Northumbria University Athena SWAN Action Plan April 2015

Transcription

1 Northumbria University Athena SWAN Action Plan April 2015 Action 1. Sustain the future of the Self-assessment Team 1.1 Ensure currency of SAT Terms of Reference and Membership High 13 (i) SAT established in 2013 and membership revised in response to submission feedback. SAT Terms of Reference formally confirmed by the Equality Committee in March 2015 (ii) SAT Terms of Reference and Membership to be reviewed annually to ensure fit for future activity. - Revised Terms of Reference agreed by the Equality and Diversity Committee and SAT working to them. -SAT continues to have diverse representation. 1.2 Raise awareness and engagement High 13, 63 (i) SAT Reps and Chair of SAT have been active in raising awareness of Athena SWAN and engaging at Faculty Executive and Department Level. Feedback form department awareness events has been provided to SAT meetings via Reps. An online STEMM specific survey was undertaken in March 2015 and a consultation mechanism has now been established with NUWise. Feedback from STEMM survey and consultation contributed to Bronze Submission, highlighting areas of strength and challenge and reflected in analysis and action plan. - Department updates and feedback to be a standing agenda item on SAT meeting. - Minutes from department meetings and SAT meetings identify communication. - Development of departmental level SAT groups. (ii) Athena SWAN submission to be presented to STEMM Faculty Executive Teams and Departments. SAT Reps to continue to attend departmental meetings to facilitate reciprocal information flow from departments to central SAT team. Undertake an annual Pulse Survey of STEMM staff and continue consultation with NUWise. SAT Reps - Increased awareness and local ownership of Action Plan to be captured in future STEMM staff surveys. - Evidence of positive progress from consultation and survey activity. - Production of annual report to include evidence of positive progress made against benchmark data and feedback. 1 of 13

2 Action 1.3 Promote departmental submissions High 13 (ii) STEMM Departments to consider Submissions. Form and initiate regular (monthly) department level SAT groups. Development of and potential departmental submission plans clarified and confirmed with central SAT. SAT Reps -Department SAT groups identified by October 2015 and activity fed into central SAT. - Timescale in place with a minimum of 2 departmental submissions per year. 1.4 Engagement regional / national Athena SWAN / associated developments High 13 (i) SAT Members already participating in regional network events. This has provided enhanced clarity and expertise regarding the Athena SWAN expectations and submission process and developed contacts with colleagues in the Athena SWAN network (ii) Continue to promote the opportunities for SAT members to participate in activities including Athena SWAN Network events and other activities relevant to o gender equality issues. Executive Deans of HLS and EE - Increased awareness and networking opportunities for SAT members. - All SAT members to have attended at least 1 networking event per year. 1.5 Share and promote good practice schemes High 13, 49 (i) MIS Department already a registered supported of the London Mathematical Society Good Practice Scheme. The Physics Department is a Project Juno Supporter. (ii) Identify what good practice gender equality schemes exist within STEMM disciplines and take forward participation. SAT Reps - All STEMM departments to be ly committed to good practice schemes where in place, in addition to Athena SWAN. - Commitments to be reflected in practice. 1.6 Promote the Athena SWAN Charter and process to ADSS and BL Medium 13 (ii) Promote the Athena SWAN Charter and process to the ADSS and BL Faculties and support in future Gender Equality Mark initiatives. Activity to include attendance at ADSS and BL Faculty meetings, sharing of SAT information and expertise. (JC) - ADSS and BL Faculties committed to the Gender Equality Mark and plan in place for award submission. 1.7 Ensure currency of the Action Plan. High 13 (ii) Receive quarterly monitoring reports on progress against Action Points both from SAT members and other named s. Review the content of the Action Plan biannually and amend as required. SAT Team - Progress evidenced against the Action Points. - Action Plan updated to further support and progress Athena SWAN activity. 2 of 13

3 Action 1.8 Confirm timeframe for future Institutional awards Low 13 (ii) As progress is made against the Action Plan, assess the time-frame and requirements for a Silver Institutional Award. Identify required actions. 2. Improve Gender Balance 2.1 Address Medium 21, 28 (ii) Investigate further the apparent barrier to progression between certain grades: potential - 5 and 6. progression - 7 and beyond and ultimately representation at Grades 9 barriers and 10. To include a detailed analysis of the profile (grades / contract status/ funding profile) and qualitative feedback from staff at those grades. Identify and recommend what further additional support could be provided at key transition point. Recommendations for revised policy / guidance to be made to Equality and diversity Committee. Implementation of any revised policy or guidance. SAT Team Faculty HRM Commitment to Silver Award and actions identified. - Production of evaluation report concerning potential barriers to progression between grades. - Associated suggested action resulting from evaluation report. - Report presented to Equality Committee. - A 10 % increase in number of female staff at grade 6 and beyond within the STEMM Faculties. 3 of 13

4 Action 2.2 Enhance Academic Promotions Process Medium 21, 36, 40 (i) A review of the Academic Promotions Procedure has been undertaken. Transparent promotions criteria are now in place and widely promoted to staff via our promotions webpage. The Academic Promotions Process now includes the facility for circumstances (e.g. maternity leave) to be disclosed. Promotions workshops in place and female role models / successes being highlighted through publicity. - Comprehensive data set to allow for evaluation (ii) Monitor and evaluate the impact of the recent developments within the Academic Promotions Process (promotion development sessions / recognition of career breaks). Data to be captured on an annual basis at every stage of the process, for every progression route and at Faculty and University level. Recommendations for revised policy / guidance to be made to Equality Committee. Faculty HRM - Briefing to Senior Management and SAT. - 5% increase year on year in the number of female staff applying for academic promotion. - 5% increase year on year in the number of staff successful in the academic promotions process at all levels. 2.3 Promote and share good practice in outreach activity Medium 21, 31, 33, 64 Implementation of any revised policy or guidance. (i) Think Physics Team now in place and actively working with local schools. Staff and Students engaging with the initiative. (ii) Regular reports (bi-annual) to the SAT from the 'Think Physics' project to highlight areas of best practice that can be shared with other STEMM departments Think Physics Lead -Evidence of reports presented to SAT. Highlight to all STEMM areas work in progress to target females onto STEMM degree programmes, including identifying and using female role models to engage with schools. SAT Reps - Examples of shared good practice across the 11 STEMM departments. Undertake feedback from open-days experience, analysis in terms of gender. Marketing Manager, SAT Team - Suggested actions for future open days. Establish the long-term sustainability of the Think Physics Project. Associate Dean (Business and Engagement) - Think Physics activity embedded beyond of 13

5 Action 2.4 Enhance support for staff on fixedterm contracts and establish pathway for progression Medium 21, 26 (ii) Using HR System Data further analysis of the reasons for fixedterm contracts and consideration of emerging themes. Based on the data and feedback collected as part of the selfassessment process and with further engagement with fixed-term staff, review the career support currently offered and determine what additional support should be introduced to ensure progression from a research contract and/or from fixed- term to a permanent academic post. Recommendations to be made to Equality Committee. HR Data Manager - Production of evaluation report concerning analysis of fixed term contracts. - Associated suggested action resulting from evaluation report. - Report presented to Equality Committee. - Established pathway for progression from research contract and /or fixed-term contract to a permanent academic post. 2.5 Increase level and quality of leaver feedback High 21, 23, 59 Implementation of any revised policy or guidance. (ii) Exit Survey format to be reviewed with a view to encourage higher participation rates, distinguish STEMM from non-stemm, distinguish male from female and collect more qualitative data. Ensure leavers are actively encouraged to complete Exit Questionnaire. - Online Exit Questionnaire available for all Leavers % completion rate of Exit Questionnaire. 2.6 Increase the number of female PGR applicants and appointments to STEMM Departments Medium 21, 31, 33, 37 (ii) Arrange PGR STEMM promotional events targeted at second year students, paying attention to role models and the marketing of the event to attract strong female students to apply. Evaluate through feedback from participants and monitor application rates from such events. Use feedback from to inform future events. SAT Reps. - Schedule of events in place - Data available to review. - 10% increase on female PGR applications. 3. Improve Recruitment and Retention 5 of 13

6 Action 3.1 Reduce staff turnover Medium 21, 23 (ii) Conduct annual analysis of the new exit data to better identify reasons for leaving, areas of concern and emerging trends. Produce annual summary report. Equality and Diversity SAT Team - Annual reports produced with better quality leaving data to identify emerging trends. STEMM specific data available. Annual report presented to SAT. Annual report presented to Equality Committee and Faculty Executive. - Meeting minutes reflect dissemination of report findings at Committee and Faculty level. - Findings considered in SAT team developments. 3.2 Develop support process and mechanisms for staff returning from extended leave In response to above develop a retention framework to encourage staff retention and development. Medium 21, 59 (ii) Review support offered to academic and research staff returning from extended periods of leave. To include direct engagement with staff who have recently or are due to return from an extended period of leave. Recommendations for revised policy / guidance to be made to Equality Committee. Implementation of any revised policy or guidance. Equality and Diversity - Retention Strategies in place and 10 % decrease in staff saying they often think about leaving the University. - Production of evaluation report. - Associated suggested actions resulting from evaluation report. - Report presented to Equality Committee. -Improved support in place and measurable feedback from staff (Pulse Survey) that they have benefited from that. 6 of 13

7 Action 3.3 Enhance support following maternity leave Medium 21, 41, 59 (ii) Survey female staff that have reduced hours after maternity leave to understand impact on career. Assess whether demands (E.g. in terms of number of outputs) are fair and realistic. Review processes to ensure that female staff returning to work after maternity or parental leave are not disadvantaged in terms of progression, promotion, inclusion in REF. To include direct engagement with those staff. Collect and analyse year on year data on the take-up of sabbaticals following maternity, adoption or parental leave. - Survey results and sabbatical data available for consideration. -Production of evaluation report. - Associated suggested actions resulting from evaluation report. - Report presented to Equality Committee. Recommendations for revised policy / guidance to be made to Equality Committee. -Improved support in place and measurable feedback from staff (Pulse Survey) that they have benefited from that. Implementation of any revised policy or guidance. 3.4 Ensure parity of pay High 21, 28 (i) An Equal Pay Audit is regularly undertaken every 2 / 3 years. Pay gaps have been identified and action plans in place. The data is showing an improvement in pay gaps. (ii) Report on salary data to be produced from HR System data. Pay gap discrepancies between grades of more than 5% to be identified, investigated and prioritised for action. Recommendations for action to be made to Equality Committee. HR Data Manager Trade Unions - Production and evaluation of salary data report. - Suggested actions resulting from evaluation report. - Report presented to Equality Committee. - Equal Pay Audit Action Plan with SMART targets. - Continued % decrease in pay gaps to less than 5%. 7 of 13

8 Action 3.5 Reduce impact of Unconscious Bias High 21, 35 (i) Unconscious Bias included in mandatory Equality training and bespoke Unconscious Bias workshop developed and delivered to SAT. (ii) Include Unconscious Bias training in all recruitment and selection training. Deliver Unconscious Bias briefing to University Executive, Faculty Executive Teams and other member of University Appointment Board. Head of People Development People Development Manager (MS) - Course materials and workbook explicitly reference Unconscious Bias. Monitoring and evidence of attendance and evaluation of recruitment and selection training. 100 % completion of training. 3.6 Ensure publicity, online and marketing materials represent women at all levels within STEMM Departments and Faculties Medium 21, 31, 33, 35, 49 Roll out of Unconscious Bias Module to wider University Community. To be confirmed as mandatory training with Executive Deans for compliance. (i) Marketing Manager is SAT member University Equality Web-pages have been reviewed in terms of content, style and imagery. Athena SWAN page and useful links created. ii) Review imagery and language and modify or update where appropriate Produce and disseminate Good Practice Guidance on the use of language and imagery and considerations when producing publicity or documentation. Director of Marketing Marketing Manager - 50% completion by April 2017, further 40% by April Improved visibility of females within STEMM and improved visibility of Athena SWAN % increase in number of female applicants in STEMM areas by July Guidance produced and disseminated. Web-page to promote the Action Plan, include progress reports and guidance on Submissions. Continue to develop and enhance the University s Athena SWAN web-page and embed Athena SWAN into induction and training. Equality and Diversity 8 of 13

9 Action 3.7 Increase the visibility and flexibility of employment opportunities to female prospective applicants Medium 21, 31, 33,35 4. Improve Career Development Opportunities 4.1 Ensure training and development activities support the career development female staff. (i) Recruitment materials explicitly encourage applications from women and reference flexible working opportunities. Sites such as WISE used to advertise vacancies. (ii) Evaluate the specific recruitment initiatives undertaken in relation to STEMM posts and to identify further opportunities to increase the percentage of female applicants. Medium 21, 46 (ii) Establish a mechanism to monitor and evaluate specifically the impact of training and development activities on the career development of women. Consider emerging themes and identify any actions to improve the impact. Recommendations to be included the People Development Plan. Faculty HRM Head of People Development - Improved visibility of females within STEMM. - 10% increase in number of female applicants in STEMM areas by July Production of report. - Suggested actions resulting from consideration of report included in People Development Plan. - STEMM Pulse Survey to show a positive improvement in views on career progression / development of female staff. 4.2 Review the impact of mentoring / coaching / job shadowing on the career development of female staff Medium 21, 44 (ii) Establish a mechanism to monitor and evaluate the impact of: - Mentoring - Coaching - Job Shadowing Consider emerging themes and identify any actions to improve the impact. Head of People Development - Production of report - Suggested actions resulting from consideration of report included In People Development Plan. Recommendations to be included the People Development Plan. 9 of 13

10 Action 4.3 Increase awareness and scope of NUWise. 4.4 Increase the profile of female role models including Visiting Professors and Speakers within STEMM areas High 21, 48 (i) NUWise established in Members have identified what the Network should provide and achieve. 3 events held to date. (ii) Establish and promote an ongoing programme of activity / events for the Women in Science network at Northumbria (NUWise). To include a programme of external speakers and female mentoring. Low 21, 50 (i) The gender profile of Visiting Professors is now being monitored and reported to the Equality Committee. Develop a strategy Develop a strategy for increasing the number of female visiting professors and speakers. Monitor and analyse numbers of female visiting professors and external speakers in STEMM / Non-STEMM. NUWise Steering Committee, SAT Reps. Faculty HRM - Programme in place and promoted to all STEMM staff with at least 3 events per year. - Female mentors identified and promoted to NUWise members. - 10% increase year on year in the number of female visiting professors and speakers within the STEMM areas. 4.5 Increase media opportunities available to female staff. Low 21, 49 (i)establish the number / % of females being put forward in Expert List ( not currently collated) Identify a target of females to be put forward in Expert List. Director of Marketing - Improved visibility of females within STEMM and increased opportunity for females to develop and progress. - Positive progress evidenced in STEMM Pulse Survey 4.6 Increase in number and structured support for potentially REF eligible and ECR female staff Medium 21, 30 (ii) Establish mechanism to identify potentially REF eligible and ECR female staff to allow for appropriate career support at all stages. Unit of Assessment Leads to ensure staff are supported and mentored to reach the required standard to be included in future REF submissions HRM Assistant Director RBS UoA Leads - Structured activity in place for these staff groups. - Ultimately 60% of STEMM REF eligible female staff submitted to REF 2020 in line with the University s Corporate Strategy and KPI of 13

11 Action 4.7 Measure how effectively women feel supported and able to achieve career aspirations and plans. 4.8 Explore the potential for a women s leadership development programme. Medium 21, 41 Consider the feedback from the review of the Performance Development and Appraisal Scheme and its actual impact on women s career and development. Include as a question future STEMM pulse surveys Report and recommendations to policy owners. Medium 21, 43 Review models and content of women s leadership development programmes ( e.g. Aurora) Consider possible options: - Collaboration with other HEIs - Additional content to be included in existing leadership activity - A women s leadership programme to be developed and piloted - Places secured on Aurora programme SAT Team Head of People Development - Production of report and suggested changes in policy if appropriate. - Benchmark data available from future STEMM Pulse Surveys and evidence of positive progress. - All options considered and recommended option to be included in the People Development Plan. 5. Institutional Culture 5.1 Promote policies and activities that support female parents and carers Low 21, 59 (ii) Review online guidance to those taking maternity or parental leave. Collect and analyse the data on the take-up of flexible working opportunities by women in STEMM areas. Implement events and communications to raise awareness of flexible working opportunities and support available. Faculty HRMs - Data available for consideration. - 20% increase on awareness of flexible working opportunities and 5% increase on take up of flexible working opportunities. 11 of 13

12 Action 5.2 Enhance University sensitivity to work-life balance Medium 21, 62 (i) Work-life balance was included within the 2014 University-wide Survey, the STEMM specific survey and the NUWise consultation. Good benchmark in place to allow us to progress emerging themes (ii) Establish a focus group to understand better why work-life balance impacts on promotion. Consider feedback. Recommendations for revised policy / guidance to be made to Equality Committee. Implementation of any revised policy or guidance. Nominated SAT Reps. Equality and Diversity - Record of Focus Group activity. -Production of evaluation report. - Associated suggested actions resulting from evaluation report. - Report presented to Equality Committee. - Actions identified to support work-life balance. - Pulse survey will highlight progress in this area. 5.3 A felt-fair workload allocation model which supports career development Medium , 57 (i) Transparent Workload model in place cited as good practice by UCU. (ii) Review the application of the Workload Model from a gender perspective following implementation of new software system. Use data and STEMM Survey to identify any trends or issues hindering career development. Establish what activity is not being reflected, captured or measured. Deputy Direct of HR - Implementation of actions. - 10% increase of staff who feel the work load model reflects their activity. Identify and implement actions to address emerging themes. 5.4 Increased awareness and take up of flexible working opportunities Low 21, 57, 58 (i) Flexible Working Scheme in place and available to all staff. (ii)establish mechanism to monitor flexible working requests and outcomes. Equality and Diversity - Data available for consideration. - Annual Report to SAT. Analyse and identify where good practice can be disseminated. - STEMM Pulse Survey to show positive progress. 12 of 13

13 Action 5.5 Dissemination of good practice in relation to work-life balance. Medium 21, 61 (i) Local examples of good work-life balance exist. (ii)establish what examples of local good practice should be considered for University-wide policy. Report and recommendations to the Equality Committee. Implement any policy changes. 6 Institutional Representation 6.1 Medium. 21, 52 (ii) Identify additional strategies to increase female Increase female representation at Senior Management Team level. representation at Senior Establish sector upper quartile as benchmark figure Management Team Level Recommendations made to Equality Committee. SAT Team Equality and Diversity Director of HR - Good practice and University-wide policy in place. - Positive progress evident in future STEMM Pulse Surveys. - Increase of females on the Senior Management Team to sector upper quartile. 6.2 Increase female representation on influential University Committees. Medium 21, 54 (i) New Committee Representation Framework approved by Equality Committee inn March Encouraging at least 40% female membership where possible. Evidence in place of proactively encouraging female candidates for Governor positions. (ii) Embed the new Committee Representation Framework and include in the Guidance for Panel Chairs. Review its application on an annual basis, address emerging themes and report to the SAT. Head of Governance Services - Ultimately influential committee membership to include 40% female where membership not role driven and when vacancies arise. - Production of Report 13 of 13