SET departments? Are the reasons for leaving picked up in exit interviews? (E) For the year to 31 July 2008 staff turnover was 17% but this figure is inflated by the large number of staff (mainly research) whose fixed term contract came to an end. If these staff were excluded turnover would be 11%. Most staff do not have exit interviews however, reasons for leaving are picked up in exit questionnaires.

(ix) Equal pay audits – comment on the findings from your most recent equal pay audit and how you plan to address any disparities. Full-time staff The basic pay figures for full-time staff in Grades 1 to 9 only (i.e. excluding professorial staff and senior management) shows a reduced pay gap of 11.94%. The pay gap for professorial staff is 6.86% with this group comprising 16 female and 163 male professors. The full-time figures are significant as these are the benchmark figures for comparing survey data. Within the HE sector the results of the 2008 UCEA Review of HE Finance and Pay Data showed a wider pay gap in HE (20.3%) than in the wider economy (17.1%; IDS Pay report 1016, January 2009).

Part-time staff The small sample size of part-time female professors (only 1 employed at the census date of 1 August 2008) has distorted the above figures. In addition, a number of senior male professors have two part-time jobs and these are recorded separately for the purposes of this analysis. The figures also show that 52% of part-time males are in Grades 7 and above, whilst 46% of female part- time employees are in Grades 1 to 4.

An Equal Pay Review action plan has been approved by the Vice-Chancellors Group.

(x) RAE 2008 – comment on any implications of this for the institution. For example, does the gender balance of staff included in the RAE 2008 broadly reflect the

8 gender balance across the institution? Are there any differences in SET departments? The percentage of all RAE eligible staff across the whole institution and those in SET departments were consistent in the recent RAE submissions.

(xi) Comment on any other data you have provided, detailing how you plan to address any gender disparities.

5. Supporting and advancing women’s careers

Describe the following activities in your institution that are supportive to women’s career progression in your SET departments (maximum 200 words per section).

(i) Career development training at key transition points – describe any additional support given to women at the key career transition points across the institution, and in SET departments, such as support for new lecturers or routes for promotion through teaching and learning. Are women encouraged to participate in conferences and attend other external events where there are opportunities for networking? (E)

The Academic Staff Development team offers a range of opportunities to support academic staff in the development of their academic practice throughout their career. Specifically the support offered for staff new to teaching is as follows:  the Postgraduate Certificate in Academic Professional Practice (PGCAPP) with units which offer support in research, learning and teaching, and management and leadership. The programme is aligned to the national professional standards framework which includes a set of professional values. Staff on the programme engage with the standards and amongst other things need to demonstrate a commitment to acknowledging diversity and promoting equality of opportunity.  the design and delivery of programmes that support graduate teaching assistants (GTAs), postgraduate research staff (PGRs), research supervisors, and part time staff;  a wide range of workshops through both semesters which are open to new and experienced members of staff;  the development of learning communities and networks for particular groups  funds to support individuals’ continuing development in learning and teaching

http://www.bath.ac.uk/learningandteaching/professional/

Example of seminars offered by one SET department: Departmental Seminars 2008-09 http://www.bath.ac.uk/pharmacy/seminars/ A number of the speakers are women at different stages of their careers, internal and external to the University. It also includes an invitation by 4th year students (male and female) and others to form a focus group to obtain women’s views and opinions about obtaining the contraceptive pill from pharmacies e.g. Boots without a prescription.

There are a number of female professors from SET as well as other academic departments who are often called upon to deliver conference papers and attend seminars where there are opportunities to network.

9 One example of good practice can be found in the Chemistry department where they offer pre-promotion interviews to academic staff. Staff who have taken up the offer have found this very useful.

(ii) Researcher career support and training – describe any additional support provided for researchers at the early stages of their careers, such as networks and training. (E)

The University of Bath has a well-developed training programme in place to meet the needs of early-career and senior research staff. The University of Bath has a Code of Practice for the employment of research staff (http://www.bath.ac.uk/hr/policies/recruitment/code-researchstaff.htm ) and has also adopted the new Concordat to support the career development of researchers (http://www.researchconcordat.ac.uk/ ). This complies with the EU Charter for Researchers and Code of Conduct for the Recruitment of Researchers. We therefore believe that we can offer excellent training and support for the incoming and established research staff.

The career development of research staff is important to the University of Bath. A Career Development Adviser dedicated to supporting research staff is in place. She offers career development workshops as well as individual advice and guidance on a 1:1 basis.

Staff Introduction  In addition to departmental induction Staff Development offers a 1 day Introduction to the University of Bath. The afternoon session of this event divided into the different staff groups. It gives Research staff the chance to meet key people (Pro-VC Research, Careers Advisor, Staff Development manager etc) from the University at a very early stage during their stay here.  Introduction to each Department is organised by the Research Staff Co- ordinators.

(iii) Flexible working – describe how eligibility for flexible and part-time working is advertised to staff and the overall uptake across the university. What training is provided for managers? How do you monitor the policy and how successful it has been? (E) Flexible working is available through local arrangements and therefore is not monitored centrally. Part time working is advertised across the University and there are a number of academic, research and teaching fellows in SET departments working less than full-time hours (less than 36.5 hours per week). Training on flexible working for managers is provided when required. Human Resource Managers advise their departments on flexible working patterns where needed.

(iv) Parental leave (including maternity, parental, adoption and paternity leave) – how many women are returning full-time and part-time? How is teaching and research covered during parental leave? What support is given after returning from parental leave or a career break? What funding is provided to departments to support returning staff? (E)

10 Although the number of staff taking parental leave or career breaks is small, Heads of Department are provided with advice on support for returners from the HR department where needed. There is no separate funding provided to departments to support returning staff.

(v) Mentoring and networking – describe any mentoring programmes, including any SET-specific mentoring programmes, and opportunities for networking. Comment on their uptake and effectiveness.

Mentoring/tutoring of research staff Formal mentoring or coaching schemes for research staff are not in place at the University of Bath. However, each department has a Research Staff Co-ordinator to whom all researchers can look for advice. The Pharmacy & Pharmacology department has a large community of researchers with a well-used social space, where researchers can network outside their individual laboratory groups. Should early-career researchers wish to undertake teaching, our Learning and Teaching Enhancement Office has a well-established programme which does provide mentored support.

There is a well established University-wide women’s development network that has been in operation for 7 years. The topics for these events are wide ranging and cover such subjects as personal development skills and health. This network is organised centrally and is open to all women who work at the University. The Springboard women-only programme has been delivered at the University in the recent past. Both these initiatives have been attended by female academic, research and teaching fellows. http://www.bath.ac.uk/learningandteaching/professional/mentoring/ http://www.bath.ac.uk/research/researchers/rswg/

(vi) Transparent workload models – describe the systems in place to ensure that work, including pastoral and administrative responsibilities, is allocated transparently and equitably. Workload models are subject to local arrangements but each department does its best to ensure work is allocated fairly. This will be subject to an equality impact assessment within the next year.

(vii) Work-life balance – describe the measures taken by your institution to ensure that meetings and other events are held during core hours and to discourage a long hours culture. There are no institution-wide measures in force. However the majority of departmental committee meetings are held during core hours. Local arrangements are made in relation to the times that meetings/events are held.

(viii) Childcare – describe the institution’s childcare provision and how it is communicated to staff. What is the take up? The University has a well established nursery (Westwood) on campus which provides day care for children from 6 months to school age. This 48 place provision has a waiting list. http://www.bath.ac.uk/internal/nursery/ All new staff are provided with information about University benefits and this includes information about the nursery.

11 Additionally staff can also participate in the Care4 childcare vouchers scheme. There are 124 parents who take up this benefit. The vouchers can be used in any approved establishment our own Westwood nursery (and any other nursery), childminders and holiday playschemes for the payment of childcare up to the child’s 14th birthday. Research and Academic Staff in SET departments make up 29.8% of participants in the University’s Childcare voucher scheme.

6. Raising the profile of women

Describe any activities in your institution that raise the profile of women in SET generally and also help female staff to raise their own profile such as (maximum 250 words for all four sections):

(i) Conferences, seminars, lectures, exhibitions and other events.

The University encourages all staff to publicize their achievements either individually or where there is collaboration with others at this institution or elsewhere. Each department holds conferences, seminars and lectures. The profile of the person delivering these is raised through the publicity for the event and often in the write-up which appears on the web. There are a number of annual University Teaching Awards. The winners of these awards are named and descriptions of their achievements along with their photograph are displayed on the University website. There has been a welcome increase in recent years in the number of women receiving these awards.

(ii) Publicity materials, including the institution’s website or images used. The University publicizes achievements of all staff including those in SET departments. We celebrate the award of individual grants and collaborative working where we have local, national and international research partners. The photograph of the recipient is placed on the web. The images on the website provide the reader with information on the person who is being celebrated and their achievement, some of whom are women. There are other ways that the website is used to raise the profile of women for example the Pro-Vice- Chancellor Research (Prof Jane Millar) has developed a website containing information about working as a researcher in the University. There is a photograph of her on the front page. http://www.bath.ac.uk/research/researchers/

(iii) Providing spokeswomen for internal and external media opportunities. The University’s Media Strategy states “All senior staff and research managers should be trained in media relations techniques, both as a way of developing their skills and a way of signalling to them the priority placed upon achieving this higher profile.” Consequently some women are quoted in the media to give information on their field of research or to be an expert contributor to a local, national or international issue whichever is appropriate. http://www.bath.ac.uk/internal/news/mediastrategy The expert’s quote is always reported on the University’s website.

(iv) Nominations to public bodies, professional bodies and for external prizes.

12 The University’s Learning and Teaching Enhancement Office annually publicizes the National Teaching Fellowship Scheme which aims to raise the profile of learning and teaching, and recognise and celebrate individuals who make an outstanding impact on the student learning experience.

The University was awarded a silver award in the 2009 Opportunity Now benchmarking survey.

7. Further SET-specific initiatives

Describe any other SET-specific initiatives of special interest that have not been covered in the previous sections, including past initiatives that did not work and lessons learnt (maximum 200 words). The University has taken part in a number of initiatives over the years. In 2002 there was a ‘SET in the South West’ national Athena sponsored conference organised by this University. The University took part in ASSET surveys held in 2004 and 2006 and will also take part in the 2010 survey. Other initiatives include the Headstart Focus Programme, run by the Royal Academy of Engineering, WISE and other gender/SET initiatives. The SET departments are looking at ways of working together on some of these initiatives. The self-assessment team will support these initiatives. One woman professor was involved in a European Union SET/gender information gathering project. The department of chemistry took part in the Royal Society of Chemistry’s study of gender issues in chemistry.

8. The self-assessment process

Describe the Self-Assessment Team members (maximum 40 words per member) and the action planning process, including any consultation processes that were undertaken with staff (maximum 500 words in total).

The consultation process undertaken with staff in relation to Athena SWAN included discussions in staff teams within SET departments by those on the self-assessment team. Members of the self assessment team have had individual meetings with staff in their departments to discuss the project and any particular barriers that they had experienced. Other members of the team have raised the profile of Athena SWAN at departmental meetings. This has opened a dialogue between the self-assessment team and staff in SET departments. One member of the self-assessment team visited the University of York and discussed good practice examples. This has been taken into account in this submission.

An email was sent to all women SET staff asking for examples of good practice and any barriers they had encountered. Information was placed on the web which provided general details about Athena SWAN to all staff. This notice also asked for any comments that could be considered by the self-assessment team and any examples of good practice as it prepares the University's submission. A number of responses were received from staff in SET departments. These have been considered in forming the action plan. The draft submission was considered by the Equalities and Diversity Committee and then placed on the web for any comments from any of the university community before being approved by the Vice-Chancellor’s Group. The Head of

13 Department of Chemistry has committed his department to working towards a silver award once the University has achieved the bronze award.

The self-assessment team was carefully identified in accordance with the guidelines. It includes representation from a range of departments, including most of the SET departments. It includes a good balance of women and men and academic staff at different levels of seniority. Most members of the team have childcare and other caring responsibilities. Some work flexibly others not. The self-assessment team meetings will continue to oversee the implementation of the action plan.

Self-Assessment Team Chair Mark Humphriss, University Secretary and Chair of the University’s Equalities and Diversity Committee, member of the Vice-Chancellor’s Group. Contact Marlene Bertrand, Equalities and Diversity Manager, Co-ordinating the award submission.

 Mark Humphriss, University Secretary (Chair)  Marlene Bertrand, Equalities & Diversity Manager (Co-ordinating the award submission)  Dr Chris Brace, SL, Department of Mechanical Engineering  Prof Julian Chaudhuri, HoD, Department of Chemical Engineering  Ian Cheetham, Director of Human Resources  Dr Richard Hooley, HoD, Department of Biology & Biochemistry  Prof Ken Judge, Head of the School for Health  Prof Cathryn Mitchell, Department of Electronic & Electrical Engineering  Dr Maria-Heleni Nikolopoulou, Lecturer, Department of Architecture & Civil Engineering  Dr Gareth Price, HoD, Department of Chemistry  Dr Araxi Urrutia, Royal Society Dorothy Hodgkin Research Fellow, Dept of -Biology & Biochemistry and Academic Staff representative at Equalities and Diversity Committee  Prof Alison Walker, Department of Physics  Dr Jane White, SL, Department of Mathematical Sciences 9. Action plan

Provide an action plan as an appendix. This should be a table or a spreadsheet comprising plans to address the priorities identified by the data and within this application, the person responsible for each action and a timeline for completion. It should cover current initiatives and your aspirations for the next three years.

10. Any other comments

Please comment here on any other elements which you think relevant to the application, e.g. recent mergers between departments (maximum 200 words).

The Equalities and Diversity Network (with representatives from each department and service area) were appraised of the application to Athena SWAN and were asked to discuss the application within their departmental meetings. The Vice-Chancellors Group has discussed the contents of the Athena SWAN application and action plan. The Equalities and Diversity Committee presents an annual report to the University Council

14 in the autumn of each year. This year the report will also contain information about the Athena SWAN submission, the self-assessment team and the initiatives arising from the application. This will appraise the University Council of the innovative practice in gender equality taking place at the University. The University will be producing a Single Equality Scheme which will include Athena SWAN initiatives. The Scheme will be published in December 2009. The University will host an Equality Forum in June 2009 which will give staff and students a platform to further progress issues of gender equality.

15 Action Plan 2009 - 2012 Draft Subject Outcome Responsible Date of person completion Recruitment: Decision-making taking greater account of all the Director of HR December (i) Draw on a wider person’s skills. Head of 2009 range of Department and approaches to recruitment panels recruit staff in SET departments (e.g. use tests/presentations ) as appropriate to the post being sought. (ii) Recruitment The gender balance on recruitment panels to be 1. Human 1. panels taken into account to present candidates with a Resources to December balanced interview panel. This will offer more revise guidance 2009 women opportunities to contribute to staff recruitment and to develop management skills. 2. Head of 2. This will also provide role models. Department December 2009 (iii) Audit checks on Audit checks on the selection of applicants to Operations and September aspects of the ensure that interviews are conducted fairly and Recruitment 2010, recruitment comply with our designated recruitment and Manager September process selection process. 2011, September 2012 Retention: Encourage the submission of high quality Head of December (iv) Submission of applications by offering support and assistance Department/line 2009 applications for on completing applications to ensure that they manager promotion effectively address promotion criteria. Offer pre- promotion interviews to give applicants expert guidance. (v) Flexible and HR to produce guidelines on flexible and part Director of HR March 2010 part-time working - time arrangements to circulate to departments guidelines (vi) The long hours Develop strategies to tackle any long hours Head of July 2010 culture culture to ensure SET staff with caring Department/Line responsibilities can take a full part in academic manager life. (vii) Job share- HR to produce guidelines on how to consider Director of HR December guidelines applications for job share as part of the 2010 university's new job share policy. (viii) Departmental Departmental meetings and seminars to be kept Head of December meetings to official university hours. The previously Department 2009 agreed working patterns of staff should be taken into account when setting meetings.

(ix) Consultation 1. Consultation with female staff in SET Equalities and 1. with women in SET departments will help the University to identify Diversity Manager December

16 the main obstacles they perceive in their 2009 careers. 2. Consult one year later to find out if things 2. have improved and other actions that can be December taken. 2010 3. Participate in the Athena SWAN ASSET survey due to take place in 2010 in order to 3. 2010 better understand the particular difficulties faced by women academics in SET departments across the country. (x) Targeted To provide new HoDs (and update those already Director of HR/ September training for Heads in post) with information about our commitment Head of Staff 2010 of Department to the principles of Athena SWAN, and guidance Development/ on dealing with issues of staff with caring Executive responsibilities (xii) Role models Increase the percentage of women invited to Relevant staff in September speak at SET departmental seminars. Seminars SET department 2010 are one way to provide role models for students and early career researchers. (xiii) Role models 1. Increase awareness of Royal Society 1. Equalities and 1. October “Mothers in Science” booklet and website Diversity Manager 2010 http://royalsociety.org/downloaddoc.asp?id=6151 and Research & and launch internal webpage with relevant Development team in information. the Careers Advisory Service 2. To specifically publicise the work of women in 2. July 2. Equalities and science on a dedicated webpage. A list of 2010 Diversity Manager participating female academics with links to their web pages will be set up. 3. October 3. Equalities and 3. Create opportunities to visit and exchange 2010 Diversity Manager information with other Universities holding an Athena Bronze Award and individual Departments with a Silver or Gold award (xiv) UKRC Use the UKRC 'Women of Outstanding Equalities and March 2011 exhibition Achievement in SET Photographic Exhibition' to Diversity Manager provide a way to make women in SET more visible as role models and inspiration to others. (xv) Staff with Guidance on the application of leave to deal with Director of HR December caring caring responsibilities to be reviewed with HoDs 2009 responsibilities (xvi) National and Increase the number of women taking part in Head of July 2010 international profile national and international meetings of learned Department societies where there are opportunities to Relevant staff in network by mentoring them to raise the profile of SET. their research. This should provide a greater chance of being selected by conference organising committees and where possible provide some financial support towards the cost of attendance.

17 (xvii) Attendance at The University will consider ways of encouraging Director of HR/PVC December International and facilitating conference attendance by women Research 2010 conferences – current barriers such as childcare costs and other hurdles to be investigated. (xviii) Funding- HoDs to provide statistics on the number of staff Equalities and July 2010, transparency who are funded to attend conferences by gender Diversity Manager July 2011, to the Athena SWAN self-assessment team. July 2012 Greater transparency about departmental support to attend events where valuable networking takes place (xix) Funding – 1. Workshops on how to access funding 1. Equalities and 1. making bids directed at women. Diversity Manager December 2009 2. Regular workshops to provide guidance on 2. Relevant staff in making successful funding bids etc. SET departments 2. February 2010 (xx) Mentoring Where this does not already exist develop an Head of December effective mentoring system which provides Department with 2011 appropriate career support. assistance from Staff Development/LTEO