School of Chemistry Focus of Department STEMM Date of Application November 2017 Award Level Silver Institution Athena Date: November 2014 Level: SWAN Award Bronze

Department Application Bronze and Silver Award

Name of institution The University of Manchester Department School of Chemistry Focus of department STEMM Date of application November 2017 Award Level Silver Institution Athena Date: November 2014 Level: SWAN award Bronze

Contact for application Prof Eric McInnes Must be based in the department Email [email protected] Telephone 0161 275 4469 Departmental website http://www.chemistry.manchester.ac.uk

1. LETTER OF ENDORSEMENT FROM THE HEAD OF DEPARTMENT

Professor R. E. P. Winpenny School of Chemistry The University of Manchester Oxford Road Manchester M13 9PL

+44(0)161 275 4654

[email protected]

27th November 2017

I am delighted to give the full and unequivocal support of the School Management Team and all our staff to this application to renew our Athena SWAN Silver Departmental Award. We have an excellent working group that meets regularly to discuss progress and this has raised awareness of issues. More importantly, we have made real progress in addressing equality and diversity issues since our Silver Award in 2013, and that progress is very clear from the excellent application our SAT team has written. We are strongly committed to equality and diversity because it is the right thing to do: we all want to work in an environment that is as open, fair and friendly as possible. I have been very proud of what the School has achieved in the last few years. We are now in the top five in Europe for research (as measured by the Nature index) and in the top six in the UK for undergraduate education (as measured by the Guardian). The School has also continued to advance the equality and diversity agenda, as measured by the increase of female academic staff, which I think we can connect directly to decisions our management team have taken. We have greatly increased our financial commitment to this agenda, including refurbishment of social space, and to fund progressive policies regarding, for example, maternity cover for academic staff, staff training, and career development for researchers. We believe we are already seeing the benefits of this investment. As can clearly be seen from the document Prof McInnes and the SAT has prepared, in many areas the School out performs Athena SWAN Gold Chemistry departments such as Imperial College. It is very striking that “new” initiatives elsewhere are so embedded in our culture as a School that they no longer are even debated. For example, we are passionate about restricting events to core hours so that all staff with caring responsibilities can attend. A more recent change is to insist that we always have female candidates on the shortlist for academic positions; this change was made after a selection panel, chaired by a female professor, produced an all-male shortlist. I am very proud of what we have achieved in making a university career family friendly. I am also very proud of the application our SAT team has prepared, and can confirm that the information presented in the application (including qualitative and quantitative

data) is an honest, accurate and true representation of the School. We have not over- interpreted statistics and have not made any unjustifiable claims. Considering other Chemistry departments that have Gold status, we believe we are well placed to achieve that award in the near future, if the application is assessed based on the data we have included.

Prof Richard Winpenny Head of School of Chemistry

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2. DESCRIPTION OF THE DEPARTMENT The School of Chemistry (SoC) is one of the largest in the UK; with 76 academic staff, 73 PSS, 12 independent research fellows (RFs), ≈140 Researchers, ≈340 postgraduate (PG) students, and >720 undergraduate (UG) students. We are also one of the highest ranked in teaching and in research. The ethos of our School is that we thrive through professional pride in the quality of what we do and the collegiate way in which we do it. Our commitment to the wellbeing of our staff stems not because it makes us a better chemistry department (which it does) but because we find it inconceivable that people wouldn’t want to work in as fair, open and friendly an environment as possible. The central role of Equality & Diversity (E&D) in School policies, and the manner in which staff and students are consulted and involved in decision- making processes, are described below. Our Athena SWAN Silver Award is displayed prominently in our entrance foyer and the logo is used extensively throughout the School, website (above), notepaper, email signatures, presentations and job adverts. Our staff and PG students are split across three sites on University campus: the Chemistry Building, the Manchester Institute of Biotechnology (MIB) and the Photon Science Institute (PSI). Most UG teaching takes place in the Chemistry Building. Academic staff are organized into 7 sections: Analytical, Measurements and Physical; Computational & Theoretical; Chemical Biology & Biological Chemistry; Inorganic; Materials; Organic; Teaching & Scholarship. Equality of teaching and research is written explicitly into our workload model, with Teaching & Research (T&R) and Teaching & Scholarship (T&S) career paths up to Professorial level. In teaching, we consistently achieve mid-90s% in NSS returns, the 2018 Guardian University Guide ranks us in the top 6 in the UK, and staff have won international awards, e.g. for development of Massively Open Online Courses. In research, the 2017 Nature Index put us in the top five in Europe, and the 2017 QS World University Ranking places us as one of only 4 UK chemistry departments in the world’s top 40. We have a strongly collaborative and supportive ethos, reflected in almost half of all grants having multiple investigators, and the very high (and gender balanced) percentages of T&R staff that hold significant grants and that were returned in REF2014. We are a metropolitan university that sits proudly in the heart of the city and are committed to our local community with extensive outreach and widening participation schemes (reaching ca. 14000 school children per annum).

A snapshot of the School:

Figure 1: Student data. • We have 42% female(F) UG, 67%F PGT and 41%F PGR (42%F PhD) students (Fig. 1). This is at the Chemistry national average for UGs, ≈15% above average for PGT, and 2% above average for PGRs.

Figure 2: Academic and research staff data. [Note that, throughout this document, we separate data for RFs - who are expected to take, or already hold, a permanent academic position - from “Researchers” that include PDRAs, EC Marie Curie or Royal Society Newton Fellows.]

• We have 36%F Researchers (Fig. 2): well above the national (and Russell Group) average of 31%F (Cost Centre 113 - Chemistry data; based on Full Person Equivalents). This can be compared to Athena SWAN Gold chemistry departments (2014 data, as reported in York 2015 Gold submission): York 41%, Imperial College 29%. • We have 15%F Professors: well above the Russell Group average of 11%. • Collating the data in Figure 2 such that we can compare against data given by York and Imperial (in their most recent submissions), we have: 15%F Profs, 7%F Reader/SL/SRF, 27%F Lecturer/RF. York have higher %F other than at Prof (13, 33, 44%, respectively; well ahead of average), and we are similar to Imperial (12, 10, 27%).

Figure 3: Distribution of academic grade within gender groups.

• Women are just as likely to hold senior roles as men (Fig. 3): 55% of F academics, cf. 52% of M, are Professors, and 9 and 17%, respectively, are Readers (these were equal until a recent F promotion to Professor). This is despite a historical gender bias in appointments that means that the average man has been in post longer than the average woman. All female staff appointed prior to 2016 hold promoted positions. The absence of female SLs is because women have been promoted direct to Readerships. • 36% of F, and 13% of M, academics are Lecturers (Fig. 3). This reflects advances towards gender parity in appointments in recent years. The % of Lecturers that are female has increased from 14 to 36% in the last 4 years, through appointments and promotions. 37% of academic/RF appointments since 2013 have been female.

Figure 4: PSS staff by gender.

Figure 5: Distribution of PSS grades within gender groups.

• We have 42%F PSS overall (Fig. 4). There is a very similar distribution of Grades across both genders (Fig. 5), with almost equal numbers of women and men at the highest Grades 7-9. • Amongst PSS, Technical/EO/IT roles are male dominated (75%M), while Clerical/Admin/Managerial roles are female dominated (65%F). We, and the Faculty, are taking steps to address the former via the National Apprenticeship Scheme (see Section 5.4).

Progress since 2013 Silver Award: The culture and efforts in the School were recognized by an Athena SWAN Silver award in 2013. Rather than repeat data presented elsewhere in this document, we summarise the progress that we have made since then in a “scissors plot” of gender representation against academic career stage (Fig. 6). Compared to 2013 data, the plot has narrowed significantly at all career stages beyond undergraduate.

Figure 6: Gender representation against academic career stage. 2013 data taken from 2013 Silver award documentation; 2017 data from this document. UG = all undergraduate population; 1st/2(1) = % of top degree classifications awarded to male (M) and female (F) students (note, the % of top degrees going to F UGs is higher than the % of F UGs, i.e. a higher % of F UG get top degrees); PG = postgraduate; Researcher = RF and PDRA; Acad = Lecturer grade and above; Prof = Professors.

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3. THE SELF-ASSESSMENT PROCESS (i) a description of the self-assessment team

The SAT has representation from all levels of the School (Table 1). The members bring a variety of experiences relevant to the self-assessment process, for example: flexible and part-time working, parental & caring responsibilities, balancing careers with those of partners. Obviously, this information is confidential.

Table 1: The Self-Assessment Team (SAT). Member School Roles SAT role Prof Eric Academic, Professor of Inorganic SAT Chair; Senior Mentor. McInnes Chemistry Prof Perdita Academic, Professor of Mass Director of Social Barran Spectrometry, Director of Michael Responsibility (DoSR) Barber Centre for Mass Spec. Dr Floriana Tuna SRF, Manager of National EPR Facility E&D Officer; mentor to PDRA forum; PSI rep Emma Mellor PSS Administrator Admin support to SAT Jacquelyn PhD researcher PG rep Jhingree Ben Reant UG, ChemSoc President UG rep Dr Hollie Patten PDRA PDRA rep Mike Hughes PSS, technician Technical staff rep Dr Nicholas RF, Ramsey Memorial Fellow RF rep Chilton Prof David Academic, Professor of Organic Director of Research Procter Chemistry Dr Rosalind le PSS, Director of Operations MIB rep Feuvre SYNBIOCHEM. Rachel Spilsbury Human Resources (HR) partner HR rep Dr Sarah University Charter Marks University AS rep. Mohammad- Coordinator (AS & Race Charter); Qureshi Equality, Diversity & Inclusion (ED&I) Advisor. Prof Richard Head of School (HoS) Ultimate responsibility for Winpenny implementation of actions. See below.

(ii) an account of the self-assessment process Who we are: The SAT membership has changed on a regular and rolling basis since our 2013 Silver award, partly due to retirements/job changes, but mostly to bring in new ideas. The current SAT was instituted in 2016 by the Head of School (HoS; Prof Winpenny), with a brief to review every area of School policy with respect to E&D. The new SAT Chair and the School Director for SR (Profs Eric McInnes and Perdita Barran, respectively) drew up the team from every area of the School, including academic (RF to Professorial), PSS (admin & technical), PDRA and student (UG & PG) membership, and across geographical sites. This in itself was our first action – to widen representation in the SAT (Action 7.1): the 2013 team did not include UGs (2013 Action) or technical staff. The HoS previously chaired the SAT, and is still a member. However, our policy is now that the HoS does not attend SAT meetings as experience shows that this can inhibit open discussion amongst some members (however open and welcoming the chairing): instead, the HoS holds regular discussions with, and feeds policy ideas to, the SAT Chair.

Consultation: In addition to open discussions (see below), staff opinions are sought via anonymous surveys. These take two forms: (i) a biennial University Staff Survey (“USS” hereon) run by Capita (most recently 2017); the University- and School-level results are disseminated such that areas of good and bad practice vs. University norms can be spotted. It is University of Manchester (UoM) policy that Schools prepare an action plan to address flagged issues. (ii) School-level AS Staff Surveys (“SASS” hereon), run by the School via the University ED&I Office. We are conscious that “survey fatigue” is counter- productive, hence this is run on a less regular basis: most recently in 2016 and 2012. Student input is sought via: informal discussion platforms (weekly meetings with the Director of Teaching); staff-student liaison committee (twice per semester); questionnaires; the UG and PG SAT reps. We also run a limited number of very specific surveys, e.g. of completing PGRs to gather data on career plans. PDRAs also have their own communication channel through the Chemistry Postdoc Society, which is mentored by our E&D Officer Dr Floriana Tuna. What we do: the remit of the SAT is to address all E&D issues as regards School policy. The SAT meets quarterly, focusing on 1 or 2 issues per meeting such that meaningful actions can be agreed and taken. For example, the last few meetings have looked at: (i) 2016 SASS results (outcome – specific actions on areas of concern raised); (ii) gender biasing in job adverts (outcome – best practice disseminated to recruiters); (iii) the School website (outcome – much clearer E&D, family-friendly and policy pages planned for new website, in development); (iv) root-and-branch review of the AS Action Plan (outcome – more streamlined hence actionable plan). Wide consultation, and analysis of factual data, informs our Action Plan. The SAT reports to the HoS and the School Management Team (the main decision-making committee in the School) for action. The SAT Chair also reports to, and consults with, the School Board (our main School-wide discussion forum) which features standing items including reports from the HoS, the Chair of the SAT, the Directors of Teaching & Research, and the Health & Safety Officer. Since 2016, the SAT report has been embedded in the HoS report (Action 7.4), i.e. at the top of the agenda, in order to emphasise that E&D is something that informs all our policies and is not just “one of the things we do”. Best Practice: We are committed to seeking best practice from within and outwith the University. We have adopted new actions as a result of engagement with internal and external AS workshops, and from reviewing Action Plans from AS Gold chemistry departments (York, Edinburgh, ICL, QUB). At the same time, as one of the first two Silver schools in the University, we have sought to disseminate best practice, working with the University AS Coordinator Dr Sarah Mohammad-Qureshi. We have shared our experiences with the 15 STEMM schools across the University: 9 subsequently progressed to Silver. Our long-term commitment to family-friendly policies and addressing gender-related issues has led to genuine culture changes, and we were interested to note that many actions in external Gold awards have been long-term departmental policy in Manchester. Some activities (e.g. School meetings held within core hours, 10 am - 4 pm, and colloquia at 2 pm; 2011 Action) are so engrained that people forget that they were ever different (see Section 5.6).

(iii) plans for the future of the self-assessment team The SAT will meet regularly to: monitor progress against our Action Plan; address inaction where necessary; drop actions that have not effected any meaningful change; adopt new actions as we deem fit. For example, from 2017 we have brought in new initiatives to monitor possible gender imbalance in salary (Action 2.7; this has only previously been monitored at University level), and in metrics that can be used to inform performance assessment, e.g. student questionnaire returns on lecturing (Action 2.1). On a biennial basis, we will analyse the results of the USS, monitoring changes in attitudes, and identifying issues as they arise. We have appointed a specific working group to do this (Action 7.9), which has already made profound changes involving major financial commitment, e.g. the refurbishment of a dedicated staff room (£40K, 2013 Action; Section 5.6), with a further “quiet room” planned (Action 6.4; Section 5.5). In addition, the School has committed financial support (in addition to staff time) for, e.g., a researcher travel fund (£5K p.a., Action 3.1; Section 5.3), and PDRA-funding for academics on maternity leave to run their research group (ca. £50K per leave, Action 6.2; Section 5.5). The SAT membership will be reviewed annually, with expected term of service 2-3 years (staggered to ensure continuity). New members bring in new ideas. We will extend our external engagement. From 2018, an external academic will sit on the Chemistry SAT, and Prof McInnes will sit on another school’s SAT (Action 9.2). The Faculty is also instituting a PSS-specific AS working group, with Chemistry representation, given that career progression issues are very different for PSS and academic staff (Action 2.12). We, via Prof Barran, are partners in a Faculty submission to the EPSRC’s Diversity and Inclusion call (Action 9.6): our proposal “Seeding Diversity and Resilience Across the Academic Pipeline” addresses retention of BAME and female researchers with a particular emphasis on unconscious bias training.

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4. A PICTURE OF THE DEPARTMENT

4.1. Student data (i) Numbers of men and women on access or foundation courses

Figure 7: ‘Science with Integrated Foundation Year’ annual intake: programme for those going on to Chemistry, Computer Science, Earth Sciences, Mathematics and Physics degrees. Recruitment is not operated by the School of Chemistry.

Table 2: Chemistry intake from Foundation Programme.

UoM School of UoM School of UoM School of Chemistry Chemistry Chemistry First Year First Year students Total First Year^ students entering from entering with MAP/MAP Foundation Year Summer School experience Count Percentage Count Percentage of Count Percentage of by gender respective respective gender group gender group 2013/14 Female 100 43% 0 0% 1 1% Male 133 57% 10 8% 2 2% 2014/15 Female 87 39% 5 6% 1 1% Male 137 61% 11 8% 2 2% 2015/16 Female 101 46% 4 4% 3 3% Male 120 54% 5 4% 2 2% 2016/17 Female 76 41% 7 9% 0 0% Male 109 59% 13 13% 1 1% ^Total includes re-sit students, transferees from other courses, deferred entry, etc.

We take 10-20 students p.a. from the Foundation course (5-10% of Year 1; Table 2). Typically 30-45% are female, well above the course % (Fig. 7). This better gender balance is a reflection of our School recruitment policies because students enter via our recommendation during the confirmation/clearing cycle. We also take a small number via the Manchester Access Programme, our widening participation scheme for students from low-participation neighbourhoods.

(ii) Numbers of undergraduate students by gender Table 3. Gender profile of Chemistry undergraduates (all full-time)

UoM School of Chemistry total National HESA undergraduates undergraduates – JACS F100 – Chemistry Female Male % Female Female Male % Female 2013/14 295 403 42% 7535 10255 42% 2014/15 297 408 42% 7910 10725 42% 2015/16 309 410 43% 8225 10890 43% 2016/17 306 418 42% N/A

Our %F UGs meets the national average (Table 3; Russell Group is similar). We are aiming higher (A-level Chemistry uptake is 48-50%F: 2014-16 WISE data). 2011/13 actions (e.g. on gender balance in staff/student participants in Outreach/UCAS events) have raised both the %F applications (from 40 to 44%) and offers (42 to 48%) from 2013-16 (Table 4; a higher % of F applicants receive an offer than M). The %F conversion rate has fluctuated higher and lower than that for M: we are working hard to improve this via role models on open/outreach/UCAS days and in publicity materials (students, staff and alumni), promoting our pastoral care and career development opportunities, and publicizing the very positive E&D story we have to tell (Actions 5&7; see Section 5.6).

Table 4. Gender profile of Chemistry UG applications.

UoM Chemistry Undergraduate Degree Applicants Applications Offers Acceptances Intake* Count Count %^ Count %^ Count %^ Female 435 283 65% 98 35% 86 88% 2013 Male 641 392 61% 116 30% 107 92% % Female 40% 42% 46% 45% Female 523 322 62% 78 24% 76 97% 2014 Male 735 391 53% 121 31% 113 93% % Female 42% 45% 39% 40% Female 431 311 72% 98 32% 89 91% 2015 Male 614 385 63% 117 30% 106 91% % Female 41% 45% 46% 46% Female 472 315 67% 73 23% 65 89% 2016 Male 590 343 58% 95 28% 90 95% % Female 44% 48% 43% 42% * New entrants only; ^Percentages are calculated as the proportion within each gender group that have progressed from the previous stage of the application process.

Table 5. Gender profile of Chemistry 1st year intake by ethnicity. UoM School of Chemistry first year undergraduates – Ethnicity UK EU/Overseas White BAME Other U/K White BAME Other U/K

Female 51 10 6 3 14 2 % distribution 76% 15% 9% 0% 16% 74% 11% 0% Male 74 12 5 1 7 7 1 2013/14 % distribution 80% 13% 5% 1% 47% 47% 7% 0%

Female 48 7 5 6 10 % distribution 80% 12% 8% 0% 38% 63% 0% 0% Male 85 9 5 6 8 2014/15 % distribution 86% 9% 5% 0% 43% 57% 0% 0%

Female 48 12 5 7 16 1 6 % distribution 74% 18% 8% 0% 29% 67% 4% 0% Male 70 12 5 7 12 2015/1 % distribution 80% 14% 6% 0% 37% 63% 0% 0%

Female 40 5 3 3 14 % distribution 83% 10% 6% 0% 18% 82% 0% 0% Male 52 8 4 14 12 2016/17 % distribution 81% 13% 6% 0% 54% 46% 0% 0% ‘Other’ includes mixed ethnicities; ‘U/K’ = unknown or not disclosed.

Ethnicity: Amongst UK students, there is a similar ethnicity breakdown for men and women (Table 5). There is a more balanced gender distribution amongst BAME than white students, possibly a result of our widening participation work in local communities. There are no discernable trends. Our %BAME/other UG intake is ≈30%, higher than the application rate (≈20%). Our BAME population, even just considering UK students, is higher than for the local area (9.8%).

Figure 8. Gender profile of degree attainment.

Table 6. Gender profile of degree attainment, and National data.

Undergraduate Student Attainment School of Chemistry - National HESA - JACS F100 - University of Manchester Chemistry 3rd/ 3rd/ 1st 2.1 2.2 pass 1st 2.1 2.2 pass 21 38 16 7 430 580 410 100 Female 26% 46% 20% 9% 28% 38% 27% 7% 2012 /13 34 27 26 3 575 780 520 125 Male 38% 30% 29% 3% 29% 39% 26% 6%

20 34 11 7 475 790 360 75 Female 28% 47% 15% 10% 28% 46% 21% 4% 2013 /14 30 45 25 5 685 935 500 120 Male 29% 43% 24% 5% 31% 42% 22% 5%

27 31 12 3 580 765 355 75 Female 37% 42% 16% 4% 33% 43% 20% 4% 2014 /15 30 39 23 4 750 960 495 135 Male 31% 41% 24% 4% 32% 41% 21% 6%

23 31 11 4 630 740 325 55 Female 33% 45% 16% 6% 36% 42% 19% 3% 2015 /16 27 34 20 2 775 880 485 115 Male 33% 41% 24% 2% 34% 39% 22% 5%

Degree attainment by gender (Fig. 8, Table 6): a higher percentage of F than M UGs attain a “good” (1st or 2:1) degree, with a general increase for both since 2013. We have taken actions to better structure (and harmonise) exam question/paper formats (without loss of rigour), and to make project-marking grids less subjective (Action 3.8). The figures are the same as, or marginally ahead of, national data since 2014.

(iii) Numbers of men and women on postgraduate taught degrees

Figure 9. Gender profile of PGT students.

The %F intake has increased markedly (Fig. 9, Table 7): this followed strong promotion of the early alumni (2013 action; course established 2010) and raised entry qualifications from 2014/15. At 81%F in 2015/16 we were concerned that we were disadvantaging M students, but this has now dropped to 67%F. The total applications (M and F) and acceptance rates have increased (i.e. more offers were met), indicating the growing reputation of our PGT. We will monitor this to see if these are long term trends and what lessons can be learned. The PGT intake to date has been non-European students, almost all BAME (Table 8). There is no evidence of gender bias by ethnicity in offers made (Table 9). There is a near 100% completion rate (Table 10): the few dropouts have been M.

Table 7. Gender profile of PGT applications (MSc applicants only). Chemistry Postgraduate Taught Degree Applicants Applications Offers Acceptances* Count Count %^ Count %^ Female 49 34 69% 10 29% 2012/13 Male 53 41 77% 14 34% % Female 48% 45% 42% Female 81 58 72% 30 52% 2013/14 Male 66 41 62% 28 68% % Female 55% 59% 52% Female 96 20 21% 18 90% 2014/15 Male 97 17 18% 14 82% % Female 50% 54% 56% Female 119 89 75% 70 79% 2015/16 Male 81 45 56% 31 69% % Female 60% 66% 69% *These are all overseas students, hence enrolment depends on successful visa applications and the final numbers differ; ^ Percentages are calculated as the proportion within each gender group that have progressed from the previous stage of the application process.

Table 8. Gender profile of PGT students by ethnicity.

Ethnicity* Not disclosed White BAME Other /Unknown Female 19 1 % distribution 95% 5% Male 17 1 2013/14 % distribution 94% 6% Female 1 17 % distribution 6% 94% Male 1 13 2014/15 % distribution 7% 93% Female 1 23 1 % distribution 4% 92% 4% Male 6 2015/16 % distribution 100% Female 16 % distribution 100% Male 8 2016/17 % distribution 100% * MSc students only; all MSc students are from overseas

Chemistry Postgraduate Taught (MSc) Degree Applicants Female Male Total App Off Acc App Off Acc App Off Acc %^ %^ %^ %^ %^ %^

White 6 2 33% 2 100% 7 1 14% 1 100% 13 3 23% 3 100%

/13 BAME 40 29 73% 9 31% 42 32 76% 12 38% 82 61 74% 21 34% Other incl. mixed 0 0 0 4 4 100% 0 0% 4 4 100% 0 0% 2012 Not given 1 1 0% 0% 0 0 0 1 1 100% 0 0%

White 3 0 0% 0 1 0 0% 0 4 0 0% 0

/14 BAME 76 56 74% 29 52% 60 39 65% 27 69% 136 95 70% 56 59% Other incl. mixed 1 1 100% 0 0% 4 2 50% 1 50% 5 3 60% 1 33% 2013 Not given 1 1 100% 1 100% 0 0 0 1 1 100% 1 100%

White 5 1 20% 1 100% 7 1 14% 1 100% 12 2 17% 2 100%

/15 BAME 85 18 21% 16 89% 87 16 18% 13 81% 172 34 20% 29 85% Other incl. mixed 5 1 20% 1 100% 2 0 0% 0 7 1 14% 1 100% 2014 Not given 0 0 0 1 0 0% 0 1 0 0% 0

White 5 2 40% 2 100% 5 0 0% 0 10 2 20% 2 100%

/16 BAME 111 84 76% 66 79% 74 44 59% 31 70% 185 128 69% 97 76% Other incl. mixed 3 3 100% 2 67% 2 1 50% 0 0% 5 4 80% 2 50% 2015 Not given 0 0 0 0 0 0 0 0 0 ^ Percentages are calculated as the proportion within each ethnic category that has progressed from the previous stage of the application process. Table 9. PGT application by gender and ethnicity.

Table 10. PGT completion. Year refers to year of entry.

UoM School of Chemistry full time Postgraduate Taught Students Completed PGT Completed within 2 within 2-3 Lesser Academic Academic Active Award Years Years Withdrawn F 0 0% 0 0% 9 100% 0 0% 0 0% 2012/13 M 0 0% 0 0% 13 100% 0 0% 0 0% F 0% 0% 20 100% 0% 0% 2013/14 M 0% 4 22% 14 78% 0% 0% F 0% 0% 18 100% 0% 0% 2014/15 M 0% 1 7% 12 86% 0% 1 7%

(iv) Numbers of men and women on postgraduate research degrees

Figure 10. Gender profile of total PGR and of PhD students, and national data.

We have a large number of PGR students (>310, mostly PhD; Fig. 10, Table 11). The %F rose steadily from 35 to 43% during 2010-14, and has been maintained since, 3% above national figures. The %F applications increased from 31% in 2012 to a steady 34- 36% across 2013-16 (Table 12). The %F offers is larger than the %F applicants, with similar conversion rates for M and F. These trends followed our Bronze (2011) and Silver AS awards (2013), and associated actions (on engagement with/mentoring of final year students regarding research). We achieved this whilst increasing the total number

of PGRs (276 to 316 from 2014-17). We have a low but steady number of part-time PGR students (75%F over 4 years, reflecting support of flexible working policies for mothers).

Table 11. Gender profile of PGR and PhD students by part/full-time. UoM School of Chemistry PGR UoM School of Chemistry Doctoral students^ students

Full Time Part Time Full Time Part Time Count %* Count %* Count %* Count %* 2013/ F 113 41% 2 67% 103 40% 2 67% 14 M 160 59% 1 33% 153 60% 1 33% 2014/ F 112 43% 1 50% 109 42% 1 100% 15 M 151 57% 1 50% 149 58% 0 0% 2015/ F 109 43% 3 100% 106 42% 3 100% 16 M 147 57% 0 0% 144 58% 0 0% 2016/ F 126 40% 3 75% 126 42% 3 75% 17 M 186 60% 1 25% 177 58% 1 25% *percentages are calculated vertically; ^Doctoral, MPhil and MSc by research students.

Table 12. Gender profile of PGR applications.

Chemistry Postgraduate Research Degree Applicants

Applications Offers Acceptances Count Count %* Count %* Female 123 32 26% 21 66% 2012/13 Male 280 59 21% 43 73% % Female 31% 35% 33% Female 172 62 36% 57 92% 2013/14 Male 307 73 24% 65 89% % Female 36% 46% 47% Female 148 40 27% 35 88% 2014/15 Male 281 66 23% 60 91% % Female 34% 38% 37% Female 101 39 39% 36 92% 2015/16 Male 185 57 31% 53 93% % Female 35% 41% 40%

Chemistry Postgraduate Research Degree Applicants Female Male Total App Off Acc App Off Acc App Off Acc %* %* %* % %* %* %* %*

White 63 51% 17 27% 14 82% 179 64% 42 23% 36 86% 242 59 24% 50 85% BAME 54 44% 11 20% 4 36% 89 32% 14 16% 6 43% 143 25 17% 10 40% 2012/13 Other/mixed 6 5% 4 67% 3 75% 9 3% 2 22% 1 50% 15 6 40% 4 67% Not given 0 0% 0 0 3 1% 1 33% 0 0% 3 1 33% 0 0% White 84 49% 29 35% 28 97% 184 60% 46 25% 44 96% 268 75 28% 72 96% BAME 79 46% 30 38% 27 90% 114 37% 25 22% 19 76% 193 55 28% 46 84% 2013/14 Other/mixed 7 4% 3 43% 2 67% 5 2% 2 40% 2 100% 12 5 42% 4 80% Not given 2 1% 0 0% 0 4 1% 0 0% 0 6 0 0% 0 White 75 51% 24 32% 21 88% 165 59% 50 30% 46 92% 240 74 31% 67 91% BAME 70 47% 15 21% 13 87% 104 37% 12 12% 10 83% 174 27 16% 23 85% 2014/15 Other/mixed 2 1% 1 50% 1 100% 10 4% 4 40% 4 100% 12 5 42% 5 100% Not given 1 1% 0 0% 0 2 1% 0 0% 0 3 0 0% 0 White 46 46% 22 48% 21 95% 87 47% 35 40% 34 97% 133 57 43% 55 96% BAME 51 50% 15 29% 13 87% 93 50% 19 20% 16 84% 144 34 24% 29 85% 2015/16 Other/mixed 4 4% 2 50% 2 100% 5 3% 3 60% 3 100% 9 5 56% 5 100% Not given 0 0% 0 0 0 0% 0 0 0 0 0 App = applications; Off = Offers; Acc = Acceptances. * Percentages calculated vertically. Table 13. PGR applications by gender and ethnicity

Table 14. Gender profile of 1st year intake PhD students by ethnicity.

Ethnicity UK EU/Overseas White BAME Other U/K White BAME Other U/K

Female 10 2 6 7 1 % distribution 83% 17% 0% 0% 43% 50% 7% 0% Male 18 2 5 5 1 2013/14 % distribution 90% 10% 0% 0% 45% 45% 9% 0%

Female 5 13 9 % distribution 100% 0% 0% 0% 59% 41% 0% 0% Male 19 1 10 5 2014/15 % distribution 95% 0% 5% 0% 67% 33% 0% 0%

Female 11 2 4 6 2 % distribution 85% 15% 0% 0% 33% 50% 17% 0% Male 11 1 12 10 2 2015/16 % distribution 92% 0% 8% 0% 50% 42% 8% 0%

Female 9 1 7 8 1 1 % distribution 90% 10% 0% 0% 41% 47% 6% 6% Male 17 2 5 15 2016/17 % distribution 89% 11% 0% 0% 25% 75% 0% 0% First year doctoral students only; ‘Other’ includes students of mixed ethnicities; ‘U/K’ = unknown or not disclosed.

Ethnicity (Tables 13, 14): The %BAME has increased from 32 to 42% (2013-16). This is largely due to: (i) a drop in white EU/overseas students (probably an effect of Brexit), (ii) an increase in BAME EU/overseas students. This can be tracked to an increased M BAME application rate to match F BAME. The %F is similar for white and BAME students. There has been a marginal increase in %BAME UK students (6-9 to 10-14%), which is now similar to our UG data (Table 5).

Figure 11. Gender profile of PhD completion rates (*data not yet complete).

Completion rates: There is a bizarre anomaly in UoM policy that leave-of-absence (e.g. maternity) is not accounted for in 5-year completion rates. We have raised this at Faculty and expect it to be changed. When this is accounted for, F completion rates are 84, 89, 100% for 2010-12 starters (83, 91, 94% for M). Withdrawal numbers are very low, with a slightly higher rate for M. We are targeting 100% completion (Action 3.6), and the responsibilities of the supervisor have been emphasized repeatedly by the HoS. The culture of allowing a student to spend 1-2 years writing up is long gone, but will take time to appear in 5-year statistics.

Table 15. PGR leave-of-absence, completion and withdrawal data.

UoM School of Chemistry Postgraduate Research (Doctoral) Students Active or Completed Leave of within 5 Lesser Absence years Over 5 years Award Withdrawn F 0 0% 21 84% 3 12% 0 0% 1 4% 2010 M 0 0% 30 83% 2 6% 1 3% 3 8% F 3 8% 31 82% 2 5% 1 3% 1 3% 2011 M 1 2% 51 89% 4 7% 0 0% 1 2% F 5 22% 18 78% 0 0% 0 0% 2012 M 5 8% 31 82% 2 5% 0 0%

(v) Progression pipeline between undergraduate and postgraduate student levels

Figure 12. Chemistry student pipeline. (^ Includes Doctoral, MEnt, MPhil and MSc by Research students)

The gender distribution within UGs and PGRs is similar (Fig. 12). Hence, the pipeline seems to be sound at this transition. Nevertheless, there are significant issues: when we surveyed completing UGs in 2015/16 survey (2013 Action) we found that fewer women (≈30%) than men (≈50%) were considering PhDs. This is consistent with PGR applications statistics: fewer women apply for PhD positions, but they are more likely to be accepted. We must be more positive in promoting the benefits of an academic career to female researchers (Actions 4&5).

4.2. Academic and research staff data (vi) Academic staff by grade, contract function and gender: research-only, teaching and research or teaching-only

Figure 13. Chemistry researcher, RF and academic staff 2014-17 (data from 31st July census dates). (Some benchmarking data are in Section 2.)

We had a significant influx of academic staff in 2016 (Fig. 13) due to a restructuring of the Faculty of Life Sciences (FLS): we welcomed 13 new staff to Chemistry (1F:12M). • The %F Researchers increased to 36% in 2017 (approaching PGR levels), from 26% in 2014, whilst also increasing the total number. This is partly due to the expanded biochemistry group, and partly due to actions encouraging F PDRA applicants (see below).

• The make-up of RFs fluctuates because many are fixed-term, leading to a change of status at the end. The decrease in %F at 2016 hides a positive story - this was due to promotion of a female RF to SRF. Our only SRF is female. Both female RFs in 2017 are new appointments (Actions 1.1&2). • The %F Lecturers has risen to 36% in 2017 (from a nadir of 11% in 2015) arising from specific actions (Actions 1.6-11). • We have had no female SLs throughout this period: this is because the female staff promoted from RF/L have gone directly to Readerships, skipping the SL grade. The other female RF/Ls, appointed since 2015, have not been promoted as yet. • This resulted in a peak of 27%F Readers in 2016, dropping to 15% in 2017 due a promotion to Professor. It has decreased again since this census because of another promotion to Professor. • The number of female Professors has doubled from 3 to 6 since 2014 (including a very recent promotion not caught by this census), an increase to 15%F, above national and Russell Group levels (Table 16). This is a result of promotions and appointments (Actions 1.6,2). • The total %F academic+RF staff has risen from 12 to 16% from 2014-17: the number of female academic+RF staff has increased by 75%. We do not distinguish between Teaching&Scholarship (T&S) and Teaching&Research (T&R) staff in these data. We value both equally, both having clear promotion paths, and recently established an Educational Research Group (led by Dr Jenny Slaughter) to nurture those with such interests at all levels. 86% of F and 92% of M staff are T&R. [One “RF” (male) in the data is actually a Teaching Fellow.]

Table 16. Gender ratio of Professoriate Gender ratio of Professorial positions UoM – School of Chemistry HESA – Russell Group Cost Centre 113 – Chemistry Female %F Male %M Female %F Male %M 2013/14 3 10% 26 90% 35 10% 315 90% 2014/15 3 11% 25 89% 30 9% 310 91% 2015/16 3 11% 24 89% 40 11% 325 89% 2016/17 3 10% 27 90% Not available 2017/18 6 15% 33 85%

Table 17. Chemistry researcher, RF and academic staff 2014-17 by full/part- time.

UoM – School of Chemistry Academic and Research Staff Female Male Full time Part time Full time Part time % % % % 2014 3 11% 0% 23 82% 2 7% 2015 3 11% 0% 22 81% 2 7% Prof 2016 3 10% 0% 23 79% 3 10% 2017 5 13% 0% 29 74% 5 13% 2014 2 22% 0% 5 56% 2 22% 2015 3 25% 0% 8 67% 1 8% Reader 2016 3 27% 0% 7 70% 1 9% 2017 2 15% 0% 11 85% 0% 2014 0% 0% 15 100% 0% 2015 0% 0% 13 100% 0% SL 2016 0% 0% 11 100% 0% 2017 0% 0% 13 100% 0% 2014 1 14% 0% 6 88% 0% 2015 0 0% 1 11% 8 89% 0% Lecturer 2016 1 9% 1 9% 9 82% 0% 2017 3 23% 1 8% 9 69% 0%

2014 0% 0% 1 100% 0% 2015 0% 0% 1 100% 0% SRF 2016 2017 1 100% 0% 0% 0% 2014 31 26% 1 1% 95 73% 1 1% 2015 34 29% 1 1% 90 69% 2 2% RF/PDRA^ 2016 28 25% 2 2% 99 74% 1 1% 2017 37 30% 7 6% 98 64% 1 1% ^ Confidential HR records are by grade rather than job titles, hence PDRA/RF data are reported together here.

Part/Full-time (Table 17): The %part-time PDRA/RFs increased to 6% (7:1 F:M) in 2017, coinciding with increased numbers of F PDRAs. We have altered policies and taken action to encourage flexible working (Actions 6). There are few part-time staff above this level (all maternity leavers have returned to full-time work; see later). The part- time senior staff are mostly men approaching retirement, reflecting 1970/80s recruitment. Ethnicity (Table 18): There are few BAME staff beyond Researcher/RF level, with a slight increase in 2017 to 2F (Professor, Reader) and 3M (Professor, 2 Lecturers). There is no obvious gender bias.

UoM School of Chemistry - Academic Staff Ethnicity 2014-2017 2014 2015 2016 2017 Female Male Female Male Female Male Female Male % % % % % % % % Professor 3 10% 25 21% 3 9% 24 21% 3 9% 27 22% 4 8% 33 26% Reader 1 3% 7 6% 2 6% 9 8% 2 6% 8 7% 1 2% 11 9% Senior Lecturer 0 0% 15 13% 0 0% 13 12% 0 0% 11 9% 0 0% 13 10% White Lecturer 1 3% 4 3% 1 3% 6 5% 2 6% 6 5% 4 8% 7 6% Senior Research Fellow 0 0% 1 1% 0 0% 1 1% 0 0% 0 0% 1 2% 0 0% RF/PDRA 26 84% 68 57% 29 82% 59 53% 27 80% 69 57% 38 79% 63 50%

Professor 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 1 6% 1 3% Reader 1 14% 0 0% 1 11% 0 0% 1 13% 0 0% 1 6% 0 0% Senior Lecturer 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% BAME Lecturer 0 0% 2 13% 0 0% 2 13% 0 0% 3 14% 0 0% 2 6% Senior Research Fellow 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% RF/PDRA 6 86% 13 86% 8 89% 14 87% 7 88% 18 86% 14 88% 30 91% Percentages are calculated vertically showing the distribution of gender/ethnic group across the academic pipeline. BAME = Black, Asian or Minority Ethnic. Ethnicities of 3, 4 and 1 female RF/PDRAs in 2014, 2015 and 2017 are unknown. Ethnicities of 2, 3, 3 and 1 M RF/PDRAs in 2014, 2015, 2016 and 2017 and 13, 16, 11 and 6 male RF/PDRAs in 2014, 2015, 2016 and 2017 are unknown. Table 18. Chemistry researcher, RF and academic staff 2014-17 by ethnicity

Challenges on the Academic Career Pipeline: The data show that, once in our system, female academics progress fairly (Fig. 3; Actions 2), with higher promotion rates than men. The two major blockages are: (a) PhD to Researcher: prior to 2016, the %F fell from ≈40% PGRs to ≈30% Researchers (a trend mirrored nationally). However, there has been a jump to 36%F PDRAs in 2017. (b) Researcher to academic/RF: the %F falls from ≈30% Researchers to ≈15% academic/RFs (again, mirrored nationally). However, it is encouraging that our entry-level academic rate (36%F Lecturers, or 27%F L+RF) is approaching the Researcher rate, reflecting improvements in appointments (43%F at entry-level over the last 3 years). As a discipline we must identify and address why fewer women than men wish to enter academia. In 2015 we conducted a survey of completing PhD students (2013 Action). We asked only two questions: (i) intended next career step, and (ii) factors leading to this decision. Of 15 respondents (9F:6M), not one wished to pursue an academic career. Only 3 (2F:1M) were planning a PDRA, and two of these were targeting experience for industrial careers. One said her view would be different if part-time PDRAs were possible. Two (males) cited negative experiences during their PhDs. Reasons for not pursuing academia included (Fig. 14): o paying off loans (felt to be easier from industry), o wishing to move from research into roles using technical knowledge, o greater job security in industry, o academic life being too demanding and incompatible with raising a family (6F:2M respondents).

“Working conditions in “Academic life is too academia are insane, so cutthroat. Poor job security there is absolutely no and lack of long-term incentive to continue, “everyone is crazy – I like positions. Better quality of even if you like it.” holidays and weekends more life working in industry, more than I like chemistry, also not collaborative.” prepared to move literally anywhere for a job.”

“The job instability and lack of “I want to have a family life, from positions longer than 2 years…heavily observing others doing postdocs I influenced my decision to move into don’t think this is very feasible as a industry. It’s difficult to plan a life with postdoc in my field. I would have liked a partner, and think of starting a to consider an academic career as I family, if every few years you have to love teaching and research, but you move (maybe across the world) to stay can’t have everything in life!” in academia..”

Figure 14. Selected comments from 2015 survey of completing PhD students.

Some problems would require national root-and-branch reform of the PDRA system. More immediately we must address the impressions of “cutthroat” culture, working conditions, and non family-friendliness. Related to this, the 2012 Royal Society of Chemistry (RSC) report “The chemistry PhD: the impact on women’s retention”, as reported in the Guardian Higher Education Network, highlighted (amongst other issues) that: • “…women PhD candidates had one experience that men never have. They were told that they would encounter problems along the way simply because they are women. They are told, in other words, that their gender will work against them.” • There is “…a belief that in order to succeed in academia, a woman has to sacrifice her femininity and having a family.” Many of our actions (see later) relate to promoting the hugely positive benefits of an academic career, and to demonstrating via the many role models at all levels in the School that successful women in academia are normal. We repeated the Final Year PhD survey in 2017 (Action 4.1): from the same number of respondents (9F:6M), 8 (4F:4M) were planning a PDRA, with 6 (3F:3M) of these targeting an academic career. We are delighted with the more positive response, although the response rates need to be improved before making sweeping conclusions. Another measure is from the UoM PGR “intention to submit” electronic form: from 2014-17, 32% of F and 38% of M PhD students have gone onto PDRA or academic positions (these numbers will go up as students who have yet to complete find jobs). 8 (5F:3M) already hold lectureships (all overseas; the timescale is too short to have found a position in the UK system). Further, external actions include: • rolling out this survey across the Faculty, with the University AS Coordinator (Action 9.3), and discussion with other UK Chemistry departments (Action 9.1). • consulting with the EPSRC, via the HoS who sits on their Physical Science Scientific Advisory Team (Action 9.4). They are also concerned, e.g. they awarded no early career fellowships to women in 2015, and are receptive to promoting part-time PDRAs. In 2016 we had a joint grant with Edinburgh funded for two three-year PDRAs, spread over four years to allow flexible working. We have pursued this further (Actions 6), with a significant increase in part-time PDRAs in 2017 (Table 17). • supporting a Faculty fellowship programme for under-represented groups (Action 1.1). The Dame Kathleen Ollerenshaw Fellowships were launched in 2017. We supported two female candidates; one of whom has been appointed.

Transition of technical staff into academic roles: We have had no transfers since 2004.

(vii) Academic and research staff by grade on fixed-term, open-ended/permanent and zero-hour contracts by gender

Table 19. Researcher and academic staff by contract type UoM School of Chemistry - Academic Contract Type 2014-2017 2014 2015 2016 2017 % % % % Open Open Open Open /FTC /FTC /FTC /FTC Open 24 96% 23 96% 25 96% 32 94% Male FTC 1 4% 1 4% 1 4% 2 6% Open 3 100% 3 100% 3 100% 5 100% Professor Female FTC 0% 0% 0% 0% Open 7 100% 9 100% 8 100% 10 91% Male FTC 0% 0% 0% 1 9% Open 2 100% 3 100% 2 100% 2 100% Reader Female FTC 0% 0% 0% 0% Open 14 93% 12 92% 10 91% 12 92% Male FTC 1 7% 1 8% 1 9% 1 8% Senior Open - - - - Lecturer Female FTC - - - - Open 5 83% 5 63% 8 80% 8 89% Male FTC 1 17% 3 38% 1 20% 1 11% Open 1 100% 1 100% 2 100% 2 50% Lecturer Female FTC 0% 0% 0% 2 50% Open 1 100% 1 100% - - Male FTC 0% 0% - - Senior Research Open - - - 1 100% Fellow Female FTC - - - 0% Open 0 0% 1 1% 3 3% 3 3% Male FTC 96 100% 91 99% 98 97% 97 97% Open 2 6% 2 5% 2 6% 1 2% RF/PDRA Female FTC 33 94% 37 95% 32 94% 43 98%

Above Lecturer almost all staff are on open-ended contracts, barring 2F (L) and 5M (L, SL, R, 2 Prof) staff. Almost all PDRA/RFs have fixed-term contracts, with 5 (2F:3M) open- ended. Monitoring the % of F and M researchers on open/fixed-term contracts was a 2013 action: the percentages have equalized since then. We have no zero-hour contracts.

(viii) Academic leavers by grade and gender and full/part-time status Table 20. Academic Leavers by grade, gender and full/part-time status

UoM School of Chemistry - Academic Leavers 2014-2017 2014 2015 2016 2017 Full Time/ Job Role Part Time F M F M F M F M Full time 2 2 Professor Part time Full time 1 Reader Part time Full time 1 Senior Lecturer Part time 1 Full time 1 1 Lecturer Part time Full time 17 20 13 27 13 25 12 40 RF/PDRA Part time 2

We have few leavers beyond RF/PDRA, where fixed-term contracts end. Since 2014 (Table 20), all academic leavers have been male (2L, 2SL, 1 Reader, 4 Prof). Five were retirements (reflecting recruitment in the 1970/80s). Of the others (exit questionnaires are conducted, 2013 Action), one moved to industry, and two to other universities (one “for a new challenge”; one to a permanent lectureship after their probationary period).

Word Count: 2108.

5. SUPPORTING AND ADVANCING WOMEN’S CAREERS

5.1. Key career transition points: academic staff (i) Recruitment Table 21: Academic appointments

UoM School of Chemistry - New Academic Appointments 2013-2017 Research Senior Lecturer Reader Professor % Year Fellow Lecturer M^ F^ M F M F M F M F M F 2013 1 1 0 0 0 0 0 0 0 1 33 67 2014 2 0 1 0 0 0 0 0 1 1 80 20 2015 1 0 3 2 0 0 0 0 3 0 78 22 2016 1 0 2 0 0 0 0 0 0 0 100 0 2017 1 2 0 2 0 0 1 0 1 0 43 57 % 67 33 60 40 - - 100 0 71 29 ^M = Male, F = Female

Table 22: Academic (“Acad.”) and Research Fellow (RF)/Researcher Recruitment

Applied Shortlisted Appointed M F Oa % M F O %c M F O %e White 65 25 0 54% 13 2 0 17% 4 2 0 40%

. BME 51 18 2 43% 4 0 0 6% 1 0 0 25% b

Acad U 2 0 4 4% 0 0 0 0% 0 0 0 - % 71% 26% 4% 14%d 5%d 0%d 29%f 100% -

White 382 156 1 38% 65 34 0 18% 25 10 0 35% 2014/15 BME 613 158 0 54% 49 21 0 9% 11 9 0 29% U 46 18 60 9% 7 4 8 15% 1 1 4 32% RF/PDRA % 73% 23% 4% 12% 18% 13% 31% 34% 50% White 32 10 0 65% 5 0 0 12% 1 0 0 20%

. BME 14 4 0 28% 0 0 0 0% 0 0 0 -

Acad U 3 0 2 8% 0 0 0 0% 0 0 0 - % 75% 22% 3% 10% 0% 0% 20% - -

White 267 128 2 39% 34 15 1 13% 15 5 0 40% 2015/16 BME 400 117 2 51% 20 14 0 7% 1 3 0 12% U 26 24 44 9% 2 3 3 9% 1 1 2 50% RF/PDRA % 69% 27% 5% 8% 12% 8% 30% 28% 50% White 32 10 0 60% 3 2 0 12% 1 2 0 60%

. BME 23 1 0 34% 1 0 0 4% 1 0 0 100%

Acad U 1 2 1 6% 1 0 0 25% 0 0 0 0% % 80% 19% 1% 9% 15% 0% 40% 100% -

White 361 160 16 39% 53 30 2 16% 12 11 0 29% 2016/17 BME 546 198 13 55% 31 15 1 6% 11 3 0 30% U 29 14 30 5% 3 0 2 7% 2 0 0 40% RF/PDRA % 68% 27% 4% 9% 12% 8% 29% 31% 40% (a) O = Other (candidates chose not to identify as M or F on application); (b) U = Unknown (candidates did not declare ethnicity on application). (c) % of ethnic group applicants shortlisted; (d) % of gender group applicants shortlisted; (e) % of ethnic group interviewees appointed; (f) % of gender group interviewees appointed.

Academic appointments do not happen at a fast rate, so we give 5 years of data in Table 21: the F:M appointment ratio for academics and independent RFs is 9:18 (33%F). • Professorial appointments have been 29%F since 2013. One (M) Professorial appointment was made directly by the UoM (as new Dean of the Faculty of Science & Engineering, FSE): Chemistry-led appointments are 33%F. • Total entry-level academic appointments have been 37%F. Over the last 3 years it is 43%F. This is higher than the %F applicants (20-26%; Table 22), reflecting higher female shortlisting and appointment rates. The two female Lecturer appointments in 2017 were in synthetic organic chemistry, generally viewed as the most male- dominated area of chemistry. These data show that our shortlisting/interviewing procedures are sound: we need to increase the number of F applicants. This is a national issue: e.g. York Chemistry reported 11-20%F applicants (2011-14) in their 2015 Gold submission. We have reviewed our procedures (see below), and other successful actions include: ! Establishment of Dame Kathleen Ollerenshaw Fellowships (Action 1.1). ! Mentoring outstanding female researchers in the School to fellowship and lectureship applications (2013 actions & 1,3.5). ! Reviewing the status of outstanding female academic-related staff towards lectureships (Action 1.11). Recruitment process: we follow all University guidance/regulations, and commit to recruit the best candidate. All participating staff have E&D and Shortlisting & Interviewing training (2013 actions). All recruiters must also have Unconscious Bias and Diversity in the Workplace training (Action 1.7): Chemistry piloted this action (2013) that, from 2017, has been adopted as University policy. Academic staff target talented candidates, particularly women, via conferences/networks/etc (2013 action). Search committees must ensure gender balance in their lists as far as possible (Action 1.6). Adverts are screened for “male-coded” language (Action 1.4). Our family-friendly and equal opportunities statements have been made more prominent and to-the-point (2013 action & 1.4; Figs. 15,16). The shortlist must include female candidates [Action 1.9: policy fomalised after an anomaly in 2015 when an all-male shortlist got through the system (the appointment panel chair was female); Table 22]. Interview panels include more than one female academic, and the candidate meets at least one other female staff member on their interview day (2013 actions & 1.7).

Figure 15. Lectureship advert statement.

Figure 16. Opening statement from Lectureship Furthers Particulars.

• PDRA appointments have been 32-36%F since 2014, significantly higher than the %F applicants (Table 22). Female applicants are more likely to be interviewed (12 cf. 9% of F and M applicants); appointment rates of interviewees are similar. The %F applicants has also increased from 23-27% in this time. Recruitment policies are as above: see Sections 5.3/6 for further relevant Actions. It is difficult to do a meaningful analysis by ethnicity because a large proportion of BAME applicants are non-EC and hence cannot be appointed ahead of equivalent EC candidates by law. Our staff agree that our recruitment processes treat people fairly irrespective of gender: in the 2016 SASS, only 7% of respondents (1F:3M) disagreed.

(ii) Induction There are three aspects for entry-level staff. (a) New Academics Programme (NAP): The Faculty NAP is aligned with the UK Professional Standards Framework for teaching and learning, and accredited by the HEA. We provide feedback to the organisers, leading to improvements, not least in embedding family-friendly policies (previously some sessions occurred outside of core hours). There is a School-based session, which we focus on topics of concern raised by early career staff (e.g. time management; Action 2.9). (b) School induction: The UoM Induction booklet (including wellbeing and support information) is received, and a checklist completed. All new staff (researchers, academics, PSS) meet on regular induction days. The HoS, HoSA (Head of School Administration) and key administrative staff introduce procedures and policies, including mandatory E&D and Health & Safety (H&S) inductions. (c) Mentoring and line management: a mentor is assigned (overseen by the Senior Mentor), who provides confidential and informal advice. The line manager meets with the academic to agree clear, achievable and measurable targets for probation (typically four years, with the possibility of one additional year); progress is reviewed annually. The Personnel Committee monitors probation targets to ensure standardisation.

Informal peer-reviews of teaching, grant proposals and research papers are arranged. New staff have reduced teaching and administrative loads. Professorial appointments: Given their experience, there is not such an extensive induction. From 2015 the HoS (and HR) have agreed more detailed contracts (Action 1.12), including e.g. flexible working arrangements: previously we found that verbal agreements had been made that were being interpreted differently. The HoS conducts the first P&DR. PDRA appointments: PDRAs attend induction events and receive the FSE Research Staff Handbook including personal and professional development information. Support structures are found within each research group and through our post-doctoral forum and Faculty networks. A new UoM handbook was launched in 2017, including induction, contract, grant/fellowship and career guides: we will promote this to new staff (Action 3.3). There is 100% uptake of induction events; in the 2016 SASS, 72% of respondents (85% of F; 69% of M) agreed induction was clear (up from 48% in 2012). We have an outstanding track-record in nurturing new-start academics, female and male.

(iii) Promotion Table 23. Academic promotions data. UoM - School of Chemistry Academic and Research Staff Promotions Female Male Year Position applied for applied successful applied successful 2014 Chair 1 0 (0%) Reader 1 1 (100%) 2 2 (100%) Lecturer/Research Fellow 1 0 (0%)

2015 Chair 2 1 (50%)

2016 Chair 1 1 (100%) 1 1 (100%) Senior Lecturer/SRF 1 1 (100%) 1 1 (100%)

Professor 1 1 (100%) 1 0 (0%) 1 (50%; other 2017 promoted to Reader 2 SL) Senior Lecturer 2 2 (100%) Lecturer 1 1 (100%)

Promotion procedures, criteria and deadlines are distributed annually. As with recruitment, from 2017 all staff involved with promotions must have Unconscious Bias

and Diversity in the Workplace training (Action 2.5; new UoM policy, piloted in Chemistry as a 2013 Action). Line managers consider all staff, not just those that apply (Action 2.1). Where metrics can be gender-biased, e.g. student questionnaire returns, statistical analysis is available (Action 2.1). We are proactive in pushing cases to their correct level; e.g. in the last 5 years two staff (both female) have been promoted directly from RF/Lecturer to Readerships. (In this time, one male applied for promotion from L to Readership, but was promoted to SL.) In two cases (both female), we have promoted long-term PDRAs to RF/Lectureship positions (Action 1.11). All female applicants since 2014 were successful (41%M success; Table 23, all full-time). All female staff employed prior to 2015 hold promoted positions. Our staff agree that our promotions processes treat people fairly irrespective of gender: in the 2016 SASS, only 9% of respondents (2F, 3M) disagreed. Other actions that have supported this success are discussed below (Section 5.3). We have also taken action to address gender pay gaps within each grade. The Personnel Committee screens annual (biennial for professorial) cases for additional increments, comparing like-for-like CVs, and makes adjustments as appropriate (Action 2.7). For example, in 2016/17 a female professor was given a much larger raise than she requested. This scrutiny to aim for parity in pay is an on-going action, not a one-off gimmick.

(iv) Department submissions to the Research Excellence Framework (REF) 87-88% of both F and M eligible staff were submitted for REF2014 (Table 24). There was no gender imbalance, and the inclusion was significantly higher than the national average. Two of the eligible staff (both male) were part-time; both were submitted.

Table 24. REF2014 returns and national data

Unit of University of Manchester HEI Average Inclusion Gender Assessment Included Total Inclusion % % Female 7 8 88% 82% Chemistry Male 47 54 87% 85%

Faculty of EPS Female 63 85 74% 76% total Male 431 517 83% 80%

5.2. Key career transition points: professional and support staff (i) Induction The School induction is as above. In addition there are: • New Staff Induction and Information Booklet, received with contract. • Induction Checklist, including a Training & Development Plan.

• University Welcome Event. • Online training (E&D, H&S, Data Protection). There is 100% uptake; in the 2016 SASS 74% (85% of M, 64% of F) of respondents agreed the process is clear (up from 61% in 2012).

(ii) Promotion There are three routes to promotion: • Vacancies for higher graded jobs (and secondments that often lead to promotion) are advertised. • Re-grading (HERA process) to recognise the development of jobs beyond their current grade. Applications can be made at any time. • Exceptional Performance awards (one-off payments or additional increments). Line managers encourage suitable candidates (2013 action). In the last 3 years alone, 4 PSS staff (all F) have taken secondments, all leading to promotions (to HoSA in another School; to Research Support Manager and Research Support Officer roles in Chemistry; to Operations Manager and Head of Research Support roles at Faculty level). Since 2013/14, 7 PSS staff have been re-graded (4F:3M) and 10 Exceptional Performance awards have been made (3F:7M).

5.3. Career development: academic staff (i) Training The Staff Learning & Development unit (SLD) provides a range of programmes for academic and PSS staff, including: • Leadership & Management • One-to-One Coaching • Personal & Professional Development • Recruitment and E&D (mandatory). • Project Management. • HEADSTART programme to prepare for senior leadership roles. All HoSs and HoSAs have attended this. The School organises further training, e.g.: • Time management. • Myers Briggs Type Indicator management training. • Outreach, via the School-University Partnership Initiative, and sessions on engaging lay audiences delivered by TV science performer Dr Tom Pringle.

Equal percentages of F and M staff have taken such training. Despite this, in the 2016 SASS 27% of F and 13% of M respondents did not feel they had been encouraged to do so: this will be brought to the attention of line managers (Action 2.6).

(ii) Appraisal/development review Line managers conduct one-to-one P&DRs for all staff. Standardising P&DRs was identified as a 2013 Action. The reviewee completes a form in advance, summarising: (i) achievements against aims/objectives; (ii) changes in responsibilities; (iii) targets and support required. These are discussed, as are any contributing factors to objectives not met, and actions to reduce their future impact. Objectives are set, and any reasonable adjustments or actions required of the School (or elsewhere) agreed. The reviewer writes a summary and the reviewee can add comments or request clarification. For PDRAs, career plans beyond current contract are discussed. Uptake is recorded (Action 2.6): almost all academic staff have had a P&DR in the last two years, while PDRA uptake fell to 63% in 2015/16, then recovered to 78% in 2016/17. In the 2016 SASS, 83% of F and 73% of M respondents found it helpful (up from 50% in 2012). Ensuring consistency of P&DRs, including discussion of career aspiration, was a 2013 Action.

(iii) Support given to academic staff for career progression

PDRAs: The Faculty runs courses in development of CVs, research portfolios, and fellowship applications: equal spaces are held for men and women as required. Individual research groups review job applications and research proposals (2013 action). We hold mock fellowship/lectureship interviews, and provide teaching opportunities to improve CVs. We have established a travel fund, particularly encouraging women, for networking opportunities (Action 3.1; uptake 67%F to date). In exceptional cases we have promoted outstanding longer-term PDRAs to RF/Lectureship positions (2 in the last 6 years; both female). Since 2012, 11 of our PDRAs (4F:7M) have been appointed to academic positions in the UoM alone (Chemistry, Materials, Business).

Academic: Progression is discussed in P&DRs. The Faculty runs Academic Promotions Masterclasses, with specific sessions for those on the T&S path, with attendance by female and BAME staff particularly encouraged (2011 action; Fig. 17). A senior colleague reviews promotion paperwork prior to submission (2011 action), and writes a supporting statement. The Personnel Committee considers the case and may suggest further improvements before forwarding to Faculty. Where staff do not meet the criteria, or their application fails, the Chair of the Personnel Committee gives clear feedback (Action 2.3) and actions discussed with the line manager (2011 action). See promotion data above.

Figure 17. Promotions Masterclass advert from “Beeline” staff e-newsletter.

If staff apply for positions elsewhere, we discuss all issues – including family – with them and attempt to provide unbiased advice. The Management Committee decides whether we make a counter-offer, but some movement between universities is healthy.

(iv) Support given to students (at any level) for academic career progression We (with our Careers Service) work hard on student employability for all sectors. One unique feature is the Manchester Leadership Programme which develops leadership skills through volunteering and teaching: the School currently has 51 UGs enrolled on the MLP (28F:23M). UGs considering academia are advised by their Personal Tutor or project supervisor. At PGR level, supervisors advise on PDRA applications, and the PGR Tutor provides independent advice (PGR mentoring arrangements are under review; Action 3.2). We run events, via ChemSoc, to promote research careers to UGs (Action 4.4), including: • Chemistry Careers Fair, • Meet the Professionals Industry event, • Q&A sessions with current PGRs, • Regular lecture series from SoC academics. The gender balance of attendees in 2016/17 was 50:50. Surveys of our completing PGRs (2013 action) have identified that misconceptions of the academic culture disproportionately deter women. We cannot solve this problem in isolation, but we promote positive role models and give consistent, encouraging advice on the actual nature of the job, including family-friendliness and flexibility (Action 4.2). Other actions include the travel fund (above), and targeting gender balance in PGR awards (Action 3.7). For example, 5 of the School’s PGRs (2F, 3M) were awarded EPSRC Doctoral Prizes in 2016/17. Our %F PDRAs jumped from 27-30% in 2014-16 to 35% in 2017: it is too early to make conclusions, but we hope it reflects our encouragement at PG level.

(v) Support offered to those applying for research grant applications The NAP includes a session on research proposals delivered by experienced academics, and the Faculty Researcher Development team offers workshops and guidance on funding scheme planners, matching funding, letters of support, impact plans, etc.

At School level, we provide a database of successful proposals for various schemes. All proposals are internally peer-reviewed prior to submission, regardless of applicant seniority (Action 2.10). We hold mock interviews where relevant, using academics that have had success with that particular scheme. Where a colleague is regularly unsuccessful we assign a mentor from our highly funded staff, and encourage collaborative proposals to build confidence and experience. We have a strong collaborative ethos, accounting for ca. 45% of grants in the last 5 years. The success of these procedures is reflected in the 13 prestigious fellowships (RCUK, Royal Society) and ERC grants awarded to our staff in 2015-17 alone. Of research active staff appointed prior to 2017, ca. 90% of F, and 80% of M, currently hold significant external funding.

5.4. Career development: professional and support staff (i) Training In addition to SLD courses for all staff, PSS-focused courses include: • Practical Skills & Knowledge (IT, Effective Working, Recruitment, Communications, Management) • Personal Skills & Development (including Coaching & Mentoring) • Leadership & Strategy (Planning & Organising, HR for Leaders, Strategic Leadership, management qualifications) SLD also run FE/HE and External Training Funding Schemes, which we have promoted and supported staff to access, e.g. via day release. The joint UNITE/University technical staff development advisory group offers support for external technical development events. The University also subscribes to: • the HEaTED (Higher Education and Technicians Educational Development) initiative (est. 2016/17: 21% of technical staff have engaged to date). • the National Apprenticeship Scheme (Action 1.13). Since 2013, the Faculty has taken 17 Lab Apprentices (12F:5M; applications are anonymised); all start their training in the Chemistry Teaching Labs. For those with suitable qualifications (currently 3), the UoM pays for degree education. Four (2F:2M) now hold permanent positions; the others are still training. New training initiatives are communicated via newsletters and P&DRs, e.g. “Lunch & Learn for People Management” sessions established by our School HR partner in 2016. In 2017, all School Tier 4 PSS staff (2F:5M) are taking Leadership & Managing Change training. In the 2016 SASS, 69% of F and 54% of M PSS respondents said they had attended career development courses. Despite this, and the fact that the take-up is 50:50 F:M, fewer women felt encouraged to do so – this has immediately been brought to the attention of line managers (Action 2.12).

(ii) Appraisal/development review The 2013 USS identified dissatisfaction with the PSS P&DR process. A Review Group developed a new system including: training and FAQs for reviewers and reviewees, preparation documents, and online report management (catering for changes in line manager). The discussion points are similar to those for academic staff. A Senior Reviewer role was established to oversee their area. The new system has been rolled out in Chemistry, and the completion rate is consistently around 90%. In the 2017 USS, 72% of PSS (M and F) found their P&DR useful.

(iii) Support given to professional and support staff for career progression P&DRs are used to set objectives and identify required support. We support secondments (see above), and fund night school and university day-release attendance. The SLD offers: (i) face-to-face promotion sessions, (ii) one-to-one professional development coaching, (iii) the eMentor personal, leadership and management development resource (established as an action from the 2013 USS), (iv) the Manchester Gold career mentoring programme (staff can also participate as mentors). The SLD is licensed to run the Springboard Women’s Development Programme. Regular email and newsletters advertise the support available. In the event that a regrading/promotion application fails, the HoSA gives clear feedback (Action 2.3) and actions are discussed with the line manager. An Athena SWAN PSS focus group, with representation from all Schools, has been established specifically looking at career progression issues (Action 2.13).

5.5. Flexible working and managing career breaks (i) Cover and support for maternity and adoption leave: before leave Once informed of a pregnancy, our Safety Adviser conducts a work and environment risk assessment. Any H&S concerns are acted upon and work adjustments made, with guidance from Occupational Health as required. Expectant mothers receive paid leave to attend antenatal appointments. Employees adopting a child get paid leave for 5 appointments. Prior to maternity/adoption leave, line managers use a checklist to agree arrangements for staying in touch, including reasons, mechanisms and frequency. We have 100% compliance for this.

(ii) Cover and support for maternity and adoption leave: during leave The University maternity/adoption leave package gives 6 months full pay (if intending to return to work), 3 months statutory pay, then 3 months unpaid. Full holiday entitlement is accrued. We offer 10 paid “keeping in touch” days (e.g. to attend training/events) that are not deducted from the leave. Staff are kept informed of promotion opportunities, any changes in the workplace that may affect them, and social events. The 2015 Shared Parental Leave Policy allows mothers/adopters to share their leave/pay entitlement (concurrently or sequentially) with their partner; this is

additional to paternity (or same-sex partner) leave. Staff funded on external research contracts have the same entitlements, with the costs borne by the School. For academic staff on maternity leave, the School will fund 6 months of PDRA time to run their research group (Action 6.2). Research is often the main work-based concern of those on leave: this policy has been instituted based on comments from female members of the SAT.

(iii) Cover and support for maternity and adoption leave: returning to work Initial: Staff meet with their line manager to plan (with checklist) a successful return-to- work. We encourage engagement with the University Peer Support Group for Returners from Maternity, Paternity and Adoption Leave, or for Researcher Parents (PDRA/PGRs). Returning academic staff are relieved from teaching for 6 months to allow focus on research (Action 6.2). It is University policy that promotion procedures account for career-breaks and part-time working (Action 6.3). Childcare: There are two workplace nurseries (north and south Manchester campus), with full-cost salary sacrifice available. There are long waiting lists: we have raised this with the University President, Prof Dame Nancy Rothwell, but her policy is to focus on financial support for external childcare. We subscribe to the KiddiVouchers Childcare Vouchers and the Tax Free Childcare schemes. A site for a “quiet room”, where mothers can express milk, has been identified in the current Chemistry building refurbishment programme (Action 6.4); such a room already exists in MIB.

(iv) Maternity return rate Table 25. Maternity leave data

Maternity Leavers Year leave Academic PSS commenced 2013 1 2014 1 2015 3 1 2016 2 1 No adoption leave was taken over this period All staff that have taken maternity leave since 2013 (Table 25) returned to work full- time and are still in post; all those currently on leave intend to do so. In the 2016 SASS, 100% of returning staff (academic and PSS) felt the School was fully supportive (before, during and post-break) and made any necessary adjustments on return to work.

(v) Paternity, shared parental, adoption, and parental leave uptake Table 26. Paternity leave data

Year leave Paternity leavers commenced Academic PSS 2013 2 2014 3 2 2015 2 2016 5 1 No shared parental leave was taken over the period shown. Staff can take 2 weeks paternity leave, and are encouraged to do so by line managers: our flexible working policies reduce the need for individuals to take any additional formal leave. We have encouraged greater uptake of parental leave (Action 6.1), and are pleased that more staff are now doing so.

(vi) Flexible working Staff with caring roles can work flexibly, formally or informally. Many staff have school runs, pick-up/drop-off days, etc scheduled into their diaries, including the HoS and HoSA. Formal flexible working options (work pattern, home-working, part-time, job sharing, etc) are highlighted to new parents and in adverts (2013 action). The Special Leave Policy allows for, e.g., serious illness of a partner or child, also allowing e.g. reduced working for temporary periods. The University has been a member of Working Families (the UK’s leading work-life balance organisation) since 2015. In the 2016 SASS, 70% of respondents (up from 41% in 2012) said they were aware of the Flexible Working Policy (almost all of those unaware were M academics); 80% agreed they could work flexibly. 6 staff (3F:3M) reported they were doing so formally; many more do so informally.

(vii) Transition from part-time back to full-time work after career breaks We support this wherever possible and have a family policy for children until they are 18, as well as flexi-time and home working options. HR do not keep such records, but of the maternity leavers in Table 25, one PSS staff member returned to work part-time prior to transitioning to full-time (the others returned full-time, aided by flexible working policies).

5.6. Organisation and culture (i) Culture The goal: the School aims to be as family-friendly and as fair a place of work as possible. This one-sentence summary of our E&D Charter informs all our policies. Specifics are discussed in other sections but, for example, we have successful actions towards: greater female academic representation; fair progress and salaries; equitable

award nominations; inclusivity in language, images and role models in School literature. Our Athena Swan lead is also our Senior Mentor, such that we can embed E&D principles from appointment. Wellbeing: Work is structured around family requirements as far as possible, for example, by staff consultation on timetabling, and use of core hours. These policies are so normalised that they are not considered “actions”. Work-life balance is addressed in mentoring and P&DRs (2013 action), with support available from Staff Network Groups (ethnicity, religion, ability, parental/caring, gender). We encourage engagement at all levels: one of our UGs, Rosa Gane, is UoM Women Students’ Officer; Dr Kristy Turner blogs on parenting/careers, and is involved with the Maternity Teacher project which explores whether maternity leave could be a career opportunity (see below); Prof Sarah Heath is FSE Associate Vice Dean for Equality, Diversity & Social Responsibility.

The School has a number of social areas, including kitchen facilities, break rooms and an integrated café. In response to staff surveys and School Board discussions, we appointed a Wellbeing Champion (Christine Martyniuk) and opened the “Ross Rest Room” (named after a sadly deceased member of technical staff): a space where staff can take breaks and relax away from the office environment (2013 action). The Wellbeing Champion organises regular initiatives for relaxation including, e.g. reflexology and massages in the Ross Rest Room. We hold regular celebrations, charity coffee-mornings, social and family-inclusive events (2013 actions) that are well attended by PSS and academic staff alike. We have advertised the new (2017) UoM Wellbeing strategy and website (Action 7.11). How we achieve this: The SAT writes, monitors and reviews the Action Plan, and reports to the Management Committee (who action it) via the HoS, and to the School Board (2011 action). The latter (meeting quarterly) provides a mechanism for all staff to discuss, and advise the HoS on, issues affecting the School. The SAT report is embedded in the HoS report (Action 7.4). Staff opinion and satisfaction is monitored via surveys and open meetings. A working group (chaired by the HoSA, with representation from academic, PDRA and PSS staff; 2F:3M) develops and implements the Staff Survey Action Plan (Action 7.9). Communication is key, and has itself been flagged in surveys: from 2017 the HoS will publish responses (on the School intranet) to all concerns raised in the USS (Action 7.9). As examples of actions taken in direct response to surveys: (i) the Ross Rest Room was established (lack of suitable space raised in 2013); (ii) the P&DR system was overhauled (dissatisfaction raised in 2013); (iii) wellbeing policies and

champions established (work/life balance and stress raised in 2015); (iv) dignity at work actions established (see below; concerns raised 2013); (v) Staff Survey Action Plan group established (2013), management structure and intranet overhauled (communication issues raised 2013). As an example of the impact (not covered elsewhere), in the 2017 USS 86% of staff agreed they had quality break-space, up from 65% in 2015. The Action Plan: is not written in stone and is reviewed by the SAT on a rolling basis. Some well-meaning actions turn out not to be useful, and some cannot be followed through. For example (from last 3 action plans), linking female PDRAs with female RF mentors placed too great a burden on the latter; ditto female academics and UCAS interviews; “E&D coffee-mornings” were poorly attended (feeling too forced); previous workload models were not sufficiently transparent; we were unable (on H&S grounds) to change UoM Child-at-Work policy. The underlying goals are instead addressed by different actions. We seek best practice, from Faculty, University and external E&D events, from AS Gold departments, and have consulted Prof Paul Walton (York) on our Action Plan (Action 9.1). As one of the first Silver departments in FSE, we also seek to promote best practice via Faculty networks (e.g. promoting wider implementation of our PDRA-support for academic maternity leave policy), and have advised Centres for Doctoral Training (Action 9.2).

(ii) HR policies The School’s HR Partner sits on all decision-making committees, including appointment committees, and ensures fair and consistent line management and implementation of E&D (and other) policy. Any actions, or problems with application, are reported to the HoS. HR also lead dignity-at-work, grievance and disciplinary procedures and monitor data. We also monitor dignity-at-work concerns in surveys. For example, in the 2016 SASS, a small number of respondents (3F:3M) reported having experienced harassment (timescale was not specified): we have re-stressed the University zero-tolerance “We Get It” policy, arranged Dignity-at-Work workshops for line management, and publicized the HR “Report & Support” procedures (see screenshot) and the increased number of Harassment Support Officers (Action 7.12). We have long stressed zero- tolerance: in the 2017 USS, 75% of staff were aware of this campaign, up from 62% in 2015. We will increase this to 100%. The numbers of staff (absolute and as % of respondents) stating they have been subject to such behaviour has decreased substantially cf. the 2012 SASS.

More generally, staff are kept informed of HR policies (2011 Action) - and key updates - via induction, intranet, email, team meetings and e-newsletters. The SLD, with HR, run training sessions (the key ones being mandatory) covering polices from probation to retirement. Despite this, there is a stubborn percentage of SASS respondents (M and F) that claim to be unaware of some key policies e.g. Flexible Working, Dignity at Work & Study. As a result, we will set links to all HR policies on a clearly labelled tab on our website, and send an annual email to all staff with an explicit link to this webpage and an explanation of why we are doing it (Action 7.12). Awareness has improved in other areas, e.g. in the 2012 SASS 75% of staff said they were aware of E&D policies: such training is now mandatory and assessed. In the 2017 USS 84% of staff were aware of their responsibilities within Dignity-at-Work policies, up from 72% in 2015.

(iii) Representation of men and women on committees Table 27. Committee membership by gender Committee 2015 2016 2017 Management a 4F:8M (33%F) 4F:11M (27%F) 4F:10M (29%F) Personnel/Promotions a 3F:7M (30%F) 4F:9M (31%F) 4F:9M (31%F) Research b 3F:10M (23%F) 3F:10M (23%F) 3F:9M (25%F) Teaching c 2F:6M (25%F) 2F:6M (25%F) 2F:6M (25%F) H&S d 7F:10M (41%F) 5F:13M (28%F) 6F:13M (32%F) Athena SWAN e 8F:5M (62%F) 10F:5F (67%F) 8F:5M (62%F) EAB f 4F:4M (50%F) 4F:4M (50%F) 5F:6M (45%F) Chaired by (a) HoS; (b) Director of Research; (c) Director of Teaching; (d) School Safety Advisor; (e) SAT Chair; (f) External Advisory Board.

Membership is based on: • skills required, • inclusivity, but avoiding “committee overload” for female staff, • staff workload, • career development for early-career staff • succession planning. As a result of previous actions (2011&13), female representation increased markedly from 2011 (to generally three or more women; ≈30% or more) and has held consistently (Table 27). We have also applied this policy to our EAB (2015 action). The Chairs are all currently male: all our senior female staff have demanding responsibilities (internal and external) in other areas (e.g. Heads of Section, Deputy HoS, Directors of Research Centres and of Centres of Doctoral Training, Faculty Associate Vice Dean; see also below).

(iv) Participation on influential external committees External service is good for the School and the individual (promotion requires evidence of service/leadership). Staff agree acceptance of such roles with their Line Manager; uptake is recognised in the workload model, e.g. Prof Sabine Flitsch was granted a sabbatical when serving on the REF2014 panel. This is monitored and there is no evidence of gender bias. For example, we currently have senior representation at: RSC councils/committees (Profs Sabine Flitsch, Perdita Barran, Andrew Horn, Eric McInnes); EPSRC advisory/review teams (Cinzia Casiraghi, Richard Winpenny); the Royal Society (Paul O’Brien); government committees (Melissa Denecke). In the 2016 SASS, only one (male) respondent disagreed that such activities are encouraged.

(v) Workload model We introduced a new model in 2016 (Action 7.7), in response to a lack of transparency highlighted in staff surveys. The key principle is that teaching and research are equally valued, so all academics lecture and supervise projects. To estimate workload we allocate: (i) research FTE (full-time equivalent) from buyout on grants (funding from bodies that do not pay staff-time is also considered; numbers of PGRs and papers in top journals are secondary factors); (ii) hours to each teaching task, converted to an FTE (via a factor that equalises School average teaching and research FTEs); (iii) FTE for each admin task (including external roles), based on experience and set to discourage “task inflation”. The key principles, and tariffs for (i-iii), were set following extensive consultation. We found the total FTE (excluding colleagues on leave, sabbatical, new starters) to vary between 0.5-1.5. The most research active staff, including at least two women, had the highest loads; some staff (all male) that were perceived to be very busy were, in fact, less active. To balance loads, higher FTE teaching/administrative tasks have been reallocated, obviously taking individual circumstances (e.g. health/family-related) into consideration and not using the above as an unforgiving algorithm. Workload allocation is always discussed at P&DRs. We will monitor the effects of the new model and develop it based on feedback (Action 7.7). In the 2016 SASS only 7% of academic respondents (1F:3M) disagreed that work is allocated irrespective of gender (in a similar question in the 2012 SASS, 41% of respondents thought allocation was not, or only sometimes, fair.)

(vi) Timing of departmental meetings and social gatherings Meetings are held between 10 am – 4 pm; seminars are at 2 pm (allowing for any post- lecture social; 2011 action). Full departmental meetings are timetabled for the middle of the working day and social events for early afternoon. We attempt to avoid scheduling School meetings during half-term weeks to allow for increased demands on parents (Action 6.5). Family events are held in early afternoons (fun days), or early evenings (shows), and are well attended. In the 2016 SASS, 82% (F and M) agreed that events are equally welcoming to men and women (venues, activities, timing), and only 7% felt some meetings were at times they could not attend.

(vii) Visibility of role models We have excellent female role models, from School level up to the University President. The key point is to show that this situation is not remarkable. Our actions include: • Targeting at least one-third female colloquium speakers (Action 5.1). In 2016/17 we reached 36%F, up from 20% in 2015/16. (Our 2013 Action Plan targeted 20%F.) • Ensuring as many images and highlights of female students and staff as of males on the School website (Action 5.4). Our website is currently undergoing a major review (content frozen until Dec 2017), and the SAT will be consulted on each page, in addition to writing a much more explicit “Family-friendly policies and E&D” page. • Ensuring gender balance in nominations for external awards (Action 2.11). Of the 15 RSC prizes our staff received from 2013-17, 33% were to women. In 2016 the awards of the Becquerel Medal to Prof Denecke and the Bill Newton Award to Dr Natrajan were notable as they were the first ever female recipients. • Publicising and celebrating such successes, with events open to the entire School (Action 7.6). • Highlighting work on a new (2017) School YouTube channel (“CAMERA”), promoting high-profile papers (Action 5.7). The first releases feature female staff from Professorial (e.g. Prof Barran’s work on Parkinson’s disease detection, see right) to PGR level (e.g. Liz Wildman’s work on actinide chemistry). • Reviewing our UG prizes to ensure gender balance in named awards (Action 5.8). • We pioneered the Peer Assisted Study Session (PASS) scheme, now adopted nationally, where later UGs tutor early UGs (benefitting both parties). In 2017/18 44% of our PASS leaders are female. • Having a presentation from at least one female member of staff in UCAS and open days, and strong female representation in UG/PGR guides (2013 action). In 2017/18, the helpers were 30F:12M. • Engagement with external events. Prof Casiraghi spoke at the National Women in Engineering Day 2016. In the last two years we have held International Women’s Day events (Action 5.9): in 2016, a discussion around presentations by two female PhD students (on post-maternity return-to-work, and on overseas student

experiences); in 2017, a social media event highlighting day-to-day experiences of female academic staff and researchers. In the 2016 SASS ≈85% of both F and M academics agreed that the School uses women as well as men as visible role models.

(viii) Outreach activities In 2016/17 our outreach programme reached ca. 14,000 local school children (49%F; we monitor the diversity of the attendees - 2013 action). Regular events include: (i) Flash-Bang shows, in the School and externally; (ii) hands-on laboratory classes and lectures; (iii) Salters summer camps and one-day events. The majority of events are delivered by dedicated staff: Drs Frank Mair (SL; Outreach Officer) and Katayune Presland (RSC Education Coordinator, see below), with administrative (Ms Meriel Maddocks, PSS) and technical support. More specific outreach activities are run by other academics (7F:15M in 2016/17; ranging from RF to Professorial in both cases). All events involve female UG/PGR helpers (58%F in 2016/17) to ensure schoolgirls see that chemistry is a subject for them. High profile events have included: Prof Sabine Flitsch at the Royal Society Summer Exhibition; Dr Vanessa Marcos at a STEM for BRITAIN event at Parliament; Dr Imogen Riddell at the 2017 British Science Festival (as part of her Rosalind Franklin Award Lecture); the “Graphene Suite”, a six-movement piece of music inspired by graphene and resulting from collaboration between composer Sara Lowes and Prof Cinzia Casiraghi (featured in popular press and in Nature, see right). Other projects are longer-

term: over the last 20 years Prof Paul O’Brien has led programmes to build chemistry teaching and research excellence in historically black universities in southern Africa. Outreach is recognized (allocated an FTE) in the workload model and we provide training; participating PGRs are paid demonstrating rates. We nominate staff for relevant awards: successes in 2017 include Prof Sarah Heath, Sue Ryder Yorkshire Women of Achievement award; Prof Paul O’Brien, a CBE and election to the Academy of Science of South Africa; Dr Kristy Turner, RSC Schools Education Award. PGR/PDRAs are encouraged to volunteer as mentors on the Manchester Access Programme, our flagship widening participation scheme, and as STEM Ambassadors. One of our PhD students enjoyed this so much that she has made a career out of it: Dr Katayune Presland is now the RSC Education Coordinator (North West), in a joint appointment with the School, working with schools to develop their skills and outreach programmes. We have made a major commitment to address the high school – university transition, funding a joint position with a local high school since 2015/16. Dr Kristy Turner, Head of Chemistry at Bolton School, works with us three days per week as a Lecturer and addressing the effects of, for example, Government school science/examinations strategy, developing educational initiatives in the School, and coordinating School staff to teach normal high school lessons (an initiative featured in the Daily Telegraph).

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6. CASE STUDIES: IMPACT ON INDIVIDUALS

Prof Perdita Barran, Professor of Mass Spectrometry, Director of the Michael Barber Centre for Collaborative Mass Spectrometry. SAT member. “I first came to the University of Manchester 28 years ago as a UCAS candidate for undergraduate study in Chemistry. Two things stood out from that visit: the first was the kindness coupled with remarkable intellectual rigour from my designated interviewer Professor Gareth Morris, to whom I attempted to explain orbital hybridisation! The second was a brief exchange on the departmental tour as we stopped at the board containing the academic cohort 1989-1990. I asked “are there any female lecturers?” and was told

pointedly (presumably by the graduate student charged with this task) “no and that’s not a coincidence”. That remark was forgotten in my subsequent four years as an undergraduate at Manchester, studying Chemistry with Industrial Experience when I was taught with great care by the albeit all male faculty. It came back to me more frequently as I progressed up the academic career ladder away from Manchester, and on my return 4 years ago now as a fully-fledged Professor (pinching myself frequently) it was certainly a relief that this was no longer a male only department, and importantly not one where any member would ever make such an appalling comment. We do not yet have gender parity in the academic staff of our department, and we have work to do to get there. As outlined in this renewal case, the trajectory is certainly in the right direction. Coming from Chemistry at the University of Edinburgh which at one point had reached the giddy heights of 28% female academic staff it was a little surprising to be back at the low teen percentage. None-the-less I quickly found I had joined a faculty where I was again to be cared for and supported. I have been welcomed as an academic. Colleagues in the MIB in Chemistry and beyond have been keen to collaborate, to work with students in my group, to write and win joint proposals. I have been unofficially mentored by many, notably by Sabine Flitsch and Richard Winpenny who have supported my professional progression, encouraged me when I have felt uncertain and praised success. I have been given leadership roles, most notably that of Director of Social Responsibility, which allows me to work with colleagues in Chemistry as well as counterparts across the faculty to help develop programs in diversity, responsible graduates, environmental action and research with impact. I was given a reduced teaching load when I first started, much needed as we had a lab to build. On arrival I was supported with the award of two school studentships which incidentally both went to females due to graduate next year. In comparison with every other place I have worked, one notable feature is the foundational egalitarian attitude in this department. I have witnessed that students, technical staff, post-doctoral researchers as well as academics all have clear opportunities to be listened to and their concerns acted on. This attitude comes from the top, we have a superb HoS who sets a great example, with an open door to many. He also is keen to point out that even world class scientists at times have homes to go to and should! The school functions well because there is a lot of ‘leaning in’. I have seen this from support staff, research support teams, the teaching office, and technical and workshop staff. It is this fundamental respect of people irrespective of gender, class, race, religion or how quietly or loudly they speak that makes this a stand out department that I am proud to be a member of.”

Dr Leoni Palmer, new Lecturer in Organic Chemistry. “I joined the School of Chemistry as a PDRA in Dec 2015 following an elected career break to have my second child. During this transition, the accommodating and informative nature of the School Safety Advisors was both helpful and a welcome relief: I was given a private location in which to express when needed and advised of the chemical risk and hazard phrases pertaining to breastfeeding (of which I was not

aware). The flexibility in working arrangements afforded by my Line-Manager took away any stresses that might have been, in order to allow me to accommodate my young family. I was fully supported by the School as one of two female candidates for the University of Manchester Dame Kathleen Ollerenshaw Fellowship (Oct 2016) and had mock interviews for this and a Royal Society Dorothy Hodgkin Fellowship (June 2017). The Head of School has been fully supportive in the preparation and submission of additional fellowship applications. In May of this year I was promoted from PDRA to Lecturer in Organic Chemistry, which although not an independent or permanent position, optimistically should improve my chances of securing an independent position in the near future. To date I have received mentoring, support and advice from junior colleagues (Lecturers), senior faculty (Professors) and research support staff – all to aid my own career progression. I have attended a number of career development opportunities provided by the University, including a Fellowship application workshop, Career Review Clinic and the 2016 Annual University of Manchester Research Staff Conference. Additionally I have been encouraged to attend external events such as the EPSRC Physical Sciences Early Careers Workshop and the Dial-a-molecule and Directed Assembly Early Career Researchers event. On top of this I have found the opportunities at the University of Manchester available for training and using equipment new to me as valuable for expanding my career options. I currently sit on the Faculty of Science and Engineering Equality and Diversity Inclusion Committee as the PDRA representative and would like to improve the general welfare of PDRAs within the School and across the Faculty through a number of long-term future initiatives.”

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7. FURTHER INFORMATION We believe the data above show that we have made substantial progress at School level since our 2013 Silver award, and have clear plans in place to progress further. Obviously, there are areas where we have room to improve further: for example, we have a long way to go to achieve gender balance in academic staffing, and we have a problem with dissatisfaction with work-life balance (equally amongst men and women). These problems are generic to the sector, and must be addressed locally and collectively. At UoM institutional level, the USS results come out broadly comparable with the School-level results for the School of Chemistry, so we believe that we are reflecting - and in some areas have led - improvements and progress in the institution as a whole. For example: in the 2017 University Staff Surveys conducted across the UK by Capita, the UoM was ranked 3rd/49 HEIs as an “employer of choice”; in 2017 the UoM was named one of top employers in the UK for LGBT staff in the Stonewall

Workplace Index, Top 100 Employers list; in 2015 the UoM was one of the first UK universities to receive the Race Equality Charter from the ECU; in 2017 the UoM won the E&D Category prize at the Universities Human Resources (UHR) awards, for the We Get It zero-tolerance of bullying and harassment campaign; the most recent University Equal Pay Audit (2015) found no significant pay gaps for staff across gender, ethnicity and disability and a narrowing of the overall pay gaps across these grades. We are happy to be taking steps forward within this inclusive and diverse metropolitan institution.

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8. ACTION PLAN

ACTION PLAN

Action Objective Description and Implementation Responsibility Timescale Success Measure 1. Recruitment of staff: Improve gender balance of appointments 1.1 More female RFs Support and advise School/Faculty initiatives, e.g. Dame HoS, SAT Chair, 2017: KO Running of Kathleen Ollerenshaw Fellowships for under-represented DoR. fellowships schemes; SoC groups. established & applicants & appointment appointments. made. These positions are competitive across the Faculty: the Successful School is unlikely to be able to successfully appoint a 2018 onwards – appointment candidate every year (and it would not be collegiate to do new candidates, at every 2-3 years. so). least every other year. 1.2 More female RFs Advertise fellowship information on SoC website, including DoR, webmaster. 2016 – partially Website updated. “usual” (EPSRC, RS URF, Ramsey) and also: complete. More female RF a. Dorothy Hodgkin (for those requiring flexible working) Beginning of 2018 – applications & b. L’Oreal-UNESCO (women in science) new website awards. c. Daphne Jackson (returning after career break) launched. Will add question on next SASS regarding support for fellowship applications. 1.4 More female Review academic recruitment documentation: SAT; HR partner; Faculty: currently Paperwork applicants for a. Screen language used (“Evidence that gendered wording Faculty level: AVD reviewing E&D reviewed. Lectureship positions in job advertisements exists and sustains gender for SR (ED&I) statement, and Guidelines inequality”, J. of Personality and Social Psychology 2011, then will advise on disseminated and 101, 109). essential criteria used. b. More emphasis on “desirable” than “essential” skills. etc. Expected c. Advertise family-friendly policies (what “AS Silver” means) Spring 2018. more prominently. d. Add specific point of contact to discuss flexi/part-time SoC: SAT has working reviewed last 5 years adverts. New Review last 5 years adverts, and generate best-practice SoC text agreed.

guidelines with examples of good/bad practice. Spring 2018: to be Disseminate to LMs and to Faculty. reviewed when Faculty guidelines Review RI/industry recruitment to see if there are better disseminated. approaches. 1.5 More female Database of female RF holders in UK for when academic DoR Beginning 2018, Database created appointments positions become available (for EPSRC, BBSRC, RS the info and updated and used. is publically available). annually. Applications for future academic Cross-reference applications with database to measure DoR 2018 onwards, positions from impact. annually. people on database. 1.6 More female Adverts for academic positions to be distributed to all staff HoS, all staff. Done and on-going. More F applicants to advertise to & target more F candidates. lectureship applications. Search committees convened where appropriate, with HoS, Heads of On-going requirement to ensure gender balance as far as possible. Section

Targets for %F applicants need to be realistic because, 2019 Currently ca. although we can be proactive, they are not in our control. 20%F: target We already attract more F applicants than most; see consistent 25%. Section 5.1(i). 1.7 More female Training of all staff on appointment committees (also HoSA, HoS, HR. E&D and S&I In 100% of appointments PDRA level): E&D, Shortlisting & Interviewing (S&I), place since 2013; interviewers & Diversity in the Workplace (DiW), UB. UB and DiW recruiters trained. training mandatory Database held and from 2017. On- monitored by going for new staff. HoSA.

All appointment committees to have at least one female Appointment In place since 2013; Appropriate staff member. All interviewees to meet at last one F staff committees on-going. involved. member in their interview day itinerary. approved by HoS in advance; Internal records kept. 1.8 More females UB training: raise awareness of UB, e.g. in writing SAT; PDRA References for All PhD/PDRA

shortlisted in references. supervisors; HR researchers are supervisors applications within written by those trained in UB. and outwith UoM that recruited Database held by them; hence HoSA, as above. training as in 1.7. 1.9 More females Mandatory to have women on shortlists HoS, Heads of In place for many F applicants on shortlisted Section years, but every shortlist. formalised in 2015. Data is monitored On going. by HR. 1.10 More female RFs Encourage “near miss” female lectureship applicants to HoS, Heads of When sending Fellowship apply for fellowships. Section correspondence of applications made unsuccessful & appointments application. 1.11 More female Review status of outstanding academic-related female HoS, Heads of 2016 onwards. One Changes to lecturers staff with a view to encouraging change to lectureship. Section such change made lectureships made This is not a standard promotion route, so quantitative to date. as appropriate. target not meaningful. 1.12 Improve induction Flexible working arrangements discussed explicitly HoS, HR. 2015 onwards. Zero disputes over for Professorial between HoS and Professorial appointments in contract contract appointments negotiations. agreements in future appointments. 1.13 More female tech Engagement with National Apprenticeship Scheme (NAS) HoSA On-going, Target is to match staff for lab tech training and recruitment. monitored %F intake of NAS annually. scheme. Longer term: higher %F tech staff. 2. Promotions and Career Development 2.1 Ensure fair Line managers to consider all eligible promotion cases (not Heads of Section, 2016/17 promotion Lower % of staff promotions just those who apply), PSS and academic. HoSA, Personnel round onwards. disagreeing with Committee. fairness of Analysis of last 3 promotion Possible areas of gender-bias in metrics monitored and Education office years of data processes made available (e.g. student questionnaire returns on and SAT Chair. complete. (ambitious: only lecturing). 9% disagreement in 2016 SASS).

2.2 Support for Academic promotions masterclasses, with attendance of F HoSA, Faculty Done & on-going Attendance promotions and BME staff particularly encouraged (SLD) recorded: target is to be at least representative of School demographic. 2.3 Support for future Positive feedback on unsuccessful promotion applications, Heads of Section Immediate Success rate of promotions and mentoring for resubmission. To be actioned (academic), HoSA following 2016/17 resubmitted immediately following promotion results, with view to (PSS) promotion round. promotion cases resubmission in next round: data to be monitored and (and if mentoring updated annually. acted on) to be monitored, and to increase. 2.4 Support for future Identify close-but-not-quite candidates and mentor for Heads of Section, Immediate Greater promotions next round; discuss promotions at PDRs; senior colleagues mentors. following 2016/17 satisfaction (not on personnel committee) to review paperwork. promotion round. monitored by staff survey All senior staff (academic/PSS/technical) to identify future Line managers. Done and on-going candidates and actively encourage career development via P&DRs. opportunities. 2.5 Maintain fair Training of all staff involved in promotions: E&D, DiW, UB. HoSA, Heads of E&D in place; UB 100% panellists promotions Section, mentors. and DiW training completed procedures mandatory from training, as 2017; HR record monitored by HR. uptake. On-going Staff agreement for new staff. on fair promotions processes as measured by SASS. 2.6 Encourage future Explicit discussion of career aspirations at PDR, PSS and HoS and HoSA Annual Staff satisfaction promotions academic. improved.

Monitor PDR rate. HoSA 2016- Target 100 % completion rate by 2019. Heads of Section to encourage training, particularly to Heads of Section. 2017- Equal % of M and

female staff (issue highlighted in 2015 SASS). SLD to monitor F staff reporting actual uptake of encouragement to training each take training (in year. next SASS). Increase in training uptake numbers by 2019. 2.7 Monitor and address Monitor salary increment requests against observation HoS, HoSA, HR. Implemented 2017. Narrowing of salary gender that women often make lower requests. Salary requests gender imbalance imbalance. for equivalent candidates compared; adjustments made as year-on-year with necessary. ultimate goal of parity in salaries Gender bias in salaries (PSS and academic) to be Annual analysis. by gender and monitored at School level, and against UoM data. Given grade. nature of academic salaries (automatic annual increments at levels below Professorial), the analysis needs to factor in length of service. 2.8 Nurture staff for Management training events open to all academic staff, HoS Done and on-going. Training offered senior roles funded by School. Next round 2018. annually. Attendance monitored; uptake to increase; demographic to match School. 2.9 Embed ED&I training Engage with Faculty to improve NAP content on, e.g., SAT Chair & SAT Chair & Senior Improved at NAP ethics and ED&I in NAP delivery. Ensure delivery of NAP Senior Mentor. Mentor roles satisfaction with abides by ED&I guidelines. consolidated in NAP course; 2016 to promote monitored by EPS. this. School-level NAP sessions on topics of concern raised by attendees, e.g. time management, PGR recruitment. Annual 2.10 Support for research Internal peer review of all research proposals (mandatory All staff. School policy Increased active staff – requires signing off by HoS prior to submission), mock formalised in 2015. numbers and % of interviews etc. Ongoing. staff holding significant Particular focus on recently appointed staff. external funding

(already very high). Grant success for new staff within 2-3 years of appointment. 2.11 Ensure gender Continue to ensure that female academics and researchers DoR On-going. Gender balance in balance in award are nominated for external prizes as appropriate. nominations for nominations (Note: we can ensure nominations but not the awards.) external prizes. 2.12 PSS: career Line Managers to encourage training, particularly to F staff HoSA 2017- Equal % of M and development (issue highlighted in 2016 SASS). Provide cover F staff reporting arrangements to facilitate training attendance where encouragement to necessary. take training (in next SASS). Increase in training uptake numbers by 2019. 2.13 PSS: identify career Establishment of PSS-focused SAT to address career Faculty E&D 2018 New SAT structure bottlenecks development issues Office, with SoC convened, and representation actions developed. 3. Support for PGs/PDRAs to academic career 3.1 Promote networking Travel fund for PG/PDRAs or conference/meeting SAT chair, HoS. Established 2016 At least 50% attendance for networking etc. Applications monitored (£5K p.a.). awards to F and approved by SAT. PG/PDRAs. 3.2 Review mentoring Review arrangements for mentoring of PGs, including of PG Director; PG 2018/19 Improved schemes used in other schools. reps. mentoring schemes Review arrangements for mentoring of PDRAs, e.g. using PDRA forum; SAT; Consultation implemented; early career academics/RFs; mentoring of F PDRA/PGs by F HoS, supervisors. underway. monitored via staff if requested; mentors with specific experiences (e.g. focus groups. balancing career with caring responsibilities; industrial engagement; etc).

Mentoring training available at all levels, for those that EPS In place. Uptake from wish it (mentor training does not guarantee a good those wishing it;

mentor). sufficient mentors to meet demand. 3.3 Support for new Promote new (launched Nov 2017) UoM Researcher HR, supervisors. 2017- Increased PDRA researchers handbook to PDRAs and supervisors satisfaction via (http://www.researcher- survey. development.manchester.ac.uk/research-staff- handbook/). Action led by HoS. 2018- Records kept. All New push on PDRA career development courses and Supervisors to PDRAs to have uptake records kept for all PDRAs in School (2018-): result ensure uptake; been offered of concerns about disengagement raised in consultation monitored by opportunities by with PDRAs. HoSA. Annual supervisor, by updating of 2019. records. 3.4 Advertise RF and PDRA mailing list to advertise lectureship/fellowship/grant DoR; HoS; PDRA forum to Mailing list Lectureship opportunities, well in advance of deadlines. Hold PDRA forum hold fellowship created & used. opportunities. fellowship information sessions via PDRA Forum. We session in 2018, Gender balance in provide equal support to those applying for positions then annually. attendance of within and outwith the UoM. fellowship sessions. More F fellowship applications. 3.5 Support for Internal peer review of proposals, mock panels, web- Supervisors, Done and on-going. More F fellowship applications resources available (exemplar presentations etc). Research applications and Committee. success. Support for developing research project ideas, e.g. via Enforced from discussion with internal mentors, or attendance of Supervisors and 2018. Demographic of external grant application workshops held by e.g. EPS or mentors. Uptake attendees, and funding bodies. Supervisors to be made aware that must monitored by applications, to encourage attendance. Action inspired by discussion HoSA (see Action reflect PDRA group in another faculty on barriers to ECRs applying for 3.3). population. research funding. 3.6 Maximise PhD Lobby UoM to take account of leave-of-absence in 5 year HoS Issue has been Policy changed. completion rates completion rates. raised at EPS ED&I Committee. Supervisors to be drilled on importance of submission HoS, DoR, Heads Target is 100%.

before expiry of the PhD project funding. of Section. On-going. 3.7 Gender balance in Ensure gender balance in nomination of PGRs for internal DoR Achieved in 2016 Fair distribution of PGR awards and external awards, e.g. EPSRC Doctoral Prizes. To be nominations and nominations. vetted and selected by Research Committee. Committee awards. Annual will demand further nominations, via Heads of Section, if action. unrepresentative gender balance. 3.8 Monitor UG Our data does not show any evidence for gender bias in DoT Examination paper Continued gender performance by UG performance, but we will continue to monitor this. We formats were balance in degree gender will monitor other metrics including project vs. written restructured and attainment paper marks for final year students and take any actions as harmonized for statistics. necessary. 2016/17 onwards. Marking grids for Data to be analysed annually. final year projects (which cannot be assessed anonymously) were restructured to become less subjective in 2015/16. 4. Promote benefits of academic careers to researchers 4.1 Identify reasons for Undertake periodic surveys of completing PhD students; SAT and Latest in 2017. More PGRs career choices address any issues that arise; monitor changes in attitudes Education Office. Next in 2018. planning PDRA to academia. and academic careers. Of those not doing so, reasons unrelated to gendered issues. 4.2 Address negative Advertise benefits of academic careers to PGs, & address SAT, ChemSoc, Latest push from Improved survey publicity misconceptions of e.g. non-family friendly and “cutthroat” PDRA forum, 2016 onwards. returns on culture, via events and culture (see Actions 5&6 below). CDTs, PGR perception of supervisors. academic careers. 4.3 Further info and It is important that we support all career paths PGs may SAT, ChemSoc, Latest push from Events held and support for academic wish to take and not to focus too narrowly on academia. PDRA forum, 2016 onwards. gender balance of and non-academic CDTs, PGR attendees, and

careers Support ChemSoc, CDT (etc) events for careers. supervisors. invited speakers.

Events by alumni, to advertise different career paths and DoSR 2018 Event held, importance of transferrable skills. improved survey returns 4.4 Engage UG/PGs with Regular research events specifically for UGs and PGs from ChemSoc 2016- Events held, with academic research. academic staff. gender balance of attendees. Better advertisement of research seminars (etc) SAT Sec. Done, and on-going Greater UG programme to UGs. attendance of research Monitor applications from UG cohort to PGR programmes. Admissions team. seminars. 5. Promotion of positive role models 5.1 All actions in this At least 1/3 of external speakers to be women (in total, Colloquium Done, and on- F:M speaker ratio section have the goal and in each research section). Advertise with photos of organisers. going. reached or of making gender speakers on website. surpassed. balance in academic activities normal. 5.3 Aim for appropriate gender balance in conferences Conference 2017 onwards F:M invited organized in/by Manchester. organisers. speaker ratios 5.4 Review visibility of F staff at all levels in School publicity, SAT and 2018. Updated website. e.g. website. webmaster. Publicity release. 5.5 Ensure gender balance in outreach, staff & helpers, and Outreach team. Done and on-going. F:M balance, and monitoring of attendee gender balance. in attendees. 5.6 Gender balance in UCAS/open day helpers. Admissions team Done and on-going. F:M balance in UCAS helpers 5.7 Research highlights publicized via SoC YouTube channel. Productions of “CAMERA” channel New vids YouTube vids launched Nov produced and coordinated by 2017. released with Prof Liddle; all gender balance of staff to request researchers appropriate highlighted. dissemination funds in grant applications. 5.8 Gender balance of named UG prizes. Create new ones, or DoT For 2018/19 Gender balance of

rename old ones, if necessary. academic year prizes 5.9 Participate in and promote WiSE and WoS (Women of SAT and all staff. Done and on-going At least one event Science) events. per year, supported by School. 6. Flexibility and Managing Career Breaks 6.1 Promote family Advertise more explicitly on School website, with SAT, webmaster, New School Staff awareness of friendly policies weblinks, including childcare vouchers (tax-free) scheme; HR. website to be policies, and flexible working policies; Mat/Pat/Adop/Fam leave etc; launched by where to find Staff network groups. beginning 2018. them, increased as monitored by SASS. 6.2 Research support for Pay for a PDRA post to look after research group while on HoS 2017 and ongoing. Policy F academics on mat Mat/Pat/Adopt/Fam leave. implemented, and leave taken up. Staff Reduced teaching/admin loads on return from mat leave feedback confirms have long been in place. value of support. Slowdown of e.g. output of papers minimised. 6.3 Foster flexible Further promote flexi/part time working arrangements, Heads of Section, Ongoing. Uptake of working culture including for PDRAs. Address concerns regarding effect on HoS, HoSA, HR flexi/part-time paper authorship etc (raised by PDRA focus group). working. In 2017 UoM Promotions procedures to take part-time status into Promotions Policy. Part-time senior account. roles adopted. 6.4 Support for new “Quiet room” in Chemistry Building, e.g. for new mothers HoS, HoSA Room has been Room opened and mothers expressing milk. identified on 5th used. floor and is in current build programme. 6.5 Meeting times Meetings in core hours (10 am – 4 pm), with colloquia at 2 HoSA. 2017- Timing of School pm, have long been School policy. Extend this, as far as meetings possible, to not holding SoC meetings during half-term holidays (dates to be flagged on intranet) to allow for increased demands on parents.

7. Organisation and Culture 7.1 Widen SAT New SAT membership, to be more representative of SAT. Done 2017. New committee representation School population, including UG, PG and PDRA reps. Reviewed annually. convened

7.2 Review progress Regularly review progress against Action Plan and update SAT Annual review. Action plan the Athena SWAN webpage to reflect any changes to Updates for updated to documentation. webpage address any considered at every issues, and SAT meeting. actioned. 7.4 Clearer E&D profile New E&D and Family Friendly Policies page on new SoC SAT; New SoC website E&D issues more and purpose website, with regular updates. webmaster/SoC IT beginning 2018. prominent in School Board and Done. website. Increased Embed E&D reporting in HoS report at School Board. HoS, SAT Chair staff awareness in surveys. 7.5 Enhance engagement More School-wide & family-friendly social events. For SAT Sec, Funding has been High participation between all staff and example, ChemSoc ball (open for all students, academic, ChemSoc, Chem agreed for more in School social students in School, technical, PSS staff), Family Fun Days. Support Team frequent Family events; positive across all sites. Fun Days, with survey responses further events have on timing and scheduled, e.g. inclusivity. Easter Science Spectacular, Dr Bunhead shows. 7.6 Publicise good news Regular School newsletter, advertising achievements in PSS Done, and on- Newsletter teaching, papers, grants, awards, outreach, etc. Content going. produced invited in advance from entire School, and gender balance bimonthly. of feature items monitored (see Action 5.4). Distributed by Positive SASS email. response on gender neutrality of publicity. 7.7 Monitor effect of Implement and monitor effect of new workload model. HoS and HoSA 2016- onwards. Greater new workload model satisfaction Explicit discussion of work-life balance at PDR. monitored by staff survey. 7.8 Identify any new Monitor results of annual USS; identify School issues and HoSA, MC, SAT. Annual Surveys happen

issues arising from benchmark against UoM returns. and acted upon. Staff Surveys. Identify areas where School is performing better than SAT, UoM ED&I SoC SAT invited to UoM and champion actions in other Schools to share good advise other UoM practice. SATs. 7.9 Act on issues raised Survey Action Plan Committee (separate from SAT) HoSA chairs New committee Increased in annual survey identifies issues from USS and plan actions. HoSA feeds committee. convened 2017. satisfaction in info to SAT. See text for these areas in examples of actions future surveys taken. HoS puts written response to all comments on SoC intranet. HoS 2017 onwards 7.10 Monitor gender Periodic SASS run. SAT and UoM Next in 2019. Survey held and specific issues at ED&I office Survey questions to actions taken. School level Regular student consultation via focus groups, SSL, be reviewed and student reps on SAT, and topic-specific surveys. signed off by Sept 2018. 7.11 Enhance staff Promote new UoM wellbeing website School Wellbeing Nov 2017- Increased wellbeing (http://www.staffnet.manchester.ac.uk/wellbeing/; champion satisfaction staff launched Nov 2017) and associated activities (e.g. Six surveys. Ways to Wellbeing). Increased We will loosely monitor the attendance of events - in 2018 onwards attendance year- numbers only, since making it formal defeats the purpose. on-year. 7.12 Increase awareness Annually disseminate policy documents to the entire SAT Sec. 2018 and annual Info disseminated; of School and UoM School. Publicise School policies (Core working hours; onwards. improved policies. Dignity at Work and Study; Flexible Working; Academic awareness in Promotions; Career Break). Annual email of links to all surveys. staff.

Clear policy page, with links, on new SoC website. See Action 7.4 Increased awareness and Specific information campaigns on topics raised, e.g. in 2015 and on-going. satisfaction staff surveys. For example, focus on Dignity at Work, monitored by highlighting We Get It zero-tolerance campaign, survey. workshops, Report&Support procedures etc.

9. External actions 9.1 Seek external (to Get external input/validation of AS Action Plan. SAT Chair Pre-2017 AS Feedback received UoM) advice on SoC submission. and acted on. actions. We note that in their 2013 Gold Award, Imperial College SAT Chair to liaise proposed to set up a national network of chemistry with external 2018. Join national departments committed to E&D issues to share good equivalents network, and practice. This is an excellent idea given that many issues – develop national most notably the low % of women that apply for academic chemistry actions posts – cannot be solved solely at local level. We will plan. support and engage with ICL and others on this. 9.2 Spreading/adopting External school rep on SAT and vice versa. Faculty AS team. Beginning 2018. Reps appointed. best practice within UoM. Engage with and advise CDTs on ED&I issues. CDTs exist SAT Chair, CDT Initial discussions Improved E&D across Schools/Faculties with the risk that they can fall in directors. The 2016. metrics in CDT gaps. School currently recruitment. has 3 members on the EPS ED&I committee. 9.3 Faculty survey of We need data to establish how specific the “cutthroat” Faculty AS team. To be agreed by Survey completed, completing PhD academia perception is to chemistry. Run Survey across EPS ED&I team; and actions taken. students EPS Faculty, with appropriate actions on findings. aim for summer 2018.

Discussion of results at national level, see Action 9.1. Commencing Autumn 2018. 9.4 Engagement with HoS to engage with EPSRC (via Scientific Advisory Team) HoS On-going since More female funding bodies on E&D issues, including fellowship awards, drop in female 2016. fellowships; more numbers from PhD to PDRA, encouragement of part-time part-time PDRAs funding, etc. enabled. Goals are both School-level and, longer term, in National HESA data. 9.5 Engagement with Engage with opportunities for external funding for wider DoSR Have applied to External funding funding bodies ED&I activities, studies and actions. 2017 EPSRC ED&I raised: new call. Other actions rolled out

opportunities as e.g. at Faculty they arise. level. 9.6 Engagement with There is gender bias in female authors/reviewers at the DoSR By 2019 Discussions held publishing bodies highest impact journals. We plan to obtain data on this with publishers; from leading journals, and engage in discussions with outcome relies on Editors. For example, we would encourage a greater them acting on proportion of female authors for invited reviews, etc. result. SoC = School of Chemistry; RF = independent Research Fellowship; HoS = Head of School; HoSA = Head of School Administration; DoR = Director of Research; DoT = Director of Teaching; DoSR = Director of Social Responsibility; MC = Management Committee; SAT = Athena Swan Self-Assessment Team; ChemSoc = student Chemical Society; UG = Undergraduate; PG = Postgraduate; AVD = Associate Vice Dean; ED&I = Equality, Diversity and Inclusion; UB = Unconscious Bias; SR = Social Responsibility; LSD = Staff Learning and Development; CDT = Centre for Doctoral Training; SASS = School Athena Swan Survey; USS = University Staff Survey; NAP = New Academics Programme; EPS = Engineering and Physical Sciences; ECR = early career researcher.