1 2 Athena SWAN Bronze university award renewal application
Name of institution: University of Oxford Year: 2013
Contact for application: Adrienne Hopkins
Email: [email protected] Telephone: 01865 289943
Date of previous award: 2010
List of SET departments (highlighting those that currently hold Bronze, Silver or Gold department awards):
Mathematical, Physical and Life Sciences
Department of Chemistry – Bronze award Department of Computer Science Department of Earth Sciences – Silver award Department of Engineering Science – Bronze award Department of Materials – Silver award Mathematical Institute – Bronze award Department of Physics – Bronze award Department of Plant Sciences – Silver award Department of Statistics Department of Zoology – Silver award
Medical Sciences
Clinical Nuffield Department of Clinical Medicine – Bronze award Nuffield Department of Clinical Neurosciences – Bronze award Radcliffe Department of Medicine o Department of Cardiovascular Medicine - Bronze award o Nuffield Department of Clinical Laboratory Sciences – applied November 2013 Nuffield Department of Obstetrics and Gynaecology – Bronze award Department of Oncology – applied November 2013 Nuffield Department of Orthopaedics, Rheumatology and Musculoskeletal Sciences – applied November 2013 Department of Paediatrics – Bronze award Nuffield Department of Population Health – applied November 2013 o National Perinatal Epidemiology Unit – Silver award Department of Primary Care Health Sciences – Bronze award
3 Department of Psychiatry – Bronze award Nuffield Department of Surgical Sciences – Bronze award
Pre-clinical Department of Biochemistry – Bronze award Department of Experimental Psychology – Bronze award Sir William Dunn School of Pathology – applied November 2013 Department of Pharmacology – applied November 2013 Department of Physiology, Anatomy and Genetics – Bronze award
Of our 28 eligible departments and units, 20 hold awards (five Silver, 15 Bronze), and six have submitted an application in November 2013.
Total number of university departments: 50
Percentage of SET departments as a proportion of all university departments: 52% of departments, employing 48% of academic staff and 85% of researchers
4 Acronyms and glossary:
ACF – Academic Clinical Fellow ACL – Academic Clinical Lecturer ASGAG – Athena SWAN and Gender Advisory Group Assessor - a senior university officer, responsible particularly for student welfare and finance Collegiate University - the University of Oxford, comprising the academic divisions and departments, Academic Services and University Collections (ASUC) and University Administration and Services (UAS), together with the Oxford colleges and permanent private halls. The colleges and PPHs are independent employers. CROS – Careers in Research Online Survey EDU – Equality & Diversity Unit IARU – International Alliance of Research Universities LERU – the League of European Research Universities MPLS – Mathematical, Physical and Life Sciences Division MSD – Medical Sciences Division OLI – Oxford Learning Institute, responsible for staff development OUCAGS – Oxford University Clinical Academic Graduate School OUSU – Oxford University Student Union OWN – Oxford Women’s Network, a network open to all women at the University OxFEST – Oxford Females in Engineering, Science and Technology, a student-run society OxRSS – Oxford Research Staff Society PDR – personal development review PIRLS – Principal Investigators and Research Leaders Survey PPH – Permanent Private Hall, founded by different Christian denominations RGEF - Russell Group Equality Forum RoD – Recognition of Distinction, the University’s promotions exercise which awards the title of professor to eligible staff; such staff are referred to as titular professors SSD – Social Sciences Division Statutory professor – a defined post, filled by open recruitment Titular professor – a member of staff awarded the title of professor in recognition of the excellence of their research; the award of a title does not entail changes to the individual’s underlying post UCU – University and College Union UL – University Lecturer, the main academic grade at Oxford and equivalent to a Grade 10 Professor elsewhere
5 1. Letter of endorsement from a Vice-Chancellor – maximum 500 words
An accompanying letter of endorsement from your Vice-Chancellor (or equivalent) should explain how SWAN plans and activities have and will in future contribute to the overall university strategy and academic mission. The letter is an opportunity for the Vice-Chancellor to confirm their support for the renewal application and to endorse and commend any activities which have made a significant contribution to the achievement of the university mission in relation to science, engineering and technology (SET).
2. The self-assessment process – maximum 1000 words
Describe the Self-Assessment Process. This should include:
a) a description of the self assessment team: members’ roles (both within the university and as part of the team) and their experiences of work-life balance, and how and why the team has changed since the original Bronze application;
The University’s 2010 Athena SWAN submission was overseen by the Athena SWAN University Committee. In November 2012 it was merged with two other committees – the Gender Equality Scheme Steering Group, and the Gender Panel of Education Committee – to form the Athena SWAN and Gender Advisory Group (ASGAG). All aspects of gender equality work, in relation to both staff and students, now fall under the remit of a single body.
Membership of the ASGAG evolves as staff members leave the University, change roles or step down from the committee, and as ex-officio post holders come to the end of their term of office. It is kept under constant review to ensure balanced representation of all stakeholder groups. Current membership of the ASGAG is shown in Table 1.
All but one of the academic staff on the ASGAG, and a number of the other group members, have children and have built their careers whilst balancing the demands of childcare. Three members currently have caring responsibilities for elderly parents. Five members have worked part-time and/or taken career breaks, four to manage caring responsibilities. The majority of group members have experienced the challenges of managing a dual career household. Across the group there is considerable experience of all aspects of university administration, including recruitment at all levels. The group also has broad experience of balancing work and family life with a range of community, voluntary and social interests.
6 Table 1: membership of the ASGAG, November 2013
Name Role and Experience Dr Stephen Pro-Vice-Chancellor (Personnel & Equality) Goss (Chair) University Lecturer in Pathology Director of the Oxford Learning Institute Has previously served as Faculty Board Chair, Director of Preclinical School, Chair of various review bodies in the medical school, and Senior Proctor Professor Head of Physical & Theoretical Chemistry Mark Brouard Department of Chemistry Athena SWAN lead Member of Chemistry Management Board and MPLS Divisional Board Chair of Chemistry Consultative Committee Trudy Coe Head of Equality and Diversity Dr Bríd Cronin Athena SWAN Co-ordinator, MSD Julian Duxfield Director of HR Dr Peggy Frith Deputy Director of Clinical Studies, Medical School MSD Athena SWAN Strategy Group member Dr Laura Researcher Development Officer Hodsdon Dr Katie Postdoctoral researcher, Department of Physiology, Anatomy and Jennings Genetics Co-ordinator of the postdoc NeuroNetwork Sarah Pine Vice President (Women), OUSU Adrienne Equality Advisor - Gender and Athena SWAN Hopkins (Secretary) Professor Statutory Chair of Microbiology Susan Lea Chair of Pathology Athena SWAN self-assessment team Dr Paul Lodge University Lecturer in Early Modern Philosophy Chair of Faculty of Philosophy Gender Charter Mark self- assessment team Rosie Senior Assistant Registrar Mortimer Athena SWAN lead, MSD Leigh Paton DPhil student, Department of Physiology, Anatomy and Genetics Chair of OxFEST Dr Penny Reader in Engineering Science Probert Smith University Assessor Dr Saira Divisional Secretary Shaikh Athena SWAN lead, MPLS Dr Catherine University Lecturer in Applied Linguistics Walter Vice Principal of Linacre College Professor Professor of Evolutionary Biology Stuart West Department of Zoology Athena SWAN Champion Alice Wilby Access and Outreach Officer, St Peter’s College
7 b) an account of the self assessment process, with reference to year-on-year activities since the original Bronze award application, details of the self assessment team meetings, including any consultation with staff or individuals outside of the university, how these have fed into the submission and been reported within the institution, and how the team has worked with departments to engage them in the Athena SWAN awards process;
The Athena SWAN University Committee and subsequently the ASGAG is responsible for oversight of the institutional action plan and has met termly for the last seven years (see Appendix for full commentary on progress). A smaller working group held four additional meetings between May and November 2013 to give more detailed scrutiny to key issues in preparation of this application.
Activity at department level has been driven by Divisional management teams, with central support. This has been the primary focus of our Athena SWAN work over the last three years, as the devolved structure of the University means that change can be achieved most effectively at department level. We have supported departments, for example by developing an online platform to provide staff data in the required format, and providing detailed feedback on draft applications.
There is resourcing for Athena SWAN at all levels: an Advisor for Gender and Athena SWAN in the central Equality & Diversity Unit (EDU), an Athena SWAN Co-ordinator in MSD, and dedicated posts in several departments. MPLS had a divisional Athena SWAN researcher until November 2012.
This focus has yielded results: from just one department with an Athena SWAN award in 2010, we currently hold 20 awards and expect all remaining departments to have applied for awards by April 2014.
Information about Athena SWAN, the actions that the University and departments are taking, and our progress and successes, has been communicated through a range of internal media:
The EDU, Athena SWAN and Oxford Women’s Network (OWN) newsletters; University magazines Blueprint and the Gazette; Divisional and departmental newsletters, e-updates and websites; Athena SWAN pages on the University website; Presentations at around 30 events, workshops and meetings; Information stands at all University-wide events and conferences.
The Vice Chancellor has signalled his commitment to equality and diversity at Oxford through the creation of a £1m diversity fund, to be used primarily to achieve greater gender diversity in academic appointments). This was
8 announced via an email to all University and college staff, a channel used rarely and only for high priority announcements. Equality and diversity was a key theme of his annual oration this October.
In preparing this application, the ASGAG has consulted extensively with stakeholders across the University:
The Senior Management Team (Vice-Chancellor, Pro-Vice-Chancellors and Heads of Division) participated in a half-day training session and facilitated discussion on unconscious bias, and identified a number of priority actions. Over the summer, all divisional management boards, department Athena SWAN self-assessment teams, and subscribers to the researcher staff and OWN mailing lists were invited to feed back on a draft of the application. The MPLS divisional board and MSD’s divisional Athena SWAN strategy group discussed the application at their October 2013 meetings. Focus groups were held with female academics, researchers and DPhil students. Discussions were held with staff at the Oxford Learning Institute (the University’s staff development unit), the University Careers Service and Personnel Services. The draft application and action plan, and a response to the issues raised during consultation, were posted to the University website.
The consultation exercise highlighted some important issues that the ASGAG had not previously identified and helped to shape our final action plan.
We have also drawn on data from our annual departmental HR compliance survey and the institution’s responses to the national CROS and PIRLS surveys.
We link and share good practice with other universities via the Athena SWAN London & South regional network, the Athena SWAN and admin-EO jiscmail mailing lists, the Russell Group Equality Forum (RGEF), the League of European Research Universities (LERU) and International Alliance of Research Universities (IARU) gender working groups, and Vitae, the national researcher development organisation. We have also attended around ten conferences and workshops on women and leadership and women in STEM to learn from others.
c) plans for the future of the self assessment team, such as how often the team will continue to meet, any reporting mechanisms and proposed consultation processes, and how the team will engage with SET departments to encourage them to apply for awards.
The ASGAG will continue to meet termly and will monitor implementation of the institutional action plan and departmental progress, conduct an annual review of
9 data, and consider whether further actions need to be introduced. It will continue to take a broad look at gender issues across the University, and ensure that lessons and good practice coming out of Athena SWAN are shared with non- STEM departments. We are particularly careful to identify where actions taken at department or divisional level have the potential to create disparities between different parts of the University, and to take steps to avoid this happening.
The ASGAG reports to the Equality & Diversity Panel, which in turn makes recommendations to the Education and Personnel Committees, two of the University’s five major decision-making bodies (see diagram 3). The ASGAG, E&D Panel and Personnel Committee are all chaired by the Pro-Vice-Chancellor for Personnel & Equality, who personally champions Athena SWAN and provides direct feedback to other senior officers and divisional boards. ASGAG representatives from the two STEM Divisions report back into divisional decision- making processes. Minutes and papers from ASGAG meetings are published on the University website.
Our aim over the next three years is to build on our success in introducing Athena SWAN at department level, and to achieve the substantive cultural change necessary to attain an institutional Athena SWAN Silver award by 2016. We will: a) support STEM departments to implement actions identified and to progress to higher awards; b) build our understanding of what we’re doing well, and extend this more widely; c) implement innovative institution-wide initiatives to support the retention and progression of women in academic careers; and d) support all Humanities and Social Science departments to apply for awards under the Gender Charter Mark. Our Philosophy Faculty is participating in the Charter Mark trial and a further five departments have already indicated that they will undertake a self-assessment process in 2014. [AP 1.1, 1.2 and 1.3]
[1,000 + 190 words]
Description of the institution – maximum 1000 words
Provide a summary of your institution, including information such as whether it is research or teaching focussed, the number of students and staff (academic and support staff separately), association with university mission groups (e.g. 1994 group, Russell Group, Million+), the size of the SET departments and any other relevant contextual information such as recent restructuring.
The University of Oxford is a collegiate university, comprising the central university, 38 independent, self-governing colleges, and six Permanent Private Halls (PPHs). The collegiate system gives students and academics the benefits of belonging to both a large, internationally renowned institution and to a smaller, interdisciplinary college community.
10 Broadly speaking, the colleges select undergraduate students and provide them with weekly small group teaching (tutorials). They provide both undergraduate and postgraduate students with pastoral care and support for their educational development, as well as accommodation, meals, common rooms, libraries, sports and social facilities. The Conference of Colleges represents the collective view of the colleges, and has representation on central University committees.
The central University determines curricula; organises lectures and seminars; provides libraries, laboratories, museums, computing facilities, etc.; admits and supervises graduate students; sets and marks examinations; and awards degrees.
The University has over 22,000 students - 11,832 undergraduates and 10,948 postgraduates. The central University employs 10,998 staff members - 1,627 academics, 3,650 researchers, 2,929 academic-related staff (Grades 6 upwards), and 2,792 support staff (Grades 1-5).1 Most permanent academic staff are appointed jointly by a University department and a college, and hold separate contracts with the two employers. The colleges and PPHs employ a further 5,500 staff.
This application refers only to staff employed by the central University, including joint appointments, and to central University policies and practices. However, a key message coming out of our consultation process was the need to engage more closely with the colleges on equality and diversity issues. [AP 6.1]
We are a research-intensive university, with research income for 2012/13 forecast at £556 million. Of this sum, £123.9 million was HEFCE research funding, and £440 million externally funded grants and contracts. 85% of research staff are employed in STEM departments. The University is a member of the Russell Group, LERU and IARU.
The University has fifty academic departments, divided into four divisions: Mathematical, Physical and Life Sciences (MPLS), Medical Sciences (MSD), Humanities, and Social Sciences. Much decision-making is devolved to divisions and departments, which have their own administrative structures. The University’s governance structure is described in section 4.
The University is situated across over 300 properties in Oxford city centre, at the five Headington hospital sites on the outskirts of the city, and at the Begbroke Science Park, 10 miles from Oxford.
1 31 July 2012 snapshot
11 Diagram 1: Map of key university sites
Making progress on gender equality is one of the University’s key strategic priorities, demonstrated in our Strategic Plan 2013-18, our commitment to Athena SWAN and the Gender Charter Mark, and the launch in July 2013 of the Vice Chancellor’s Fund for Diversity. The highly devolved, geographically dispersed and collegiate structure of the University present us with some unique challenges - but ones that we are more than willing to engage with.
12 Provide data and a short analysis for at least the last three years (including clearly labelled graphical illustrations where possible) on the Female:male ratio of FTE academic staff and research staff– researcher, lecturer, senior lecturer, reader, professor (or equivalent) – across the whole institution and in SET departments, commenting on changes and progress made against the original action plan and Bronze university application.
Diagram 2: Simplified career structure at the University of Oxford
Oxford has a distinct career structure:
There are two main categories of tenured academic post: Statutory Professor and University Lecturer (UL). Both Statutory Professors and ULs are recruited through open advertisement and appointed on a permanent contract to retirement once they have passed any probation pertaining to the post. ULs are senior academic posts, recruited at Grade 10, and the starting salary equates to that of a Professor or Senior Lecturer at other universities. The average age at appointment is 37.5 years and many ULs have held professorial posts elsewhere. In recognition of their seniority, it was agreed this term that UL posts will in future be styled 'Associate Professor'. Titular professors are ULs and senior researchers who have been awarded a professorial title in the ‘Recognition of Distinction’ (RoD) exercise, Oxford’s promotions exercise (described in section 3 (i) c). Although statutory and titular professors are distinct roles, both equate to Professorial appointments elsewhere, and we report on combined figures in our HESA returns. This is reflected in our data.
13 Alongside the tenured academic career path, a small but growing number of staff are choosing to forge research-only careers. Clinical academic medicine has its own career pathway, but approximate equivalent career stages have been mapped in the above diagram, and are included in our data accordingly. Due to the senior nature of the UL post, there is no clear, linear career path from postdoctoral researcher to tenured academic. Although some staff progress from postdoc to Research Fellow to UL, it is more typical for postdocs to move to first academic posts at other universities, some of whom return to Oxford at a later stage, and for ULs to be recruited externally from an international field. Departmental Lecturers are generally fixed-term, Grade 7 posts, used to increase teaching capacity. Clinical Lecturers are fixed-term posts that are part of the clinical academic training route, and spend 50% of their time undertaking postdoctoral research. Both are included here for completeness of data but do not represent a step towards a tenured post, although they do provide valuable teaching experience for those considering an academic career.
The figure below shows the current proportion of women at each career stage across the University as a whole, in all STEM disciplines and in our two STEM Divisions. There are variations between disciplines but the general picture is one of declining proportions along the ‘pipeline’, with a particularly marked attrition at the transition to UL.
Figure 1: Proportion of women at each career stage, 2012
14 As shown in the figures below, the number of female professors at Oxford has increased in both absolute and percentage terms, from 17% to 20%, over the last three years, and is in line with the national average (19.8%). The same is true of our STEM departments, where the proportion of female professors has increased from 13% to 16% over the last three years, in line with the national average of 15.6%. There are variations between disciplines and between the two STEM Divisions, as shown in Table 2.
Figure 2: Academic staff at the University of Oxford
Figure 3: Academic staff in STEM
15 The most senior academic post at Oxford is that of statutory professor. Since 2010 the number of female statutory professors has increased from 22 to 30 (from 5 to 10 in STEM), and the number of male statutory professors has increased from 212 to 223 (from 102 to 115 in STEM). This represents an increase in the proportion of women from 9% to 12% across the University and from 5% to 8% in STEM.
While we have made some progress, it is clear that we are still a long way from achieving gender balance at professorial level. As turnover of academic staff is only around 5% per year, the pace of change will be slow but over the next three years we will implement a range of measures to strengthen our recruitment of senior women. [AP 2.2 and 2.3]
Table 2: Academic staff at the University of Oxford
Year Female Male Professor 2010 University 125 17% 597 83% All STEM 54 13% 360 87% MSD 32 17% 153 83% MPLS 22 10% 207 90% 2011 University 129 18% 589 82% All STEM 57 14% 357 86% MSD 32 17% 158 83% MPLS 25 11% 199 89% 2012 University 164 20% 665 80% All STEM 74 16% 403 84% MSD 46 20% 188 80% MPLS 28 12% 215 88% University 2010 University 205 29% 495 71% Lecturer All STEM 45 16% 239 84% MSD 19 20% 77 80% MPLS 26 14% 162 86% 2011 University 213 30% 489 70% All STEM 45 16% 232 84% MSD 18 20% 73 80% MPLS 27 15% 159 85% 2012 University 194 30% 448 70% All STEM 46 18% 208 82% MSD 19 25% 58 75% MPLS 27 15% 150 85%
Across the University, the proportion of female ULs increased from 28% in 2010 to 30% in 2012. In STEM, the proportion increased from 16% to 18%. It is difficult to make year-on-year comparisons of the absolute numbers of ULs, as numbers fluctuate according to the number of individuals promoted to professor in the RoD exercise.
16
The transition to UL is our greatest point of attrition and our biggest challenge over the next three years is to increase the number of female ULs. This will require a combination of targeted actions around recruitment, and for the University to take a lead in growing the pipeline at more junior levels. These are explored in more detail in sections 3(i)b and 3(ii)a. [AP 2.2., 2.3, 3.3, 3.4, 3.5 and 3.6]
Figure 4: Research staff at the University of Oxford
Figure 4 shows the numbers and proportions of researchers across the University. 85% of these are in MPLS and MSD, and proportions of female and male researchers in STEM departments are identical to those shown here. Over the last three years, the number of female researchers has increased in absolute terms while the proportion has remained steady at around 43%. This is comparable to the sector average for non-professorial academic staff (HESA definition, includes academic and research staff) in SET disciplines (42.8%), and with the proportion of DPhil students in STEM disciplines at the University (42%).
There are large variations by discipline and Division: 27% of postdoctoral researchers in MPLS and 54% of those in MSD are women. Both Divisions experience a small decline from DPhil level, where 34% of students in MPLS and 56% of students in MSD are women. A focus group conducted with female DPhil students suggested that many decide at an early stage that they don’t wish to pursue an academic career, based on negative perceptions of what it involves. We will counter this by working closely with OxFEST and departments to provide clear information on academic career pathways and link students with positive role models. [AP 3.1]
17 As with the tenured academic career path, and due to the structure of research funding, there is no automatic linear progression through the research grades. The large number of Grade 7 postdoctoral researchers in comparison to higher grade posts makes it inevitable that many move to other universities as their career progresses. The actions that the University takes to support all postdocs to prepare for their next career stage, at Oxford or elsewhere, are described in section 3(ii)a.
Figure 5: Researchers in STEM by grade
Attaining independent researcher status is the most important step in the transition from postdoc to UL. The proportion of women in research Grades 8 and 9 provides a rough proxy for this step, and it would appear that we are successfully supporting women to secure Research Fellowships: both the numbers and proportions of women in these grades have increased over the last three years, and the proportions are slightly higher than at Grade 7.
However, there is not necessarily a direct correlation between job grade and independent researcher status, and the different IT systems used to record HR and research application data do not allow easy comparison of the two. We are currently investigating ways of obtaining data on the proportion of women who apply for and hold independent research grants. Once the data is available we will reassess whether further actions are needed to support women to make the transition to Research Fellow, and our most senior research roles. [AP 3.4]
[1,000 + 650 words]
18 Supporting and advancing women’s careers – 4500 words in total
Please provide a report covering the following sections. Within each section provide data for at least the last three years (including clearly labelled graphical illustrations where possible) and a short analysis of the data sets listed, commenting on changes and progress made measured against the original action plan and Bronze application, including details of successes and where actions have not worked. Comment on plans for the next three years, which should also feature in your new action plan.
Please also attach the action plan from your last application with an additional column indicating the level of progress achieved (e.g. zero, limited, excellent, completed for each action
3. Key career transition points
(i) Comment on the effectiveness of policies and activities in your institution that are supportive to women’s career progression in your SET departments at key career transition points as demonstrated by the following data.
a) Female:male ratio of academic staff on fixed-term contracts vs. open-ended (permanent) contracts – across the whole institution and in SET departments.
Figure 6: Academic staff at the University of Oxford by contract type
The above figure shows that 83% of female and 88% of male academic staff are employed on permanent contracts. All statutory professors and ULs are recruited on permanent contracts to retirement. Fixed-term contracts are only used for:
19
A very small number (ten) of statutory professors and ULs with contract extensions beyond the normal retirement age; Externally-funded researchers with professorial titles; Clinical academic posts, which are fixed-term as per external regulations; Departmental lecturers, who are generally recruited to cover periods of teaching shortfall.
The small disparity in the proportion of women and men on fixed-term contracts can be explained by the higher proportion of women in departmental and clinical lecturer posts relative to tenured academic posts. There is no disparity between women and men at equivalent career stages.
Figure 7: Academic staff in STEM by contract type
In STEM departments, there is a higher proportion of female professors (17%) on fixed-term contracts as compared to men (11%). These are all senior researchers with professorial title, and the disparity reflects the relatively low proportion of women in tenured academic posts.
20 Figure 8: Research staff at the University of Oxford by contract type
The majority of the University’s research staff are initially recruited on fixed-term contracts, the length determined by external funding. There is less than one percent variation in the proportions of researchers on fixed-term contracts between Divisions or by sex.
Given the large numbers of researchers funded by time-limited grants and stringent University regulations regarding redundancy (which can only be amended with consent of the Privy Council), it would not be feasible for the University to systematically recruit to or transfer all researchers onto open-ended contracts, though departments are encouraged to do this locally wherever possible.
Any renewal of a fixed-term contract must be objectively justified and the University gives clear guidance on when an open-ended contract should be considered. It conducts regular reviews of departments with large numbers of contracts coming to an end to ensure that guidance is being followed and involves the unions in these discussions.
While we do not expect to significantly change the proportion of researchers on fixed-term contracts, we do take steps to address concerns and help staff manage the risks involved. The University takes seriously its role in supporting all postdocs to plan for their future career, as described in section 3(ii)a, which includes support from the Careers Service for all researchers approaching the end of a fixed-term contract.
b) Female:male ratio of academic staff job application and appointment success rates – across the whole institution and in
21 SET departments. Comment on any positive action taken to ensure diverse applicant pools and short lists.
Recruitment of statutory professors is monitored by a dedicated Senior Appointments Team. Figure 9 shows combined data for the last three years. In this period, 66 statutory professors were appointed, of whom 56 were male and 10 female (15%). This cohort of recently recruited professors compares with a total proportion of female statutory professors of 12%. In STEM, women represented 11% of applications, 6% of interviewees and 9% of appointments. This compares to a current total proportion of 8% female statutory professors.
It is difficult to draw conclusions about the decrease in the proportion of women between application and appointment as applications are not made equally across all posts: one quarter of posts in STEM failed to attract female candidates. This reflects the fact that many posts, particularly in clinical medicine, draw on an extremely small pool of potential candidates. Nevertheless, from this term all selection committees are required to report on the steps they have taken to encourage women to apply. Recruitment will only be allowed to proceed with an all-male shortlist in exceptional circumstances.
We will take further action over the next year to identify and encourage suitably qualified women to apply for posts, and to avoid bias in our recruitment processes. [AP 2.2 and 2.3]
In the longer term, we will seek to expand the pool of qualified candidates through measures to encourage more women to progress in academic careers. [AP 3.1 to 3.6]
Figure 9: Recruitment to statutory professor posts, 2010-12
22 Data for all other posts is collated and analysed by the EDU. The move to an e- recruitment system in 2012 has improved the capture of data for research staff, as evidenced by the lower proportion of applicants recorded as ‘sex unknown’: a decrease from 11% in 2010 to 3% in 2012. The system is not yet used for academic posts, and data collection for these posts is inconsistent. Further action will be taken to ensure availability of accurate data. [AP 2.1]
Figure 10: Recruitment to academic posts
Figure 11: Recruitment to research posts
Data for both academic and research posts indicate that the proportion of women appointed to posts is generally higher than the proportion of women applying.
23 Where variations occur, there are very small numbers of posts involved. To minimise the potential for bias in our recruitment process we:
Require all chairs of recruitment panels to have completed the University’s recruitment and selection course (which includes a section on E&D); and encourage all staff who regularly sit on panels to do likewise. Introduced additional training on unconscious bias in 2013, starting with the senior management team, which will be rolled out across the University in 2014. [AP 2.2] Have introduced a target for recruitment panels for senior posts to have at least one third female representation.
As with statutory professors, our main issue is that academic posts in STEM tend to attract low proportions of women candidates. The actions referenced above equally apply here. [AP 2.3]
A related issue is that turnover of senior posts is very low. The University is mindful of this and has adopted an Employer Justified Retirement Age (EJRA) of 67 for academic and research staff. One of the stated aims of the EJRA is: ‘promoting equality and diversity, noting that recent recruits are more diverse than the composition of the existing workforce, especially amongst the older age groups of the existing workforce and those who have recently retired’. If staff request to work beyond the EJRA, the impact on the promotion of diversity is one of the factors taken into consideration.
c) Female:male ratio of academic staff promotion rates across the institution and in SET departments – comment on the effectiveness of the process by which staff are identified and recommended for promotion.
The main internal promotion process at Oxford is the Recognition of Distinction exercise. ULs and senior researchers are invited to apply for the title of Professor, the main criteria being that they are judged to have produced research of outstanding quality, with significant international reputation, and comparable in distinction with that expected of a professor in other major research universities.
Until 2010 the RoD was run every two years. In 2012 it was suspended to allow for a thorough review of the process. This showed a success rate of 56% for both male and female applicants, but that a lower proportion of eligible women applied (13% F, 18% M). It concluded that in some disciplines female lecturers are at an earlier stage of their career but that women also needed more encouragement to apply.
The next RoD round will be announced this term and it will now run annually. Guidance issued to departments will include steps to ensure that eligible women are encouraged and supported to apply, including through mentoring by the
24 Head of Department. We will monitor the impact of the proposed changes from a gender perspective. [AP 2.5]
Linked to this, and following widespread consultation, the University is introducing two major changes to the pay and career structure of academic staff at Oxford, in order to provide greater transparency and consistency, and support the careers of female academics. From 2014, all academic staff who have been awarded the title of Professor will be eligible for a permanent additional salary payment and will have access to the same scale of discretionary salary increments as statutory professors. In addition, all staff on the main lecturer grade will have the title of ‘Associate Professor’.
Apart from the RoD, the main route to promotion is through applying for a higher grade post. Although ULs are recruited from an open, highly competitive, international field, we recognise the need to identify and retain our most talented researchers. A significant programme of skills development and training is already offered by the Oxford Learning Institute (OLI) and by Divisional offices to support career and personal development at each career stage, described in the following section. To further enhance this, we have applied to the Elsevier Foundation for a substantial grant to fund a targeted development programme for female Research Fellows wishing to make the transition to a permanent academic post. If the grant bid is unsuccessful, we will look for alternative funding. [AP 3.5]
Career development
(ii) Comment on the effectiveness of policies and activities in your institution that are supportive to women’s career development in your SET departments.
a) Researcher career support and training – describe any additional support provided for researchers at the early stages of their careers, such as networks and training, staff appraisal scheme, and whether the institution is signed up to the Concordat.
The University is signed up to the Concordat and in 2011 applied successfully for the European Commission's Badge for HR Excellence in Research. It works with departments and research staff to promote full implementation of the Concordat through Oxford's own Code of Practice for the Employment and Career Development of Research Staff. Progress is monitored by the Research Staff Working Group; this is chaired by the Pro-Vice-Chancellor (Personnel and Equality) and has broad representation from the Divisions and service units supporting research staff, and from the UCU. For many departments, implementation of the Code of Practice enhances their work to obtain Athena SWAN awards.
25 Since 2011 this work has been supported by a dedicated Researcher Development Officer, based in the OLI, as well as posts at divisional level. A Code of Practice Implementation Group brings together staff from OLI, the Careers Service, Personnel Services and the EDU, and representatives of the Oxford Research Staff Society, to co-ordinate initiatives and align them with Athena SWAN.
There is excellent provision of a wide range of career development opportunities for researchers, for example:
Targeted skills training from OLI, the Careers Service and Divisions, including personal development and interpersonal skills, career management, job search and interview skills, and applying for and managing research grants. Best practice in the delivery of skills training is shared at termly meetings of the University Skills Group. Uptake of courses is higher amongst women who constitute 50.4% of university staff but 68% of training participants. Targeted research support web pages2, including: resources for new starters; career and professional development opportunities; funding and managing projects; public engagement; and IT support and data management. A termly induction session for new research staff, held alternately in the city centre and Headington, which augments an online induction programme. Tailored web resources for DPhil students3 include advice on making the transition to a first research post. The Oxford Research Staff Society, relaunched in 2013, provides a collective voice for researchers employed by the University. It also organises networking activities across departments and Divisions, for social and professional purposes. A research staff conference, Research Connections, in July 2013 was aimed particularly at early career researchers. The event involved plenary talks, panel discussions, workshops, an exhibition and drinks reception, and attracted 180 participants. Dedicated careers events for researchers have been held in departments including Chemistry, Oncology and Physics, and received positive feedback. Both male and female participants particularly appreciated the opportunity to hear about different career paths and learn about the range of support available to them. The Springboard women’s development programme is currently run six times per year, and is promoted to female researchers. In July 2013, the 1000th woman completed the programme. In an evaluation survey, over 80% of respondents reported that they felt they had clarified their career
2 www.ox.ac.uk/research/support_for_researchers/index.html 3 www.apprise.ox.ac.uk
26 goals and gained in confidence, two thirds had taken on new responsibilities at work or were planning to do so, and one third had sought and received promotion. 35% of participants have been from MPLS and MSD.
We continue to review our provision to ensure that all research staff, and women in particular, have appropriate opportunities to develop their careers.
In response to feedback that some researchers are unaware of the range of opportunities available, the Researcher Development Officer has worked with colleagues to improve communication with research staff through:
A leaflet for new starters, other researchers and their managers to give an overview of available support; A mailing list for research staff, with over 1,000 subscribers, to inform them about forthcoming courses and to circulate relevant news items; A Twitter account, @ResStaffOxford, which has over 1,000 followers.
A common theme throughout the consultation process was that we need to do more to clarify the different career paths and options at Oxford, not least to early career researchers. Confusion about career paths means that researchers often don’t know what development they need at what stage in order to progress in their careers. [AP 3.3.c]
We recognise that personal development review (PDR) is a key area that we need to strengthen to systematically encourage women (and men) to prepare for their next career stage. Historically there has been cultural resistance at Oxford to what is perceived as ‘performance management’ but this is beginning to change. Our annual HR compliance audit shows that 52% of departments currently hold PDR discussions with researchers, and others plan to introduce them this year. Nearly all STEM departments have committed to introducing PDR for researchers in their Athena SWAN action plans.
Responsibility for implementation lies at department level with support provided from the centre. Resources to support the setting up and implementation of PDR schemes are available online and training is available on request. OLI has reported a significant increase in demand: 14 departments or research units in MPLS and MSD were supported in 2012/13. We will continue to promote resources, provide training, share good practice across departments, and engage PIs to play a stronger role in encouraging researchers to move into academic careers. [AP 3.2]
b) Mentoring and networking – describe any mentoring programmes, including any SET-specific mentoring programmes, and opportunities for networking.
27
There are mentoring and networking opportunities available to women at all career stages:
The Ad Feminam mentoring scheme, launched in 2011, provides support for senior female academics and administrators who aspire to leadership roles. Now into its second round, 41 mentoring partnerships are in place in 2012-13 (nine in STEM), with mentees matched with the most senior male and female leaders in the University including the Vice Chancellor, Pro- Vice Chancellors and Heads of Division. Beyond the benefits of the programme itself, participants act as a focus group on issues relating to women’s careers in academia. The Academic Leadership Development Programme (ALDP) is a positive action programme that brings together women (and BME staff, who are also underrepresented at senior levels) to introduce them to what is involved in leadership roles in the University. Participants work with others from their Division or department on small projects and the programme involves an element of mentoring. In 2012-13, 20 of the 25 participants were women, 12 of whom were from STEM departments. There is a university network of over 1,000 Springboard graduates; a Facebook page was launched in May 2013. Oxford Females in Engineering, Science and Technology (OxFEST), a student-led society with 800 members, provides a support network for all women in science at Oxford. Targeted outreach activities have increased the number of undergraduate members by 100 in the last year. Mentoring and networking opportunities are provided through: o Regular speaker events, socials and skills development sessions o A mentoring scheme open to all members o An annual Symposium o A Facebook page and website Oxford University Clinical Academic Graduate School (OUCAGS) offers: o The Women in Academic Medicine Support Programme for academic clinical lecturers (ACLs), which provides regular networking and career development sessions. o A group mentoring scheme for academic clinical fellows (ACFs) and ACLs. A network of female academics in MPLS meets once a term, and there are department-level networks for women in Chemistry, Computer Science, Engineering, Mathematics and Physics. The Oxford Women’s Network (OWN) circulates an electronic update of news and events to women across the University every fortnight.
Cross-divisional mentoring schemes for researchers are being introduced in MPLS and MSD, and will bring together researchers from different departments in a small-group mentoring model. The schemes were developed in response to
28 demand from departments who identified the need for mentoring in their Athena SWAN applications. [AP 3.3.b]
(iii) Comment on the effectiveness of activities in your institution that raise the profile of women in SET generally and also help female staff to raise their own profile such as:
a) Conferences, seminars, lectures, exhibitions and other events.
Hundreds of events take place within the University every term, providing opportunities for women to raise the profile of their work. It is not logistically possible to monitor the representation of women in all of these but several MPLS and MSD departments have committed to maintaining gender balance in their seminar series as part of their Athena SWAN action plans. Where numbers of women are small, departments are finding innovative ways to bring in external female speakers, for example, Earth Sciences applied to an internal fund to pay for a prominent woman academic to visit from the States.
There are also events that focus specifically on women in science. The Dorothy Hodgkin memorial lecture and OxFEST Symposium are organised annually to coincide with International Women’s Day. To celebrate this year’s Ada Lovelace Day, IT Services organised a Women in Science Wikipedia Editathon to improve the representation of women - and Oxford women in particular - in Wikipedia, and the Department of Physics held a Celebration of Women in Astronomy, hosted by Professor Dame Jocelyn Bell Burnell.
In 2014, a major programme of events will mark the 40th anniversary of the first co-educational colleges. A series of seminars on different professions in which women are under-represented will include a high-profile Celebration of Women in Science, to be held at the Royal Society.
Actions to encourage women to participate in events are taken at department level. We will identify further opportunities for female scientists to raise their profile as we develop our communications strategy. [AP 1.4.b]
b) Providing spokeswomen for internal and external media opportunities.
Oxford academics appear in the media on a daily basis: for example, in October 2013, the Press Office identified 39 female scientists who had featured on the radio, or in the local, national or international press.
The ‘Directory of Experts’ is available on the University website as a resource for journalists. Of the 156 scientists signed up to the database, 37 (24%) are
29 women. The Press Office also receives calls directly from journalists and often suggests colleagues who may not be signed up to the database.
The Public Affairs Directorate offers a number of communications workshops, including media training, and there is comprehensive guidance on engaging with the media on its web pages.
We will continue to encourage women scientists to sign up to the Directory of Experts and encourage department-level media training, based on a pilot to be run in Experimental Psychology. [AP 4.3.b and c]
c) Nominations to public bodies, professional bodies and for external prizes.
Significant numbers of women at Oxford have been recognised with external awards. To give some examples:
In the last three years, five female scientists have been recognised in the New Year Honours and Queen’s Birthday Honours: Professor Dame Carol Robinson (Chemistry) was awarded a DBE, Professor Lorna Casselton (Plant Sciences) a CBE, Professor Alison Noble (Biomedical Engineering) an OBE, Dr Lucy Carpenter (Statistical Epidemiology) an MBE, and Professor Dame Valerie Beral (Cancer Epidemiology) was made Companion of the Order of Australia. In May 2013, Professor Judith Armitage (Biochemistry) and Professor Julia Yeomans (Theoretical Physics) were elected as Fellows of the Royal Society (FRS). There are currently 16 female FRSs at Oxford, representing almost 20% of the total number of female FRSs. In May 2013, Professor Barbara Casadei (Cardiovascular Medicine) and Professor Xin Lu (Cancer Research) were elected as Fellows of the Academy of Medical Sciences. The total number of female Fellows at Oxford is 11. Professor Frances Ashcroft (Physiology) was the 2012 L’Oréal-UNESCO For Women in Science European Laureate; Dr Emily Flashman (Chemistry), Dr Monika Gullerova (Molecular Biology), Dr Dora Biro (Zoology), Dr Nathalie Seddon (Zoology), Dr Ashleigh Griffin (Zoology), Dr Tamsin Mather (Earth Sciences) and Dr Theresa Burt de Perera (Zoology) are past winners of L’Oréal-UNESCO For Women in Science UK & Ireland Fellowships. All continue to develop their careers at the University.
In 2014, OxFEST will launch its own awards scheme to recognise and encourage young female scientists, and give students and early career researchers the opportunity to recognise the women who inspire them.
30 To build on our good track record, the University will encourage departments to compile and update lists of women who might be suitable for nomination for external awards. [AP 4.3.d]
We also have a number of senior women sitting on external bodies. For example:
Professor Dame Kay Davies (Anatomy) is the Deputy Chair of the Wellcome Trust. Professors Frances Kirwan (Mathematics) and Angela McLean (Mathematical Biology) serve on the Royal Society Council.
This is something that we could use to better advantage, and we will seek to support our male and female academics in external positions to influence debates on equality and leverage change in the sector. [AP 6.2]
4. Organisation and culture
(i) Comment on the effectiveness of policies and activities in your institution that show a supportive organisation and culture in your SET departments as shown by the following data.
a) Female:male ratio of Heads of School/Faculty/Department across the whole institution and in SET departments. b) Gender balance on the senior management team at university level. c) Gender balance on influential committees at university level.
The diagram below illustrates the University’s governance structure. The University’s Council is responsible for the academic policy and strategic direction of the University. It operates through five major committees: Education; General Purposes; Personnel; Planning and Resource Allocation; and Research. Final responsibility for legislative matters rests with Congregation, which comprises over 4,500 members of the academic, senior research, library, museum and administrative staff.
Day-to-day decision-making is devolved to the University's four Academic Divisions, which each have a full-time divisional head and an elected divisional board, and to departments.
31 Diagram 3: Governance structure at the University of Oxford
Council and the committees are made up of a combination of ex-officio senior officers and elected members. In 2012-13, 40% of Council members were female and female representation on the five major university committees ranged from 28% to 41%.
Table 3: Representation of women on major university decision-making bodies, 2012-13
Male Female % Female % Female in 2010 Council 15 10 40% 29%
Education 13 9 41% 29% Committee
General Purposes 9 4 31% 17% Committee Personnel 11 7 39% 40% Committee
Planning & 13 5 28% 21% Resource Allocation Committee Research 17 6 26% 25% Committee
32 The proportion of female heads of department (14%) has increased slightly since 2010 when 12% of heads were women, but has decreased from 9% to 0 in SET departments. It should be noted that the number of departments has more than halved in this period.
Table 4: Number of male and female Heads of Division and Department, 2012-13
Male Female % Female Head of Division 3 1 25% MPLS 1 0 MSD 1 0 Humanities 0 1 Social Sciences 1 0 Associate Head of Division 10 5 33% MPLS 3 3 MSD 5 1 Humanities 2 1 Social Sciences 0 1 Head of Department 43 7 14% MPLS 10 0 MSD 16 0 Humanities 8 2 Social Sciences 9 5
Nine departments in MPLS and MSD have sub-departments. Of these, five have female sub-department heads: Biochemistry (2 of 5), Clinical Medicine (3 of 9), Clinical Neurosciences (1 of 2), Experimental Psychology (2 of 4), and Oncology (2 of 3).
Our 2010-13 Athena SWAN action plan outlined measures to support women’s participation in decision-making, in particular through launching the Ad Feminam mentoring scheme. While we have achieved good levels of female representation at committee level, initiatives haven’t improved female representation at Head of Department level, except in Social Sciences where succession planning has yielded positive results. Further action is needed, at all levels to bring about greater representation of women. [AP 4.1]
We recognise that equal representation is not the same as having an effective voice, and that women frequently feel under greater pressure to ‘perform’ once they reach strategic positions. We will review what additional support women may need when taking on leadership roles for the first time. [AP 4.1.d]
d) Evidence from equal pay audits/reviews.
The University conducts two triennial equal pay reviews, one for staff on the main salary and grading structure, including research and academic staff; and one for
33 senior staff. The 2013 reviews are currently underway and results will be available in early 2014. In broad terms, the last equal pay review for staff on the main salary and grading structure revealed very few pay gaps, and across the board the results clearly demonstrated the University was achieving equal pay for work of equal value.
e) Female:male ratio of staff in the 2008 Research Assessment Exercise/ Research Excellence Framework – across the whole institution and in SET departments.
The University has conducted an interim equality analysis of submission rates in the REF which showed no statistically significant differences in the proportion of women likely to be submitted. It will conduct a full equality analysis from January 2014, which in addition to analysing submission rates by gender, will look at the distribution by gender of staff disclosing complex individual circumstances.
f) Transparent workload models – describe the effectiveness of the systems in place to ensure that work, including pastoral and administrative responsibilities, is allocated transparently and equitably, and is rewarded and recognised in appraisal and promotions.
Decisions about workload allocation are made at department level and, in the case of ULs, in conjunction with the colleges. University policy is for departments to develop their own models that take into account their specific needs. However, central support is offered to share good practice across departments. We recognise that there needs to be a balance between ensuring female representation in decision-making and on recruitment panels, and avoiding senior women being overburdened with administrative tasks. This is a key factor that we will encourage departments to monitor. [AP 4.2]
g) Work-life balance – describe the measures taken by your institution to ensure a healthy work-life balance including, for example, that meetings and other events are held during core hours and to discourage a long hours culture.
In a devolved and collegiate structure the central University cannot determine core hours across the institution. Instead, it leads by example and the main University Committee meetings are generally held from 11.00-1.00.
Other decisions about the timing of meetings, events, etc. are made at department level. All STEM departments have looked at their own practice as part of their Athena SWAN applications and have made adjustments where they felt it to be necessary. Nearly all have introduced core hours of 10.00 to 4.00.
34 The University has a policy on preventing and managing stress. In 2011, OLI introduced ‘Managing Yourself’, a suite of workshops designed to help managers and their staff towards healthier working practices.
The staff gateway section of the University website includes a ‘time out’ section which includes details of events, social groups and sports facilities, and associated staff benefits.
As part of our action to develop case studies illustrating models of flexible working (see next section), we will identify senior role models who have found strategies to maintain a healthy work-life balance. [AP 5.1.b]
h) Publicity materials, describe policies for production of publicity materials including the institution’s website or images used.
All online and printed materials produced by the Public Affairs Directorate promote gender equality and diversity through the images they use, e.g. photos of and quotes from female science students are common in prospectuses. A photo shoot was commissioned to build a bank of images and these are available to all University departments via the online image library.
Deliberate attention is paid to the gender balance of all sections of the institutional website. For example, of the 20 academic staff members featured on the ‘wall of faces’ (a series of one-minute videos about life at Oxford), nine are women; the ‘fact of the day’ feature regularly highlights the achievements of Oxford women and the role they have played in challenging gender stereotypes and inequality.
The University’s website includes a ‘women at Oxford’ section. This features a number of video interviews celebrating women’s roles at Oxford, and podcasts of female scientists talking about their career paths and research.
5. Flexibility and managing career breaks
(i) Comment on the effectiveness of policies and activities in your institution that are supportive of flexibility and managing career breaks in your SET departments as shown by the following.
a) Flexible working – describe how eligibility for flexible and part-time working is advertised to staff.
The University policy on the right to request flexible working, including part-time hours, is available on the staff gateway section of the University website and in
35 the staff handbook. Communication of this, and of arrangements for informal flexible working, is via department-level induction.
The annual HR compliance audit showed that 70% of STEM departments received formal requests for flexible working in the last year, a total of 59 requests, all of which were approved. Many more staff benefit from the University’s culture of informal flexible working practices. Feedback to departments during their Athena SWAN self-assessment processes tells us that this is highly valued, and that most academic and research staff would find a formal process more restrictive.
Both women and men make use of informal flexible working patterns to help balance the demands of family and work: for example, it is common for academic parents to leave work at 3.00 or 4.00 to pick up children from school and to make up the time at home; and departments support working parents in timetabling lectures after 9.30 to allow for school and nursery drop-offs.
We will continue to raise awareness of the different options for flexible working and develop a new web resource giving case study examples of how flexible working is used to accommodate caring responsibilities and to achieve healthy work-life balance. [AP 5.1.b]
b) Parental leave – the uptake of leave entitlement (including maternity, parental, adoption and paternity leave) and the return rates and support offered to those returning to work.
The University offers generous maternity leave pay (26 weeks full pay, 13 weeks SMP, 13 weeks unpaid leave). Leave is managed – and support on return offered – at department level.
The numbers of women not returning to work after maternity leave are small and department Athena SWAN applications show that reasons vary, e.g. families relocating or women moving to new jobs at other institutions. There are, however, three areas of concern:
Women (and men) are not always aware of their rights and entitlements; There are particular difficulties related to managing maternity leave for researchers on fixed-term contracts; Female academics need additional support to get their research back on track on return from maternity leave.
The first of these points is being addressed by developing new ‘friendly’ guidance on maternity and paternity entitlements and how to manage these, which will complement existing formal policies. These materials will be available on our website and departments will be encouraged to use them during induction and on local websites. [AP 5.1]
36
Figure 12: Maternity return rate at the University of Oxford, Grades 7 upwards
Figure 13: Maternity return rate in MPLS and MSD, Grades 7 upwards
We have discussed the issue of maternity leave for researchers on fixed-term contracts with the RGEF as this is an area of common concern. Oxford will continue to take the lead in lobbying RCUK and other funders to change their policies and adopt fair and consistent practices. We will also work with departments to make sure that they understand the different rules of different funders, and how to apply them in their context, as this is a common area of confusion. [AP 5.2]
37 Over the last two years, we have used EPSRC grants to support those returning from maternity leave (or leave for other caring responsibilities) to re-establish their research. 29 grants of up to £10,000 were made to staff working in the EPSRC remit. They were used for: teaching buyouts; research and administrative assistance; attendance at UK and overseas conferences; collaboration and learning visits to overseas research institutions; visits of research collaborators to Oxford; small equipment purchases; and training. Feedback from those awarded grants has been overwhelmingly positive, and we will explore the possibility of establishing a university-wide returners’ scheme based on this model. [AP 5.3]
The University has a good track record in supporting women to re-establish their scientific careers following a career break. It has hosted nine Daphne Jackson Fellows and seven Dorothy Hodgkin Fellows. The departments of Psychology and Primary Care Health Sciences run ‘back to work’ schemes for female clinicians.
We do not collect central data on the numbers of men taking paternity leave but will continue to raise awareness of entitlements and encourage men to take the leave they are entitled to. Our case studies will profile men as well as women to avoid perpetuating the stereotype of women as carers.
c) Childcare – describe the institution’s childcare provision and how it is communicated to staff.
Nursery provision at Oxford has doubled over the last two years, and the University has the highest level of childcare provision in the HE sector with 429 places across 12 sites, plus four college nurseries. Nonetheless, demand continues to outstrip supply.
The University’s Childcare Steering Group is exploring options for expanding provision further. A new site has been identified in Headington, and we anticipate a further 100+ nursery places being available by 2014-15.
The University offers a salary sacrifice scheme for payment of nursery fees and reinvests all savings made on national insurance contributions into nursery provision. It also offers a childcare voucher scheme for all eligible parents.
The University works in partnership with a number of playscheme providers to support parents during the school holiday periods and has negotiated a 15% discount on fees.
Information on all childcare services is provided to employees via the University website and other internal media.
[4,500 + 620 words]
38 Any other comments – maximum 500 words
Please comment here on any other elements which you think relevant to the application, e.g. other SET-specific initiatives of special interest since the original application that have not been covered in the previous sections, and promoting the Athena SWAN Charter.
Communications
Communications is a key theme that cuts across many aspects of our Athena SWAN and gender equality work in such a devolved structure. We believe that effective communication is necessary to:
Increase knowledge of Athena SWAN and how it benefits our staff, and of gender equality more broadly; Influence ideas and beliefs about women’s roles in STEM and in academia; Support implementation of action plans, and share lessons and good practice across departments; Raise the profile of the University as an institution that is committed to gender equality.
There is already activity in several of these areas but now is an appropriate moment to take stock and draw up a comprehensive communications strategy for the next three years. [AP 1.4]
Over the last three years, a significant focus of our activity has been to support STEM departments through the Athena SWAN application process. Now that most have achieved awards, our focus will shift to providing support to enable implementation of action plans and progression to Silver and Gold awards. Encouraging networking and sharing of good practice among award holders will be an important element of this. Over the past year we have:
Launched a University Athena SWAN newsletter; Hosted information-sharing lunches in MSD; Held a series of seminars on key topics, including recruitment strategies and culture change, in MPLS.
We will build on this activity to support more systematic sharing of good practice across departments. [AP 1.1]
Students
The focus of this application has been on career development for female staff in STEM. We are aware, however, that the proportion of women at undergraduate level across the University in general and in certain departments is lower than the
39 national average. In other disciplines, and particularly in STEM, the proportions of women are in line with the national average but are well below 50%, and this influences the later pipeline. We have begun to address this through our outreach work but don’t yet have a complete understanding of the influences. We will conduct thorough research in order to inform the development of effective strategies. [AP 6.3]
Harassment
The University has a clear policy on harassment and bullying and the EDU trains and co-ordinates a University-wide network of 276 harassment advisers. Despite these measures, staff surveys in MSD departments have revealed higher levels of harassment than managers had previously been aware of, much of which has not been formally reported. This is being addressed as a matter of urgency, in the first instance encouraging disclosure of harassment so that it can be addressed, and also considering what longer-term actions can be introduced to reduce the incidence of harassment, through culture change. [AP 4.4]
Gendered research
Over the last year, we have begun to explore the area of gendered research with LERU, and we are contributing to a project to influence the gender perspective of the EU’s Horizon 2020 research agenda. We will examine whether the University’s own research sufficiently considers gender dimensions in research design, implementation and organisation and set goals for making improvements. [AP 6.4]
[500 words]
40 6. Action plan
Provide a new action plan as an appendix. An action plan template is available on the Athena SWAN website.
This should be a table or a spreadsheet comprising plans to address the priorities identified by the data and within this application, success/outcome measures, the person responsible for each action and a timeline for completion. It should cover current initiatives and your aspirations for the next three years.
41 Appendix – Progress report on 2010-13 action plan
Action-plan table 2010 - 2013
This action plan takes note of the existing objectives and priorities that lie within the Gender Equality Scheme (GES), which has now been further developed with SET-specific actions by the Athena SWAN Committee. The plan recognises, as with the GES, that there is a three year timescale, so the plan below extends forward to 2013.
Identified priority Description of action(s) Person/ Targets and Timeline required Department responsible
1. Identify and support Athena SWAN Senior members of current/aspirant Professor Stuart West, One department by July 2010, two and Project Juno Departments Athena SWAN and Project Juno Department of Zoology / further departments by 2011, with departments will act as Professor Alex Halliday, four in total by 2012 and at least ambassadors to other potential Head of MPLS Division one Gold by 2013 candidates NB This and other actions below cross-refer to the gender initiative recently inaugurated in MPLS by Professor Halliday This has been a considerable focus of our work over the last three years. As a result, our targets have been surpassed. As of November 2013, 20 departments hold Athena SWAN awards (five Silver, 15 Bronze) and six more applied in the November 2013 round. Only two departments are yet to apply for awards and we anticipate that they will do so by April 2014. We also have one department currently participating in the trial of the Gender Charter Mark, and others ready to engage once the GCM is launched. 2. Identify and include individual Set out a remit for champions; The Pro Vice-Chancellor Initial contacts already made. To be scientists (men and women) who: identify possible candidates; (Personnel and Equality) and developed summer and autumn Already have a gender and provide information and support for the Head of the MPLS Division 2010 SET/STEM profile inside or work they will undertake First Champions appointed no later outside the University than January 2011 Who could act as champions in the their department or Identify four champions across division MPLS by 2012 All 26 departments in the MPLS and Medical Sciences Divisions have self-assessment teams and gender champions in place, who are co-ordinating Athena SWAN applications and overseeing implementation of action plans.
Professor Dame Kay Davies, Associate Head of Division, has taken on the role of Athena SWAN Champion for Medical Sciences and co-ordinates a divisional strategy group, comprising a number of senior men and women from across the division. Professor Alex Halliday, Head of Division, plays a similar role for MPLS. Dr Stephen Goss, Pro-Vice-Chancellor for Personnel and Equality, is the University’s Athena SWAN Champion.
42 Identified priority Description of action(s) Person/ Targets and Timeline required Department responsible
3. Develop a network of more junior Invite Heads of Divisions and EDU, in partnership with Inaugural meeting July 2010 scientists, to create a group of women Departments to identify individuals Heads of Divisions of MPLS who will act as SET/STEM initiative to take on this role. and Medical Sciences Institute regular termly meetings departmental contacts Organise an inaugural meeting, from October 2010 with guest speaker. Provide ongoing information and support including using group emails and regular events This action was removed in March 2011. Self-assessment teams exist in all departments and it was agreed that the EDU and Divisions’ efforts would be better focused at supporting existing department networks and on organising networking events at department and cross-department level. The EDU has developed close links with OxFEST, a student-led society for women in STEM, and supports and publicises their events. 4. Enlist key male figures to gain their Identify and engage at least five Heads of Division and heads Beginning in 2010 and running to understanding and commitment, senior male scientists within the of departments 2013. Aim is to identify five per year particularly as regards understanding next year, and add to this list in building to cohort of 20 by 2013 that: subsequent years. The target group this is a gender in science is Principal Investigators (PIs) issue, not a women in science issue Prepare a briefing for PIs, EDU, working with OLI with a Brief ready for delivery autumn institutional and cultural emphasising talent management brief for generic training for PIs 2010; for stand alone presentations changes which address and the business case for diversity and integrated into PI training / gender and science issues are support beneficial to both men and women Male academics and PIs are engaged in self-assessment teams in all departments. In MPLS, the (male) Head of Division leads regular discussions about Athena SWAN at Divisional Board level, and has engaged all Heads of Department. The MSD Divisional Strategy Group was established in Spring 2012, involving eight male Head of Department, as well as five senior women. 5. Create a framework and toolkit The Royal Society of Chemistry PVC and Heads of Divisions, First dissemination autumn term which will help any department to checklist has been adapted for supported by EDU and OLI 2010. Recruit three departments a develop a more inclusive culture and Oxford use and is available on the year for sign up, from 2011 practice (likely to act as a preliminary OLI website (ox-only), for use in to Athena SWAN departmental award) SET and STEM departments in the first instance Provide a briefing detailing the business case for diverse teams and talent retention
43 Identified priority Description of action(s) Person/ Targets and Timeline required Department responsible
An Athena SWAN ‘Starter Kit’ was developed to provide guidance to departments preparing a submission (June 2011); an Athena SWAN intranet site was launched to provide guidance and literature, and a space to share good practice (November 2011); additional guidance on preparing an application was compiled based on feedback on Oxford submissions, lessons from Athena SWAN seminars and networking events, and experience of sitting on panels (December 2012); numerous meetings and seminars have been held with individual and groups of departments to share experience and provide guidance on how to strengthen their applications; good practice lunches and workshops have been held to support both the preparation stage and implementation. 6. Encourage more women to apply for Three stage action: academic posts in SET and STEM Positive action policy for academic Director of Personnel and Policy circulated April 2010 recruitment (see 4(i) above). Administration Provision of further advice to PVC (Personnel and Equality) June 2010 departments on identifying potential / Head of EDU female applicants and encouraging female applications. Monitor academic appointments in Athena SWAN Committee / Commence June/July 2010 and MPLS and MSD over next three EDU, in collaboration with monitor progress through to 2013 years for positive outcomes, and to MPLS and MSD. Supported by aid in identification of further recruitment module in new HR measures to increase numbers Information System coming on stream in 2011 The Committee will agree a AS Committee, with MPLS The EDU submits the draft plan to publicity campaign that builds on Divisional Office (which AS Committee in autumn 2010 and the work already being undertaken already circulates a Monthly it is a continual feature of AS so that prizes, academic Research Update which Committee meetings through to achievements and successes are publicises research and other 2013 given prominence across the successes) University and externally and through the specific female scientists’ forums identified in section 4 above. Guidance on recruitment strategies was circulated to departments in June 2010; we have encouraged use of the Athena SWAN logo, and inclusion of information on University benefits and family friendly policies in job adverts, and these feature on many department websites; a seminar on strategies for attracting woman candidates was held for HR administrators in MPLS Division in November 2012.
Electoral board procedures have been reviewed and a new package of measures agreed to support recruitment of women to senior posts: these will be implemented from 2013-14.
44 Identified priority Description of action(s) Person/ Targets and Timeline required Department responsible
The University website, department websites and Athena SWAN and OWN newsletters celebrate the achievements of women at Oxford, and seek to promote a positive image of women in science.
These measures, however, have not yet had the desired results and we have a) included strengthened action in our 2013-16 action plan, and b) supported departments to identify actions that respond to their discipline-specific challenges. 7. Engage more women in decision- Develop a strategy for improving Personnel Committee (chaired Strategy in place by December making processes (GES objective) gender and ethnic balance on by PVC (Personnel and 2010. Monitor key committees for committees Equality) outcomes, and report to Council December 2011
Building on existing provision, OLI, in conjunction with GES Provide mentoring on request for at managed by OLI, implement a Steering Group, led by PVC least ten women in the first year, revised mentoring scheme for (Personnel and Equality) and at least ten each year women, especially for those thereafter aspiring to head of department or similar role
Undertake, in 2010, an Equality EDU in conjunction with Autumn 2010, and then a reporting Impact Assessment of the way in selected SET departments feature of the AS Committee which membership of key through to 2013. Target for gender committees happens in selected profile of committee membership to SET departments, with an intended match gender profile of eligible outcome being the identification of cohort for membership actions in specific departments to consult, engage and involve more women The Ad Feminam mentoring scheme for senior women was launched in early 2011 - in 2012-13 41 mentoring partnerships were in place. The Academic Leadership Development Programme has been re-launched with a specific focus on engaging more women in academic leadership.
Analysis in the University’s 2013 Equality Report shows that women are well-represented on decision-making committees; the University’s E&D Panel has decided that our objective should be to increase the proportion of women on the selection panels for the most senior academic appointments, rather than all committees, to avoid over-burdening women.
Departments are reviewing their committee membership and setting targets as part of Athena SWAN applications.
45 Identified priority Description of action(s) Person/ Targets and Timeline required Department responsible
8. Continue the role of the Athena The AS Committee will continue its AS Committee in collaboration Continuing through to 2013 SWAN University Committee role in overseeing the University’s with the Head of MPLS Athena agenda, including Division encouraging more departments to work towards their own AS awards. It will also work on the University Bronze status, hopefully to be confirmed summer 2010, with a longer term goal for institutional Silver status
The AS Committee will report into PVC (Personnel and Equality), Continuing through to 2013 the GES Steering Group and will AS Committee, EDU and GES continue to be supported by the Steering Group Equality and Diversity Unit The Athena SWAN University Committee continued to meet once a term until February 2012. In November 2012 it was merged with two other committees – the Gender Equality Scheme Steering Group, and the Gender Panel of the Education Committee (which reviewed attainment by gender in Finals) – to form the Athena SWAN and Gender Advisory Group, which will continue to meet once a term and reports directly to the University Equality & Diversity Panel. The groups were merged in order to enable the Advisory Group to look more broadly at gender issues across the University and to ensure that lessons and good practice coming out of Athena SWAN are shared with non-STEM departments. 9. Improve data collection and analysis Agree a schedule for streamlined EDU working with Personnel 2010 – 2013. Produce annual of statistics regular collection and reporting of Services / HR Information reports statistics by gender in SET areas Systems, publicity and press for EDU, working with partner office, and student admissions functions Collaborate with Project Juno Co- EDU / Project Juno Initial report summer 2011 ordinator in a pilot exercise Coordinator The EDU has worked with the Workforce Information and Student Data Management and Analysis (SDMA) teams to agree a consistent format for categorising and presenting staff and student data for all departments applying for an award. The Workforce Information team has developed software that now allows individuals departments to access and download their staff data in the required format. SDMA have gathered all student data onto one electronic platform and written clear guidance for departments on how to access and download what they need. Data is updated on an annual basis.
Until November 2012, MPLS employed a part-time Research Assistant to support departments to produce and analyse their data. From October 2012 MSD have employed a full-time Athena SWAN Co-ordinator, who provides support in this area. Some departments have also recruited staff to provide additional administrative capacity.
46 Identified priority Description of action(s) Person/ Targets and Timeline required Department responsible
10. Consider how Equality Impact Document key stages of targets in EDU working with AS Programme of EIAs over 2010- Assessment (EIA)can be used to AS action plan and draw up an EIA Committee as a whole 2013 monitor and assess the action plan as timetable a whole
This action was removed in February 2012. The Equality Act (2010) removed the requirement for public sector organisations to conduct EIAs. It was also felt that it would not be sensible to conduct an EIA of the Athena SWAN action plan since the plan is driven by an equality action. Our Athena SWAN priorities are reported on in our annual Equality Report and are reflected in the University’s Equality Objectives and Strategic Plan, and as such, are held up to a high degree of scrutiny. 11. Coordinate with the University’s Include responsibility for gender Research Staff Working Group Job descriptions to be completed Research Staff Working Group equality issues in the job / OLI / EDU by December 2010; staff in place (implementing the University’s Code of descriptions for: and fully briefed by October 2011 Practice for research staff) to ensure the Research Staff contact that equality principles and practice embedded in each divisional office are embedded in the Code of Practice and the Research Staff Coordinator roll out appointed in each department / faculty The EDU works closely with the Researcher Development Officer in the Oxford Learning Institute to ensure that issues common to the Concordat and Athena SWAN are addressed in a joined up manner, and that the equality principles are embedded in the University’s programme of support to research staff. A major joint project between the EDU, OLI and MPLS has been the development of a cross-divisional mentoring scheme for research staff.
The relaunch of the Oxford Research Staff Society has provided an important networking opportunity for research staff from across the University, and provides research staff with a voice in decision-making.
80% of participants at a career development event for researchers in MPLS were female (November 2011). Researcher careers events in the Chemistry and Physics departments have attracted a large number of women, and have addressed issues coming out of Athena SWAN applications (February 2013).
47 University of Oxford Athena SWAN action plan, 2013-16
Objective Action taken already Further action planned at Responsibility Timescale Success and outcome at November 2013 and Measure November 2013 implementation 1. Engagement with staff and departments 1.1 Effective Newsletter piloted a) Support networking and Activities start Number of implementation of Cross-department sharing of good practice Autumn 13 events held department Athena workshops in MSD across departments by: and continue Number of hits SWAN action plans and MPLS to support Producing termly Athena EDU for duration of on web pages and progression to application process SWAN newsletter action plan 80% of STEM higher awards Cross-department Developing Athena SWAN EDU departments workshops held on web pages to provide achieve at e.g. e-recruitment, resources and examples of least Silver by culture change, internal and external good 2016 implementing PDR practice on key topics Programme of MSD Holding cross-department MSD Athena workshops planned workshops on key topics SWAN Co- for 2013-14 ordinator b) Monitor progress at dept. ASGAG Termly, from level, gather feedback on Spring 14 barriers and define additional action where necessary 1.2 Departments in Social Philosophy are a) Document Philosophy’s Philosophy Application A majority of Sciences and participating in the experience of participating in SAT submitted by departments in Humanities achieve Gender Charter Mark the trial and distil lessons April 2014 SSD and Gender Charter Mark trial learned Guidance Humanities awards written by hold GCM b) Adapt Athena SWAN starter September 14 awards kit to provide guidance to EDU and Further depts. departments on applying for Divisional E&D apply from the Gender Charter Mark Leads 2015
1.3 Introduce, operate and First Steering Group a) Assess first round of bids and VC Fund January 14 Projects assess effectiveness meeting held Oct. agree funding for a range of Steering Group implemented of the VC’s Fund for 2013 activities to support the and evaluated; Diversity Process and criteria recruitment, retention and each project agreed career development of will define its Invitation to submit women academics and own success bids circulated Nov. researchers measure 2013 ASGAG Spring 14 Good practice b) Update Athena SWAN action shared across plan to include these activities all departments Bid holder On c) Assess impact of each completion activity/project on completion VC Fund d) Organise seminar to share Steering Group Spring 15 lessons across depts. 1.4 Increase awareness of A wide range of a) Produce leaflet for distribution EDU Dec. 13 CROS and Athena SWAN (and communications at induction, etc. PIRLS surveys Gender Charter Mark) happening, as show and their benefits, and detailed in b) Develop and implement EDU, working Strategy in increased of broader gender application, but often communications strategy on with university place by awareness of equality issues in an ad hoc manner gender equality, Athena and divisional Summer 14 Athena SWAN, SWAN and the Gender communication and high levels Charter Mark s specialists of satisfaction Assessor Academic with c) Hold a series of debates on year 2014-15 University’s what equality means at commitment to Oxford E&D Further success measures to be identified as part of comms strategy
49 2. Recruitment and promotions 2.1 Improve collection of Data is collected at Work to be taken forward with Personnel In place by Availability of recruitment department and HR Information Team Services and 2014-15 data monitoring data for division level but is EDU academic posts incomplete 2.2 Reduce the potential Departmental a) E&D Panel will agree: E&D Panel Measures Number of UB for bias in recruitment briefings for 230 Target for female agreed Dec. training recruiters held in representation on 13 and sessions held MPLS during appointment panels introduced Number of 2012/13 Good practice framework to Spring 14 people Unconscious bias improve recruitment to senior completing session for senior posts (e.g. more robust R&S training team held Oct. 13 selection criteria and use of HR New unconscious referees and headhunters) compliance bias training OLI and Spring 14 survey shows developed and b) Roll out of unconscious bias Personnel a) improved piloted training to Heads of Services recruitment Participation of two Department OLI 2014/15 processes in staff members in place, b) all ECU train the c) Programme of unconscious chairs of trainers UB event bias training delivered at recruitment department level OLI Training panels have rewritten by been trained d) Recruitment and Selection Summer 14; Increase in % training package reviewed promotion in of women and rewritten, and UB 2014-15 appointed to integrated; promotion of this senior roles on completion; requirement (target to be for all Panel Chairs (and agreed) members) to complete the course
50 2.3 Attract higher Trialling of e- a) Process to pause recruitment Personnel All actions in % of women numbers of qualified recruitment at short-list stage if women Services, place by applying and female candidates to methods candidates have not been Divisions and Autumn 14 short-listed for apply for senior posts New process identified extended to UL depts. academic (Prof and UL) introduced to posts posts reflects pause recruitment the pipeline for statutory b) Produce good practice for the professors at short- framework on attraction, discipline list stage if women selection and recruitment candidates have processes, drawing on best not been identified practice from private and HE sectors
c) Redesign job descriptions and further particulars to make them more attractive to women
d) Research other strategies to attract female candidates: learn from other universities; talk to new comers about what attracted them. Use outcomes to identify further actions. 2.4 Ensure equal RoD process has a) Provide guidance on the RoD Personnel Dec. 13 Increase in % treatment of women in been reviewed and process and criteria Services of eligible the RoD exercise; will be reintroduced women encourage a high in 2014 b) Provide mentoring support for HODs In lead up to applying for proportion of eligible all eligible candidates, first round RoD women to apply including women Increase in % of women c) Monitor the impact of the Personnel After first achieving proposed changes from a Services round RoD gender perspective
51 3. Career development and progression 3.1 Female DPhil Support is provided a) Support OUSU and OxFEST EDU with Autumn 14 Positive students are inspired at department level to hold a career development OUSU and feedback from and supported to Mentoring scheme conference for female DPhils OxFEST conference progress to postdoc launched by in STEM participants positions OxFEST Number of Focus group with b) Build a set of resources for Summer 14 hits on web female DPhil DPhils on the OxFEST webite EDU with pages students showed OxFEST Increase in % lack of information c) Build links between OxFEST Spring 14 of DPhils about a) positive and academic women’s EDU progressing to aspects of an network to provide positive post-doc academic career, role models positions and b) how to get Summer 14 (DLHE data) there, to be a major d) Develop a series of case EDU, with barrier studies and interviews Divisions and illustrating different career depts. paths
e) Identify and share good practice at department level (AP 1.1.a) 3.2 Annual PDR PDR in place in a) Promote resources to support OLI with On-going Number of embedded across the 50% of implementation of PDR Divisions and depts. with University departments depts. PDR in place Training delivered b) Provide training to OLI % of PIs in 14 STEM administrators and PIs confident departments about New supporting c) Develop standard induction OLI conducting resources materials for new PIs, PDR (PIRLS developed including guidance on people data) management (PDR, parental 80% of leave, etc.) and behaviours research staff
52 receive d) Investigate extension of HR Personnel annual PDR system to support Services by 2016 administration of PDR (CROS data)
Monitor progress at ASGAG department level to identify difficulties and offer further support (AP 1.1.b) 3.3 All researchers are Current support a) Develop enhanced induction Research Spring 14 Increase in supported to develop detailed in materials encouraging Staff Working number of their careers, whether application and in postdocs to be proactive in Group postdocs at Oxford or dept. applications planning their career, at using the elsewhere Oxford or elsewhere; signpost Careers available support at induction Service and in annual reviews Increase in % of researchers b) Introduce mentoring schemes Divisional Spring 14 taking in MPLS and MSD Offices with ownership of OLI career dev., c) Develop case studies and EDU, with Summer 14 and having interviews illustrating different Divisions and career dev. career paths depts. plan (CROS data) d) MSD research on barriers to MSD Report Number of and facilitators of women’s produced mentoring career development in Spring 14 partnerships academic medicine; actions in place developed to respond to Hits on web findings pages
Identify and share good practice at department level (AP 1.1.a)
53 3.4 Female postdocs are Support is provided a) Collect gender-disaggregated Research Spring 14 Success supported to obtain at department level data on research grant Services, with measure to be Research Fellowships applicants and holders EDU and defined once depts. data has been b) On the basis of this, identify By 2015 reviewed and what further action is needed actions to support women to obtain determined external grant funding
Identify and share good practice at department level (AP 1.1.a) 3.5 Female Research Support is provided a) Pilot a career development OLI and EDU 2014-15 Pilot delivered Fellows are supported at department level programme to identify and and evaluated to progress to UL retain the most promising Dept. Athena positions female postdocs applications report higher b) Develop a series of case EDU, with Summer 14 levels of studies and interviews Divisions and internal career illustrating different career depts. progression paths
Identify and share good practice at department level (AP 1.1.a) 3.6 Enhanced Focus groups held a) Collect and analyse Personnel Academic Further understanding of the in MSD and MPLS destinations data more Services year 2014- actions barriers to women’s systematically 15 identified in career progression response to and reasons for low b) Develop framework for exit Personnel 2014-15 findings levels of female interviews for use by Services, with applications departments; pilot in MSD depts.
54 c) Conduct interviews with EDU, with 2014-15 women in academic posts to depts. identify the positive aspects that attracted them to Oxford
d) Outcomes of the above ASGAG Summer reviewed to determine further 2015 actions 4. Culture, communications and decision-making 4.1 Achieve strong Ad Feminam a) Ad Feminam mentoring OLI From 2014 A minimum of representation and mentoring scheme expanded and 30% women voice of women in programme for extended to all eligible on Council decision-making at all senior women in women and main levels place committees ALDP re-introduced b) ALDP and Ad Feminam OLI Annual Increased in 2012 and 2013 continue to support women to number of Succession serve on most important female HODs planning in Social committees and Council Number of Sciences led to women 50% female HoDs c) Explore and introduce Divisional 2014 reporting that Revision of MPLS succession planning for all offices they play an Divisional Board HoDs, based on SSD model, effective role constitution to and support post-holders in decision- support diversity in through AF, ALDP and HoDs making representation induction programme
d) Identify whether women OLI and EDU 2014-15 taking on decision-making roles for the first time require additional support; develop actions to respond to these, e.g. seminars on finance and planning
55 4.2 Support all Models being a) Collect data from TRAC to EDU and By Spring 14 Number of departments to piloted in depts. identify any gender Finance depts. with implement workload e.g. Engineering, differences in workload Division workload allocation models NDM, Physics allocation model in place Divisions and By Autumn b) Review approaches taken EDU 2014 within the University and at other Russell Group universities Divisions and By Spring EDU 2015 c) Develop a toolkit for departments, based on this learning 4.3 Promote a positive A range of activities a) Hold a major event on women Alumni Office November Increase in image of women in introduced at in science as part of the 2014 14 number of science and department level Co-education Celebrations women on academia Directory of b) Identify and support women Public Affairs Experts in all STEM depts. to become and depts. 2014-15 Number of media spokespeople women trained c) Introduce dept. level media Public Affairs Number of training, based on pilot in and depts. 2014-15 women Experimental Psychology nominated for awards d) Develop lists of women Departments More positive suitable for nomination for 2014-15 image of external awards women portrayed in e) Provide guidance to Public Affairs group photos photographers engaged by Spring 14 the University for group photos
56 Identify and share good practice at department level (AP 1.1.a)
Develop and implement communications strategy on gender equality and Athena SWAN (AP 1.4.b) 4.4 Strengthen actions to Policy and a) Revised policy and EDU and 2014 Higher levels reduce harassment procedure in place, procedures to strengthen Personnel of awareness and bullying and being reviewed support for individuals Committee of harassment 300 harassment advisory advisors trained b) Additional training for all EDU 2013-14 service harassment advisors in In the short- colleges and departments; term, higher and bespoke training for levels of department advisors harassment MSD Actions reported to c) Further actions being agreed by advisers and discussed and agreed by Spring 14 dealt with MSD Strategy Group In the long- term, lower levels of harassment reported in department surveys 5. Career breaks and flexible working 5.1 Improve information ‘Friendly’ guidance a) Guidance finalised and EDU and December Number of on maternity and for parents and promoted Personnel 13 hits on web paternity rights and managers being Services pages entitlements, and written b) Produce case studies giving Greater flexible working varied examples of managing Summer 14 awareness of
57 parental leave and return to rights and work, models of flexible entitlements working, and strategies for reported in achieving work-life balance department surveys c) Encourage uptake of Departments paternity leave and shared caring responsibilities through profiling male role models 5.2 Improve management Discussions a) Challenge the perception that EDU, with 2014-15 Depts. and of maternity leave for initiated at Russell motherhood and a research Divisions and PIs more researchers Group E&D Forum career are incompatible by departments confident profiling women who have about successfully balanced the two managing maternity b) Conduct interviews with EDU, with 2014-15 leave women researchers to departments Reduced document the full range of perception experiences (positive and that negative) and better motherhood is understand the issues incompatible Personnel Autumn with a c) Based on the above, produce Services and 2015 research clear guidance for EDU career departments on managing maternity leave for staff on fixed-term contracts EDU, working with UCL, Ongoing d) Continue to lead discussions Imperial and with Russell Group E&D Cambridge Forum and research councils
58 5.3 Support female EPSRC grants a) Assess the feasibility of a Divisions and 2015-16 academics (and other used to pilot a university-wide returners’ EDU, with carers) on return from scheme in MPLS scheme based on pilot model colleges maternity leave Identify and share good practice at department level (AP 1.1) 6. Other priorities 6.1 Engage colleges in a) Present a discussion paper to EDU Spring 14 Actions actions on equality the Conference of Colleges agreed and and diversity implemented b) Determine actions following EDU 2014/15 this discussion
c) A small number of colleges to Colleges 2015/16 apply for awards under the Gender Charter Mark (if eligible) 6.2 Take a strong role in a) Map senior Oxford academics Public Affairs Summer 14 Number of influencing equality who hold external positions and EDU decisions or and diversity in the and identify the E&D issues policies HE sector that they may be able to influenced influence Number of articles b) Provide briefings on these EDU As required published issues
As part of communications strategy, identify media opportunities to promote a positive image of women in science and of an academic career (AP 1.4)
59 6.3 Achieve improved Initial data analysis Conduct research to develop Data analysts Summer Actions balance in completed our understanding of the with EDU 2014 identified and representation of Discussions under influences on the under- implemented women at way with MPLS to representation of women at undergraduate level re-focus access undergraduate level in some and outreach disciplines, in absolute terms activities in relation or in relation to the national to girls in science average Work with departments to Divisional 2014/15 develop effective strategies to offices with increase women’s departments representation in key subject and EDU areas 6.4 Integrate gender Initial discussions a) Present a discussion paper to EDU and Summer 14 Actions dimensions in on the issue within Research Committee Research agreed and research design, the LERU gender Committee implemented implementation and working group b) Determine actions following organisation this discussion
c) Contribute to LERU work in this area
60