Athena SWAN Bronze University award renewal application

Transcription

1 Athena SWAN Bronze University award renewal application Name of institution: Queen Mary University of London Year: 2013 Contact for application: Bertille Calinaud Diversity Manager Telephone: Date of previous award: April 2010 List of SET departments (highlighting those that currently hold Bronze, Silver or Gold department awards): School of Electronic Engineering and Computer Sciences Bronze 2012 School of Engineering and Material Science Bronze 2012 School of Mathematical Sciences Bronze 2013 School of Medicine Bronze 2013 School of Biological and Chemical Sciences Silver 2013 School of Physics and Astronomy JUNO Practitioner 2013 Total number of university departments: 15 (7 SET) Percentage of SET departments as a proportion of all university departments: 47% in terms of number of departments. 75% in terms of academic and research staff population. Acronyms: AS: Athena SWAN BPS: British Pharmacology Society CAPD: Centre for Academic and Professional Development EECS: Electronic Engineering and Computer Sciences ECU: Equality Challenge Unit FT: Full-Time HSS: Faculty of Humanities and Social Sciences IoD: Institute of Dentistry Maths: School of Mathematics NSS: National Student Survey PDRA: Postdoctoral Research Assistant PT: Part-Time QMUL: Queen Mary University of London SAT: Self-Assessment Team SBCS: School of Biological and Chemical Science SEMS: School of Engineering and Material Science SM: School of Medicine SMD: School of Medicine and Dentistry SPA: School of Physics and Astronomy S&E: Faculty of Science and Engineering VP: Vice-Principal WISE: Women in Science and Engineering

2 Queen Mary University of London Mile End Road, London E1 4NS Tel: +44 (0) Fax: 44 (0) Miss Sarah Dickinson Senior Policy Advisor From the President and Principal Professor Simon J Gaskell BSc PhD FRSC principal@qmul.ac.uk Athena SWAN Equality Challenge Unit 7th Floor Queen s House 55/56 Lincoln s Inn Fields London WC2A 3LJ Dear Miss Dickinson and panel members, I am very pleased to endorse the Queen Mary University of London (QMUL) Athena SWAN Bronze Award renewal submission. Our commitment to the Charter is highlighted by the specific inclusion of Athena SWAN (AS) in the draft of our new university strategy, in, our Equality and Diversity objectives and by the expectation that every School will have its own Self-Assessment Team (SAT) as it works towards achieving an AS award. Over two thirds of the QMUL academic and research staff population is based in Sciences, Technology, Engineering, Mathematics and Medicine (STEMM) subjects and the challenge of the underrepresentation of female staff, especially in senior grades is one that I take very seriously in my capacity as the lead for equality and diversity at QMUL. We have made very significant progress since our Bronze Award renewal in 2010, by embedding AS firmly into the institution, ensuring that the leadership of the programme lies with Queen Mary Senior Executives and by introducing and developing AS at the local level in our Schools and Institutes. Recognising that many challenges remained, we designed a Women into Leadership programme to address the under-representation of women in senior grades, a programme I personally launched in January We also organised awareness raising events as part of our Diversity Fortnight. Through the tremendous work QMUL Women in Sciences and Engineering Group (WISE), we discussed issues of progression in academia, maternity and the challenges associated with it, as well as leadership in higher education. The group was allocated a budget of 10,000 to support their activities. I am pleased that all our Schools in the Faculty of Science and Engineering (S&E) and the School of Medicine have now received an AS award. However there are many issues that still need to be addressed and we recognise the need to accelerate the pace of change to ensure that QMUL is confirmed as an inclusive and attractive institution. We have the ambition to become the holders of a Silver University Award in the next three years and have designed an action plan to address the gaps, focusing specifically on the under-representation of women in leadership positions and the transition points for postdoctoral research assistants to the positions of Lecturer and Senior Lecturer. Patron: Her Majesty the Queen Incorporated by Royal Charter as Queen Mary University of London

3 This application describes our progress over the last three years and our ambitions for the future and has my full support. Yours sincerely, Simon J Gaskell President and Principal

4 2. The self-assessment process a) a description of the self-assessment team (SAT): The membership has changed in the last 3 years because of staff promotion and relocation. A number of staff made significant contributions to the AS SAT in the last 3 years. This is the current group. Please note: personal data has been removed for publication of the submission Name Main SAT role University role Amrita Ahluwalia Mentoring expert Professor Monique Arthur Student data Planning Officer Rukasana Bhaijee SAT secretary Diversity Assistant Bertille Calinaud AS project manager Diversity Manager Brian Colvin Deputy-chair Former SMD Haematologist and Dean for Students retired Ian Forristal Coordination of researcher development activities. Head of Researcher Development Enid Hennessy Statistical analysis Honorary Senior Lecturer Steffi Krause SEMS Champion Reader Jeremy Kilburn AS Committee Chair Vice-Principal (VP) & Executive Dean S&E Lucas Lacasa Maths Champion Lecturer Joanne Littlefair WISE Chair PhD student Nick Lemoine School of Medicine (SM) Champion Mangala Patel Dentistry Champion Reader Angelika Stollewerk SBCS Champion Reader Caroline Wardle Submission adviser Visiting Professor /EECS Jeanne Wilson Physics Champion Senior Lecturer Geraint Wiggins Chair of EECS equality Professor committee b) an account of the self-assessment process, Director of Barts Cancer Institute QMUL joined the AS Charter in The SAT has met 3-4 times a year since the 2010 renewal submission. QMUL has now given AS a high priority, and a VP has been

5 appointed as Chair. The SAT reports to QMUL Equality and Diversity Steering Group (EDSG), chaired by the Principal. AS is a standing item on EDSG's agenda and its minutes are sent to QMUL Senior Executive group. One of QMUL s equality objectives for is to Enhance Gender Equality for Staff and Students, where AS is a core element. The seniority of the leadership of the SAT, reporting directly to the Head of the institution, demonstrates the strong commitment of QMUL to address and progress women s careers in STEMM. In the past 3 years, we have concentrated our efforts in embedding AS at school level. A clear Network of Champions is established in each of the schools, driving local AS activity. These Champions are represented on QMUL SAT. The SAT has staff at all levels of academic seniority, PhD student and representatives from Human Resources (HR), the Planning Unit and the Centre for Academic and Professional Development (CAPD). QMUL received funds from EPSRC, which were allocated explicitly to support our leadership and mentoring scheme. Key actions undertaken since our 2010 renewal: The SAT supported 6 Schools in making their first submission for AS/JUNO awards. All Schools in S&E and the SM have received an award, including our first Silver award in 2013 in SBCS. The last unit, the Institute of Dentistry will be submitting in November Action 1.3 The SAT gathered benchmark data about the representation and remuneration of academic staff by gender in other universities, for comparison with QMUL and this data was provided to schools to inform their own Self-Assessment. The SAT reviewed the Annual Appraisal systems and changes have been introduced to ensure that staff discuss career progression and promotion regularly. The SAT reviewed data from our 2011 staff survey and requested further analysis by gender to provide feedback to schools. Information was used in setting up the women s mentoring scheme. The 2011 student equality survey was used to design initiatives, including developing students parental leave provisions. QMUL took part in the ECU pilot to extend AS to Humanities and Social Sciences (HSS). The School of Politics was provided with examples of actions emerging from Schools SATs.

6 The SAT initiated promotion workshops and the Women into Leadership programme (see 4. c) and 5. a)). QMUL WISE group was relaunched, with a 10,000 budget to support its work (see5. b)). We continue to communicate regularly to all staff about AS. In 2013, a formal launch for QMUL gender initiatives was organised to celebrate success and raise awareness. c) Future of the self-assessment team AS is a high priority initiative for QMUL. It is highlighted in the QMUL draft strategy which is currently out for consultation. AS is mentioned in the first strategic aim. The SAT will continue to meet quarterly, aid progress of the Action Plan, suggest new activities, collect feedback, share good practice and aid individual schools in progressing AS and its core values. Actions 1.1 & 1.4 A comprehensive plan for QMUL to prepare a submission for a Silver University Award is currently being drafted. This will be communicated to all staff. Action 1.1 A proposal for allocation of resources to support long term planning of AS activities will be made in Action 1.2 QMUL is also participating in the Gender Charter Mark pilot and coordinators have been invited to the AS committee. [965/1000 words]

7 3. Description of the institution QMUL is one of the UK's leading research-focused higher education institutions. With around 17,840 students, 4,000 staff and an annual turnover of 300m, we are one of the largest colleges in the University of London. We are based on four main campuses across East London and the City of London. QMUL has a long standing commitment to the education of women linking back to its roots and formation from the merging of four historic colleges: Westfield College (founded in 1882 as a college for the higher education of women), Queen Mary College, St Bartholomew s Hospital Medical College and The London Hospital Medical College. QMUL has also two joint-programmes in China with Beijing University of Post and Telecommunication and Nanchang University. QMUL is organised into 3 faculties and 15 schools: Faculty of Science and Engineering (S&E) academic staff School of Biological and Chemical Sciences (SBCS) School of Electronic Engineering and Computer Science (EECS) School of Engineering and Material Science (SEMS) School of Mathematical Sciences (Math) School of Physics and Astronomy (Physics) School of Medicine and Dentistry 771 academic staff School of Medicine (SM), comprising 5 institutes Institute of Dentistry (IoD) Faculty of Humanities and Social Sciences (HSS) 387 academic staff School of Business Management (SMB) School of English and Drama School of Economics and Finance School of Geography 1 School of History School of Language Linguistics and Films (SLLF) School of Law (includes Centre for Commercial Law - CCL) School of Politics and International Relations (SPIR) From the 2008 Research Assessment Exercise, The Guardian ranked QMUL 11th in the UK for the quality of our research. In 2012, QMUL was invited to join the Russell Group (RG). The RG comprises 24 leading UK universities and is committed to maintaining the very best research, an outstanding teaching and learning experience, excellent graduate employability and unrivalled links with business and the public sector. This has the 1 The School of Geography does research on physical geography, however it was not possible to split the data and therefore staff in this area are not included in data about STEMM subjects.

8 additional benefit of belonging to the RG Equality Group which networks regularly on all matters of equality and diversity and has a strong focus on gender equality issues. The last 3 years have proved to be challenging within the English Higher Education sector with the changes in funding. This has led to uncertainties in finances and planning. Despite this challenge QMUL has managed to sustain student numbers and has continued to focus on the expansion of its activities. We have received very positive feedback in the National Student Survey. From 2014, QMUL will be awarding its own degree (as opposed to University of London) which highlights the organisation s increasing confidence and achievements. QMUL continues to attract a diverse student population and we are proud of our history and local heritage and will continue to have a strong focus on our Public Engagement and Widening Participation activities in the local community. Data Throughout the submission the latest available data has been supplied. Table 1: Percentages of female students at QMUL by Schools Undergraduate (UG) Postgraduate Taught (PGT) Postgraduate Research (PGR) % female % female % female Department SBCS 66% 67% 66% 69% 65% 50% 49% 50% 52% EECS 25% 23% 20% 22% 23% 30% 30% 31% 32% SEMS 26% 23% 25% 35% 23% 35% 36% 33% 35% Maths 44% 43% 44% 42% 27% 32% 25% 23% 23% SPA 27% 25% 22% 23% 30% 26% 24% 25% 27% Dentistry 56% 56% 57% 52% 63% 56% 65% 55% 64% Medicine 53% 51% 50% 59% 58% 62% 54% 57% 56% TOTAL STEMM 46% 45% 44% 48% 47% 51% 43% 44% 44% SBM 50% 51% 52% 64% 66% 69% 57% 62% 50% Economics 44% 42% 41% 47% 54% 48% 45% 35% 29% English 73% 74% 73% 71% 69% 69% 58% 59% 67% Geography 54% 56% 54% 46% 63% 73% 61% 47% 51% History 54% 57% 55% 38% 42% 39% 35% 37% 44% SLLF 71% 74% 74% 57% 63% 65% 57% 68% 61% Law 64% 62% 64% 62% 59% 61% 53% 57% 47% SPIR 55% 55% 60% 61% 62% 61% 36% 39% 38% TOTAL non- STEMM 59% 61% 60% 58% 59% 58% 51% 52% 50% ALL TOTAL 52% 52% 51% 54% 54% 56% 46% 47% 45%

9 Overall the proportion of UG, PGT and PGR students is not far from 50% in STEMM subjects. In the past three years, the proportion of female students in STEMM and non STEMM subjects has remained stable. The proportion is smaller in EECS, SEMS and SPA, which reflects national trends. The slight decrease in UG female representation in EECS and SPA is being investigated by their AS SAT. The proportion of female PGT has increased slightly and the proportion of females in PGR courses has remained the same. A number of activities have been developed to encourage female students to join STEMM subjects and to enable them to pursue a career in these subjects, specifically through our Women in Science and Engineering Group (WISE). A number of these activities are described below.

10 Table 2: Academic and research Full Time Equivalent (FTE) posts (rounded) 2009/ / /10 School Female Male Total Science and Engineering* EECS SBCS SEMS SPA # Maths # Total School of Medicine and Dentistry* BICMS $ WHRI Cancer WIPM IHSE $ Dentistry Total Humanities and Social Sciences English SLLF Geography Business Law History Economics CommLaw Politics Total QMUL # The Astronomy department moved from Maths to Physics (SPA) in * STEMM faculties $ Many in Health Sciences moved to Cell and Molecular Science Faculty in 2010/2011 Bold where women are in the majority (>50%)

11 Figure 1: Percentage of Female staff in S&E and SMD - FTE The trend in STEMM over the past four years shows an increase in the representation of female staff. This suggests that our AS activities are having a positive impact in attracting and retaining female academics and researchers. SPA has a decrease in female representation, but this only represents two members of staff. This will be discussed at the SPA JUNO group. Benchmark data: Conscious of the merits of benchmarking our position against other institutions, we collected from HESA benchmark data against other RG institutions. In 2012, QMUL ranked 4 th in terms of the percentage of female academics staff in STEMM (38.2%) and 2 nd in terms of percentage of female professors in STEMM (17.7%). In the RG the highest percentage for female representation is 48.8% and the lowest is 23.3%. For Professors in STEMM it is respectively 18.5% and 8.5%. In the future we will benchmark ourselves against other institutions. Action 1.1.

12 Staff data by grades Grades Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Information about grades Job levels within grades Research Assistants, PDRAs Research Assistants, PDRAs, Lecturers Research Fellows, Teaching Fellows, Academic Fellows Lecturers, Clinical Lecturers Senior Research Fellow, Senior Teaching Fellow, Senior Lecturer, Reader Professor Table 3: FTE by gender and grades with rounded numbers 2009/ / /10 Female Male Total STEMM Grade Grade Grade Grade Grade Total Non-STEMM Grade Grade Grade Grade Grade Total

13 Figure 2: Percentage of female staff in STEMM There is a drop in female numbers at higher grades (Table 3), and in general the female numbers are higher in the non-stemm faculties than the STEMM ones for similar grades. This is probably reflecting in part the proportions of women studying STEMM subjects in the past. The total numbers of staff at most grades in STEMM or non-stemm faculties have remained fairly constant over the 3 years, but in both STEMM and non- STEMM there has been an increase in the percentages of women at professorial level (Figure 2). In STEMM, the number of female professors (grade 8) has increased by 10 (which represents a 29% increase) with no significant increase in the number of male professors. [875/1000 words]

14 Supporting and advancing women s careers 4. 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. openended (permanent) contracts. Table 4 Academic & Research posts by Permanent or Fixed term contracts (FTCs). STEMM Permanent Fixed term Grade year %F F M Total %F F M Total % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Total % % % %

15 Non- STEMM Permanent Fixed term grade year %F F M Total %F F M Total % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % Total % % % %

16 Figure 3: Permanent (perm) and Fixed Term Contracts (FxT) staff numbers by grades Grade Staff Numbers F & M by grade, year and contract STEMM, Perm STEMM, FxT Non-STEMM, Perm Non-STEMM, FxT F M

17 Figure 4: Percentages of Fixed Term Staff by Gender and by Grade Percentage Fixed term, F & M by grade and year Grade STEMM Total non-stemm Total Total Total 0% 20% 40% 60% 80% 100% female male

18 Figure 4 shows the percentages of staff on each grade who are on FTCs compared to all contracts. The years 10/11 & 11/12 & 12/13 are grouped together going down the page, each block of 6 bars reflects the three years with the latest year at the bottom. At grade 4 nearly a 100% of the staff are on FTCs. In STEMM faculties this is slightly less at grade 5 (but still over 80%) and the percentages decline with increasing grade. The proportions are higher in the STEMM subjects, possibly reflecting the large proportion of staff employed on grants. There are proportionally more women on FTCs posts than men, overall but particularly in the STEMM faculties. Over the three year period, there has been little change in the STEMM faculties. We will survey FTCs staff in grade 6 and 7 to give a better understanding of this data. Action 2.8. QMUL uses FTCs to enable the delivery of one off pieces of work and securing funding for research grants. HR is designing a project to review current practices to ensure that FTCs are used in accordance with UK legislation and good practice in employment. This will ensure that schools follow appropriate procedures. Action 2.8 Staff whose FTCs are ending are placed on the re-deployment list and departments are contacted when a redeployed person applies. This approach ensures that the appropriate process is followed and redeployed staff are considered. QMUL advertises all PDRA and support roles for the first two weeks internally to ensure that potential redeployed people have time to apply and be considered. b) Female:male ratio of academic staff job application and appointment success rates. We have experienced difficulty in collecting recruitment data, despite implementing a new online system. The data cannot be collected for academic and research staff only, therefore the data below may include some professional roles. For , the data was collected manually and is not complete. The recruitment system is being updated in so issues of data reporting will be resolved. Action 2.3

19 Table 5: Staff recruitment in HSS, S&E and SMD by Gender 2009/10 F M total # F M total # F M total # % F Per 3 years HSS 2 applied % shortlisted % offered post % % shortlisted 5.9% 6.6% 7.7% 7.8% 5.0% 4.8% % offered 2.2% 1.1% 2.2% 2.5% 2.9% 1.7% % offered if shortlisted 38% 17% 28% 32% 59% 35% applied % shortlisted % offered post % S&E* % shortlisted 13.6% 15.6% 13.1% 8.0% 14.1% 6.5% % offered 4.3% 3.9% 3.1% 1.6% 6.1% 2.8% % offered if 31% 25% 24% 20% 43% 43% shortlisted SMD* applied % shortlisted % offered post % % shortlisted 11.6% 11.3% 7.4% 6.5% 10.9% 10.8% % offered 2.4% 2.8% 2.1% 1.8% 3.2% 3.4% % offered if 21% 25% 28% 28% 29% 31% shortlisted # total: This includes a few candidates who chose not to state their gender on the application form (<3%). These candidates did not appear to be at any disadvantage. * STEMM faculties. 2 Only small numbers are presented here because the faculty return little manual data relating to their vacancies. This is not representative of the number of posts the faculty recruited.

20 Figure 5: Recruitment - Percentage of shortlisted and offered post by gender Percentage shortlisted and offered post (if applied) Science and Engineering 2009/10 Female Male Female Male Female Male 0 5% 10% 15% 20% School of Medicine & Dentistry 2009/10 Female Male Female Male Female Male 0 5% 10% 15% 20% Humanities & Social Science 2009/10 Female Male Female Male Female Male Female Offered post Female Also shortlisted 0 5% 10% 15% 20% Slightly more women than men on average applied for posts in SMD (62% of the applicants over 3 years). In S&E only a third of the applicants were women, however, in S&E women were consistently more successful than men at interview. Over the three years, women who applied were as successful as men in SMD, however there was some year on year variation.

21 To attract female applicants and address biases in recruitment, several initiatives were developed and/or will be implemented. Interview panels members must undertake the one day Fair Selection course, and a refresher course every 3 years. This has been reinforced by some VPs via s to their staff and school managers are rigorously checking compliance. Since 2006, 2250 staff have attended the one day course and 2290 have attended the refresher course. Information on unconscious bias will be included in recruitment training. Action 2.2 A factsheet was developed by the Diversity Manager and the Employee Relations Manager concerning recruitment and gender equality, giving examples of research and good practice, information on gender bias and how to attract female applicants. It was disseminated to AS champions and will be to other faculties. Action 2.1 A number of S&E Schools include information about flexible working and/or positive action statements in job advertisements to encourage women to apply. The recruitment policy and guidance will be reviewed within the next 2 years. Action 2.1. The AS logo is at the front of our recruitment page, with a link to the AS and the equality page. QMUL has introduced an online recruitment system in , enabling us to capture more comprehensive equality data about job applicants, those shortlisted and appointed. There are technical issues with the system to obtain School level data. This will be resolved this year. Action 2.3. The faculty of S&E has developed a policy that all school recruitment panels will include at least one female member. Schools have been ensuring that they do not overburden senior female staff by either including more junior staff or external staff. Junior staff will be involved on panels and this will both increase their skill set and assist them with their own future progression. Following this initiative, QMUL is now drafting a university wide policy. Action 2.4. Exit interviews are carried out at University and sometimes School level. The data is however patchy. The HR department will review the questionnaire and process. Action 2.9. Data on recruitment through executive recruitment agencies is not collected. Their briefs will have clear information on providing diverse shortlists and a template will be developed to collect equality data on candidates. Action 2.5.

22 c) Female:male ratio of academic staff promotion rates. STEMM * Male non- STEMM all Table 6: Promotions - Rates by gender * 3 year average Female 19 Eligible year average * * Applied Promoted % 6.5% 10.9% 10.7% % applied % 10.5% % 3.7% 4.4% 5.3% 5.3% % promoted % 6.7% 5.8% %promoted if 78 applied % 93% 57% 76% 49% 49% 64% 54% Eligible * * Applied Promoted % 17.6% 21.4% 15.6% % applied % 18.0% 6.1 % promoted % 10.2% 13.0% 9.8% 12.0% 14.8% 10.7% 12.5% %promoted if 75 applied % 65% 74% 71.3% 56% 94% 59 % 69.7% * Eligible 7 541* Applied Promoted % 10.2% 13.4% 11.8% % applied % 12.2% 4.4 % promoted % 7.4% 6.8% 6.2% 6.9% 7.4% 7.6% 7.3% %promoted if 77 applied % 77% 67% 73.7% 52% 63% 62% 59% * Data on eligibility is not available yet due to HESA returns, but because of relatively low movement in the college the numbers eligible are likely to be similar to year averages are used for successful promotions only because, if unsuccessful, an individual may well be measured in more than one year. In the STEMM subjects, over the three year period, men were consistently more likely to apply for promotion, but women were more likely to be successful if they did make an application. Overall the disparity between the proportion of female staff promoted

23 (4.4%) and male staff promoted (5.8%) is not large. This picture is also broadly the same in non-stemm subjects, but the differences are not so marked. The proportion of men applying has remained stable over this period at around 11% for STEMM subjects. We recognise there is still more to be done particularly to encourage more women to apply for promotion and the actions we will take are outlined below. Qualitative information by using the QMUL 2011 staff survey and feedback from schools SATs. Survey findings highlighted that unfair promotion was not a factor that staff cited as causing them stress. We did find that among staff declaring that they felt their career had been held back, 18% cited gender, caring responsibilities or pregnancy maternity as a reason. 51% cited another reason. All academic/research staff are eligible and are invited to apply for promotion every year. Heads of Schools (HoSs) advise applicants on their submission, provide feedback and give a report on the application to the promotion panel. Staff can be promoted for excellence in knowledge creation (research activities) and/or knowledge dissemination (teaching and scholarship activities). They also need to contribute to the enabling activities to be promoted (administrative, pastoral, etc.). To address gaps in promotion application and success, we have: Reviewed the appraisal scheme so that conversations about promotion and career development take place at least once a year with advice on career development and how to prepare for promotion. Appraisal is mandatory for all staff. Reviewed the promotion process, in line with the Research Excellence Framework (REF). Staff who have had special circumstances (maternity/parental leave or caring responsibilities, etc.) can have them taken into account when they apply for promotion. Run workshops called Pathways to Promotion where the VPs for S&E and HSS gave a detailed explanation of how the promotion process worked followed by a Q&A session. In the first year an was sent to all female staff in S&E to bring the event to their attention. These workshops will be continue in advance of the promotion round each year and will be organised in SMD. Data collected on participants highlighted that actions are required to encourage female staff to attend. Action 3.2. As part of the REF process, equality training was organised for all HoSs, VPs and Directors of Research. This also ensured that staff involved in promotion decisions have been trained on equality. SMD piloted an initiative by which AS observers were present at the promotion panels in 2012 and 2013, making observations and recommendations. This will continue and will be organised in S&E. Action 3.1. Drafted a policy to ensure that promotion panels have male and female staff.

24 We will organise unconscious bias workshops for VPs and HoSs. Action 3.1. We plan to organise focus groups to investigate barriers for female staff to apply and succeed in promotion. Action 3.3. Actions on mentoring and leadership programmes are described under section Career development (i) 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. QMUL was shortlisted for the 2011 Times Higher Award for Outstanding Support for Early Career Researchers and was awarded the European Commission s HR Excellence in Research Award (Jan 2012) for its implementation of the Concordat to support Career Development of Researchers. QMUL provides a dedicated Researcher Development Adviser (PDRA) and Careers Adviser for Researchers to support the career development of early career researchers (ECRs). Two PDRA Networks have been established at our medical campuses providing a bespoke and partnership approach to developmental activities. Action 4.1. The CAPD provides a dedicated programme for ECRs, including: PDRA Masterclasses: Delivered by both junior and senior academics. Equality and Diversity is embedded by the choice of topics and participation of female academics as speakers, for example: The challenges of combining a career in science with raising a family : Prof Sussan Nourshargh (WHRI) From Postdoc to Independent Researcher : Dr Melania Capasso (BCI) & Dr Dianne Cooper (WHRI) QM Fellowship Day: attracts over one hundred PDRAs and academic staff from QMUL and speakers from various funding bodies showcasing their respective Fellowship Schemes. Doctoral Transitions: Careers Beyond Academia for researchers Grant Funding Masterclasses: providing Faculty specific support on how to write a Fellowship or Grant proposal, and an opportunity learn from senior academics about grant writing.

25 We will embed Equality and Diversity in PhD supervisors training, Action 4.9 and to ensure all PDRA have an annual appraisal as the practice varies in Faculties. Action 4.8. High Potential Leaders Programme (HPLP) Every year, QMUL runs the HPLP programme which includes a residential workshop, coaching and action learning. Participants are nominated by HoSs and are normally in grades 6-8, academic and professional staff. The percentage of females is higher than their representation across those grades (table X). The team managing the programme always makes a conscious effort to ensure gender balance. Data of participants will be analysed to ensure there is a balance across role and gender. Action 4.2. Table 7: Gender representation on HPLP Gender Female 7 47% 7 39% 7 47% Male 8 53% 11 61% 8 53% Total % % % Women into Leadership programme To address the under-representation of senior academic women, a Women into Leadership programme was designed in 2012, developed with Ashridge Business School. It focused on the leadership potential of female academics (reader / professor). It provided an opportunity for the 19 participants to develop their leadership style and potential. Feedback from the programme was extremely positive. The programme is being rolled out to the next cohort of staff (senior lecturers), and professional services staff. Action 4.3. Successful outcome emerges as female staff were promoted or took senior positions at other institutions, which we see as a success. The S&E faculty recently introduced a framework for Supporting the career development of academic staff in S&E. This includes information on probation, mentoring, appraisal, promotion, workload allocation and support for staff coming back from long term leave. It provides information on setting objectives and career advice. This framework will be adapted and disseminated to other faculties to facilitate local implementation. Action 6.1.

26 Mentoring b) Mentoring and networking In 2011, the Chair of AS SAT commissioned from Prof Gill Kirton a research on mentoring practice at QMUL. This highlighted the lack of mentoring schemes. In , a pilot mentoring scheme was set up in the SMD and in S&E, specifically targeted at female academic staff. This was modelled on the BPS Women mentoring scheme. A number of key approaches underlying the success of their scheme were adopted: identifying and targeting a specific cohort of women from hard data (identifying the greatest need), providing highly focussed and identical training for all participants (both mentee and mentor), matching individuals from different Institutes to best enable free and frank interaction. Data from the SMD on staff numbers and the 2011 staff survey were used to ensure the scheme was targeted at the best level - grade 5/6. 25 mentees took part, identified through application, following an invitation to all staff. The pairing was determined using a focussed application form and CVs. Training was evaluated by questionnaire and a mid-term review was completed. The feedback on the scheme was overwhelmingly positive. A final evaluation is being carried out (November 2013). Following positive preliminary feedback, the scheme is being expanded to all faculties in Action 4.5. A CV workshop (January 2013) was also held for all of the mentees prior to the academic promotion submission process. Attendees were provided with detailed information on the academic requirements for promotion, had the opportunity to discuss career progression with two senior female academics (both Professors), and completed exercises identifying weaknesses and strengths in each others CVs. Three women (out of 14) subsequently submitted applications for promotion. It is our intention that this CV workshop will run on an annual basis. Action 4.4.

27 Networking The Women in Science and Engineering (WISE) group was set up in 2008, as an informal group for discussion/networking for QMUL PhD Students and PDRA interested in the role of female participation in science. The main objectives of the group involve the establishment of informal links with female scientists that can act as role models, discussion of career paths and to provide encouragement for QMUL female students. The group was relaunched in 2011 with clear mechanisms to enable handover of committee roles. The group has since expanded to include SMD students, it has 120 members and held over 13 events, including panel debates, film/research discussion, and social events where members can network. WISE organised an assertive communication event to assist with presentation skills. Events are normally attended by people and are advertised through the WISE mailing list, website, social media and the staff newsletter. WISE promotes and provides volunteers to FLOSSIE (see 5) ii) a) ). QMUL allocates a 10,000 annual budget to WISE. Action 5.1. A full list of events is provided in section 8. QMUL has a very successful girls hacking club in EECS. They ran projects at the V&A, Digital Shoreditch Innovation Day, and the Inside Out Festival. QMUL has created two women s networks, in S&E and HSS. For the academic year we intend to develop links between the two networks. Action 5.2. The parents lunch (section g)) is another opportunity for networking. An online parents/carers network will also be set up. Action 6.3

28 (ii) 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. There are a number of events where female staff in STEMM can raise their profile: In 2007/08, the Women@QM project ran to raise awareness about achievements of female staff, past and present at QMUL. The project included a major launch, an online exhibition and a commemorative book containing the profiles of 50 featured Women. Women defining success event In , the project was re-used with the exhibition displayed during QMUL March Diversity Fortnight at the Women defining success event marking International Women s Day. This event was recorded for staff who could not attend. An annual event to celebrate women s achievements will be held every March. Action 5.3. FLOSSIE : a female only presenters conference. The 2013 theme was Diversity and took place at QMUL. We are creating a business case for funding to continue organising this conference at QMUL. Action 5.4. In 2012, a launch of QMUL gender equality activities (women leadership programme and mentoring scheme) was organised. The Chairman of Council introduced the event and the Principal talked about the importance of this agenda.

29 QMUL organised a talk called London Olympics: what s in it for women? with contributions from sport and design industry experts and academics. Schools SATs monitor the gender balance of seminar speakers and are taking action to ensure balanced representation and promote role models. Action 5.6. b) Providing spokeswomen for internal and external media opportunities. QMUL has a database of experts that is used for internal and external media opportunities. The AS committee will review the gender representation in the list and work with the Marketing and Communication team to increase representation. Action 5.5. Female staff at QMUL have been portrayed in national and international media: Professor Amrita Ahluwalia s research on the health benefit of beetroot have been presented in national and international media. Professor Allyson Pollock wrote extensively on the The Health and Social Care Bill in 2011 and its impact on the NHS. Internally, staff and AS achievements are reported in the weekly ebulletin, and QM in the News bulletin. See section c). Staff at QMUL have taken part in talks and conference on gender equality, described in section a). Many QMUL academics participated in WISE talks.

30 c) Nominations to public bodies, professional bodies and for external prizes. The following are examples of achievement celebrated at QMUL: Professor Márta Korbonits shortlisted for Research Project of the Year at the prestigious Times Higher Education Awards 2013 Professor Allyson Pollock shortlisted for the Women in the City, Woman of Achievement award in the Medicine and Health Care category. In 2012, Professor Ursula Martin (EECS) was awarded CBE for her service to computer science and gender equality, which was celebrated at QMUL through the staff bulletin and the front page of QMUL website. QMUL nominated Ursula for the 2013 national WISE life time achievement award, she was shortlisted. QMUL also nominated Nela Brown, former Chair of for the WISE leader award, she was shortlisted and won the highly commended prize. Professor Trisha Greenhalgh (SMD) was given the George Abercrombie Medal at the Royal College of GPs annual award ceremony. It was the first time the award was received by female doctor. Dr Rosemary Harris (Maths) was awarded the Faculty of S&E Outstanding contribution to teaching award ( ) and the Research Achievement Award ( )

31 6. 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. Table 7: Head of Schools/Institutes by Faculties and QMUL by Gender Female Male % F Female Male % F Female Male % F STEMM % % % QMUL % % % There is an acute under-representation of female staff at at HoS level. If we include staff who are in school senior management teams, the under-representation of female staff is less pronounced, 1 out of 3 Faculty VPS is female (33%) and 6 of the 13 Faculties senior executives are female (46%). QMUL is committed to ensuring that more women develop into senior academic and management roles, to address this under-representation we will: Continue to run two leadership programmes. Action 4.2 & 4.3 Expand the women mentoring scheme. Action Review the consultation process to select HoSs and collect data on the gender balance of deputy heads Action 2.6. Responsibility for Equality and Diversity will be included in all of HoSs job description. Action 1.3. Carry out a focus group with senior female staff on the barriers to achieve leadership positions. Action 3.3. b) Gender balance on the senior management team at university level. Table 8: Queen Mary Senior Executives (QMSE) Gender Representation As of 1 st September Female Male total % F 40% 40% 40% 30% QMSE comprises the Principal, all VPs, the Chief Strategy Officer, the Secretary to Council & Academic Registrar and the Chief Operating Officer.

32 Women representation on QMSE is slightly higher than the proportion of female professors. VPs roles are advertised to all staff. Recent VPs roles that have been recruited through recruitment agencies had specific requirements about the diversity of candidates. c) Gender balance on influential committees at university level. Figure 6: gender representation on influential committees - numbers Figure 7: gender representation on influential committees percentages

33 The proportion of female staff on main influential committees has improved in the last 3 years, this is partly due to better gender balance on Council, as many committees have external Council members on them. In recognition that staff who have caring responsibilities or other commitments might have been deterred by the timings of committees meetings, almost all senior committees meet before 4.30/5pm. An exception is University Council, composed of mainly external staff, has proven difficult to meet in core-hours. This will discussed with members. Action 6.6. All Schools in S&E and SMD have actions as part of their SAT to improve the gender balance on their committees. d) Evidence from equal pay audits/reviews. Since our 2010 submission a full equal pay audit has been carried out for grade 1-7 staff. Key findings: No significant differences between gender or ethnicities in average basic pay. However, access to variable payments is very different by gender, and PT vs. FT Proportionately more male employees have access to variable payments than female employees Male employees are paid higher variable payments on average than female employees A number of grades show significant differences in average basic salaries between FT and PT employees, with the difference being mainly in favour of PT staff The length of a number of grades on the single pay spine is longer than best practice would suggest is optimal There is an uneven distribution of population by gender. These findings have been communicated to trade unions, all staff and are published on the HR website. A programme of work has been designed to address these findings and is in progress. A new audit will be carried out in 2/3 years. Another working group is looking at professors and senior staff remuneration. Action 3.4.

34 e) Female:male ratio of staff in the 2008 Research Assessment Exercise/ Research Excellence Framework Table 9: Female:Male ratio of staff in RAE Staff eligible and submitted Eligible Submitted % Submitted F M F M F M STEMM % 81.2% Non-STEMM % 88.0% QM - total % 83.1% In the STEMM faculties there was a clear disparity between the sexes in those returned for the RAE in that only 58% of eligible females compared to 81% of the males were returned. In preparation for the 2014 REF, QMUL produced a Code of Practice, ensuring that all staff involved with the process have been trained in equality. A comprehensive equality analysis for each REF dry run was produced, highlighting possible issues and actions. The final equality analysis of our REF submission will be published in early QMUL funded a PhD student in SBM to research equality in the REF process at QMUL and in other institutions. f) Transparent workload models In September 2013, the Faculty of S&E has, following an extensive consultation with members of all Schools Senior Management Teams and a trial period of the software, introduced an e-academic workload allocation model known as SWARM. The SWARM has been introduced in the Faculty to: support individual staff by recognising their contribution across the range of academic activities (research, teaching, entrepreneurship, outreach, public engagement, academic administration, etc); provide a management tool that determines staff effort and allows Heads of Schools to adjust workloads to meet School need and strategic priorities; provide Heads of School with a management tool that allows them to allocate workload to staff transparently and to be able to make objective decisions about adjusting workload where required to ensure that no individual is unduly overor under-loaded. With SWARM academic staff can view their workload by category (e.g. teaching, research, scholarship and administrative roles), and as a whole in comparison, anonymously, with all staff in their School. The system enables staff to play an integral part in the workload allocation process as staff are asked to comment on their workload for the forthcoming year and to agree the final outcome.

35 The system will be evaluated and implemented in other faculties. Action 3.5. Since 2003 SMD has had in place a set of Academic Performance Standards, which have been refined and reviewed periodically. These provide a framework for target and objective setting, based on pro rata indicators for teaching, research and other activities. g) Work-life balance. Most QMUL committees meet before 4.30pm. Most of our Schools only have essential meetings in core hours. QMUL does not have a university policy on core-hours as Schools want to remain in control of their own definition, having consulted their staff. SMD ran two consultations on core hours for all their staff. QMUL provide generous flexible working provision described below and mentioned at staff induction. Staff have access to remote facilities enabling them to work away from the office. Increasing numbers of lectures are being recorded ensuring that staff and students who cannot attend have access to them. We aim to expand this facility. Action 5.6. h) Publicity materials QMUL does not have a policy on gender balance on publicity materials but it is recognised as good practice that all publication materials should represent the diversity of our students and include role models. Schools are very sensitive to this and have proactively done so. The Design and Branding team provides staff with a bank of QMUL images. The Publications team will ensure that there are clearer guidelines on the corporate identity webpages. Action 5.5. An audit of our alumni pages highlighted that on some subjects there are few or no female alumni presented. This will be reviewed and improved. Action 5.5.

36 7. 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 The HR website has sections on parental leave, family friendly benefits and flexible working. QMUL policy on requesting flexible working is more generous than currently required by law. QMUL supports the principle of flexible working for all staff whether for caring or other reasons. Results from the 2011 staff survey highlighted that: - 71% of respondents feel they have a good work life balance; - 70% of respondents said their immediate manager helps them to achieve a good balance between their work and personal commitments. Data was split by gender and no significant differences were found. Schools SAT fed back that many staff do not know about flexible working provisions and how to handle request. HR and CAPD are developing a new induction guide that all new starters and current staff (especially managers) will receive, with clearer information about flexible working. Information for future parents will also be provided. Action 4.6. Data on requests for flexible working is still patchy, partly because most requests are dealt informally in Schools. Requests and outcomes will be monitored by HR staff. SAT in schools also have actions on monitoring and recording informal requests. Action 6.8. b) Parental leave Table 10: Number of Maternity Leave Faculty Total HSS SMD S&E Total

37 Figure 8: Maternity Return rate by Faculties Table 11: Number of Paternity Leave Faculty Total HSS SMD S&E Total Only one adoption leave was recorded in the past 4 years. Return rates are lower in S&E and overall numbers are small. The data will be monitored and we will implement the policy to support returners. Action 6.1. QMUL offers generous maternity and parental leave (reviewed in 2011), 30 day holidays and Christmas closure, supporting working parents. HR have produced an employee guide on maternity, paternity and adoption leave, reviewed in Consultations highlighted that many managers feel ill-equipped in managing maternity and parental leave, especially for grant funded staff. SM is designing a factsheet on this subject, which will then be adapted to other faculties. Action 6.7. Three schools in S&E have introduced processes to support staff coming back from maternity leave providing extra support to allow the person to re-establish their research quickly. This is either PDRA support, reduced administrative tasks or teaching. One school expanded it to staff coming back from long term sick leave. It is an expectation that all schools in S&E will have such processes, as stated in the recent Supporting career development of academic staff in S&E. We will look to expand this policy to other schools. Action 6.1.

38 We will explore the possibility of introducing a policy by which staff who go PT can request going FT within a set timeframe. Action 6.9 Parents lunches were organised - described below. Support for staff who have caring responsibilities, in meeting the extra cost when attending meeting/conferences abroad or away from home will be investigated. Action 6.4. c) Childcare QMUL has a 63 places nursery, breastfeeding facilities on all our campuses, and provides childcare vouchers. In October 2013, 186 staff were using these vouchers. Nursery users are regularly surveyed. The numbers of places and opening hours of the nursery will be reviewed. Provision of baby changing facilities on campus and rules concerning bringing children on campus during working hours will be clarified. Action 6.4. In April 2013, the SMD organised a Parents lunch for staff about to go on, currently on or recently back from maternity/parental leave. Senior staff and HR staff were present to provide advice regarding policies and benefits. Following the success of this event, another lunch was held in November 2013 and will be repeated twice per year, with an online forum for parents. Action 6.3. Photos of April and November Parents Lunches: [4507 Words / 4500]

39 8. Any other comments maximum 500 words As described above, the group organised 13 events since March 2012, they are described below. academic, a female perspective Events held since March 2012: : WISE awareness week WISE is back To be or not be a member of a professional network Women in Leadership Women in Entrepeneurship Parenting and Careers Evidence for Bias against Women in Science Challenges Facing Female Postdocs Lunchtime Discussion & Screening of Sheryl Sandburg s TED Talk Women Working in Science Policy Workshop on assertive communication Lunchtime screening and discussion of the documentary a chemical imbalance I want to be an We are also pleased that the focus at QMUL on gender equality and good practice created from the AS process has fed through to other non-stemm areas of the university including Professional Services. The number of women in senior leadership positions within Professional Services has doubled in the last two years.

40 Further, we see our commitment to women s education being wider than QMUL and have recently partnered with Pakistan s Lahore College for Women to promote women s higher education in Pakistan through joint activities and programmes in the fields of Linguistics and English Language Teaching.