School of Psychology Athena Swan Action Plan

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1 1 Baseline Data and Supporting Evidence 1.1 The SAT wish to closely monitor recruitment to senior academic positions so that future actions can be considered if women are not constituting at least 65% of applicants (the current proportion of females at Lecturer grade) and are not being appointed on at least the same ratio. (Submission p11/12) Collect relevant data and report annually to the SAT when appointments have been made. Data is made available to the School via its Athena Swan Blackboard page. School Assistant in liaison with the University Athena Swan Co-ordinator and HR On going Start ATT Relevant data is available and the SAT and School staff become aware of it. 2. It is reviewed by SAT on an annual basis. 3. Possible additional actions are considered and introduced if appropriate. 1.2 The attrition of staff clearly impacts on the representation of different groups perhaps unequally. Consequently the SAT wish to monitor this by gender and also increase knowledge by capturing destinations. (Submission p12) Develop the University exit form for School use and implement monitoring. Include equality data, reasons for leaving and destination details where possible. School Assistant ATT Significant differences by gender in reasons for leaving and other associated factors are identified. 2. Further actions are considered where gender difference in rates are found. 3. Further actions are also considered where overall attrition rates exceed 15%. (Average female and male academic attrition rates in UK are 19.1% and 17.1% respectively - ECU Statistical report 2012.) 1

2 1.3 Promotion represents a major route for career progression. The SAT is concerned at the low representation of females at senior academic level and wish to ensure that the process of promotion does not represent a barrier to the satisfactory progress of women. (Submission p13) Monitor the promotion rates by gender from Lecturer to Senior Lecturer/Reader & Professor. Identify reasons for unsuccessful applications and assess the need for specific actions to support future applications. School Assistant & Staff Progression Sub- ATT2013 Obtain an equitable gender balance in applications and success rates. 2.0 U/G & P/G Student progression 2.1 We have had a higher than national proportion of female post graduate research students at 85%. However this proportion has dipped to 67% last year. We will therefore monitor this situation closely and also consider information from student destination surveys. (Submission p9) Collect and report data on post graduate research student numbers by gender. Collect any other relevant associated data (e.g. whether student UK based or international) and also continue to monitor degree classification by gender Consider data against a national benchmark, consider and understand any variation and introduce further actions arising if it is thought they will advance gender equality in this area. Student SAT onwards onwards Up to date data on post graduate research numbers by gender is available together with any other useful associated data. Identify further action if gender representation alters significantly from U/G gender representation. Also if degree outcomes vary significantly by gender Create questionnaire to monitor destinations of students leaving us. Student Achieve at least 60% return rate. Utilise information to improve student experience and future advice to students. 2

3 2.2 Although female representation at post-doctoral level hold up we wish to ensure that sufficient support is available to students in the transition from PhD to postdoctoral positions. (Submission p10 and p16) 2.3 The self-assessment process has highlighted the fact that we have only superficially considered the possible implications for U/G students in terms of balancing family and caring commitments and study. (Submission p8) Introduce sessions on career planning into the annual post graduate support day Introduce a post graduate mentoring scheme Lobby the University via its Athena Swan Working Group to consider introducing greater support for students at this transition point Survey students to establish how many are affected and how we could improve their experience Monitor gender of careers speakers and ensure balance is achieved and include question about timing of these events in the above survey 3 Key Career Transition Points, Appointments and Promotions 3.1 Promotion success rates for academic staff in the School are lower than equivalent rates across the University. We are therefore seeking to provide more support for staff in relation to the promotion process. (Submission p13/14) Introduce annual promotions sessions for all staff to ensure staff are aware of the process and requirements. Student Student Start ATT 2013 Career planning session takes place and results in students receiving improved support for their careers. A scheme is introduced that students find helpful in supporting their careers. Chair SAT The University resources activity to achieve greater support for the future careers of PhD students. Director of U/G Studies Director of U/G Studies SPT 2014 Useful feedback is received from students that may guide the implementation of improvements. We are better informed about the actual experiences of U/G in this respect and have the possibility of introducing changes that might make a significant difference to those with caring responsibilities. Head of School 1. Relevant staff have sufficient awareness of the promotion process and are encouraged to prepare both short and long term goals in relation to their careers. 2. There is an increase in School success rate. 3

4 3.2 Recruitment to Chairs. There is a lower female applicant rate for positions of Chair (40%) than for less senior academic positions. We are seeking to increase this rate commensurate with our estimation of the pool available. (Submission p12) Ensure all recruitment materials and School website advertise that the School has strong equal opportunities values. Head of School and Assistant 3.3 Induction is currently undertaken in a largely informal way. The SAT became aware that School policies and practices are not communicated consistently resulting in reliance on informal networks. The effectiveness of such arrangements might be very different for men and women especially those with caring responsibilities or who are part time. (Submission p15) 4 Career Advice and Support 4.1 appraisals are conducted ad hoc throughout the year, but current system does not allow for assessment of needs across the School. (Submission p14/15) Establish an online staff repository of information on Blackboard Prepare a School specific induction document which will include our policy on parental leave and flexible working Introduce a School Away Day for the purpose of appraisals and promotion sessions (see 3.1 above). the School of Psychology Learning and Teaching SPT 2013 Chair SAT 1. Female applicant rate for positions of Chair is raised to at least 65%. 2. The proportions of appointees by sex is broadly proportionate to the proportions of applicants by sex. Next staff survey shows improved feedback on quality of staff induction. (Last survey July 2012). Surveys are conducted on an annual basis. Head of School 1. Value of appraisals recognised by staff reflected in the annual staff survey. 2. Promotion rates in the School improve. 4

5 4.2 Mentoring. Currently only staff on probation are offered a mentor on a formal basis. Various informal mentoring arrangements exist for other staff. We intend to offer mentoring for all staff. (Submission p15) Introduce a mentorship programme available to all staff. Restructure research groups to help facilitate this. Head of School 1. Mentoring is available for all academic staff. 2. The value of mentoring experienced by staff is reflected in the annual staff survey. 4.3 All research staff are employed on fixed term contracts. The SAT considered that more active support for these staff was needed especially relating to medium term career planning. Such planning benefits all staff but its absence is likely to be particularly disadvantageous to female staff. (Submission p20) Line managers to receive training on providing mentorship for support & advice on career development. They will be asked to provide this support particularly to fixed term staff. School Assistant 1. Line managers are in receipt of training. 2. More support is provided to fixed term employees. 3. The greater level of support is reflected in the level of satisfaction in the annual staff survey. 5

6 5 Culture, Communications and Departmental Organization Consolidate the following activity already in practice; Social Social committee organises meet SPT 2013 the staff in week 1, themed nights with associated seminar (e.g., ghost walks and related seminar), student staff Psychology quiz Wine reception after external seminars Coffee before staff meeting. Currently the School is spread over five different sites so opportunity for interactions between both staff and students is limited. The importance of such interactions was recognised during the assessment process so efforts are being made to improve this aspect which the group believe has the potential to improve gender equality. (The School will move to unified accommodation in 2015). (Submission p22) Specifically ask for communal space in the new build provision for the School. Space SPT 2013 ATT 2015 Events continue to take place and improve social networking of School in ways that are inclusive for men and women. A communal space is provided. 5.2 Female representation on decision making committees is 43% against a female representation of 50% academic staff. (Submission p17-20) Monitor female representation on decision making committees and seek to improve representation to equate to representation by staff number. Provide opportunities for committee membership as part of career development needs HoS in association with Workload Model and Staff Progression Sub-. Ongoing beginning ST 2013 Representation on decision making committees by gender reflects overall gender representation. (Bearing in mind other objectives to improve female representation especially at senior level). 6

7 5.3 culture. The selfassessment process underlined the importance of ensuring all researchers worked in an inclusive Ensure that all staff members are part of a group that meets and exchanges ideas on a regular basis. Refer to this in annual staff survey. Psychology ST 2013 All researchers are identified as part of a group. Responses to future staff surveys reflect that this is working. and supportive environment. (Submission p21-22) Cluster staff in research groups in new Building. Space ATT 2015 Groups are able to be accommodated near each other in 5.4 Maternity and paternity arrangements. Our staff survey revealed that members of staff are not always aware of both standard arrangements but also additional arrangements that the School can make. Moreover new or bespoke arrangements to meet specific circumstances may be possible. (Submission p25) 5.5 The School has a comprehensive workload model. Whilst no concerns have been raised about imbalances of workload by gender the self-assessment group concluded that detailed monitoring through the workload by gender is possible and should be done. (Submission p21) report to communicate activities and celebrate successes. Reports to be made to the School of Psychology. Facilitate a parent/maternity support network to create opportunities to share knowledge and experience. Monitor Workload model by gender. For instance ensuring equitable total workloads and distribution of different work types accounting also for flexibility reflecting differing needs of those with differing responsibilities e.g. caring. Head of each research group. Self- Assessment team. Workload ly beginning ST 2013 SPT 2013 starting research groups. report is made. Attendance of most staff with caring responsibilities at network meetings. Knowledge of rights amongst staff improvements and improved responsiveness of School reflected in staff survey results. Workload is distributed equitably taking account of needs relating to gender. 7

8 5.6 Gender of external speakers. Shown recent improvement toward equal numbers of male and female speakers although a major annual lecture (The Sluckin Lecture) has only been delivered by males in the past (Female in 2013). (Submission p22) Monitor external speakers by gender. Organiser of External Seminars starting 1. Monitoring is undertaken. 2. Gender balance of external speakers is established and maintained. 5.7 Maternity cover arrangements. The SAT became aware that not everyone in the School was aware of maternity cover arrangements that have been made. The SAT believes that transparency of such arrangements will improve gender equality. (Submission p25) 6 Career breaks/flexible working 6.1 Flexible working. Whilst the School has been generally supportive of flexible working requests the SAT believe that more innovation might be possible and that all would benefit if managers were equipped with knowledge of possibilities in terms of flexible working. Ensure that in future information on maternity cover arrangements is disseminated to all staff The Equalities Unit will deliver specific training on flexible working to managers in the School Establish a role of Flexible Working Mentor in the School. Head of School SAT and Equalities Unit Beginning ATT 2012 ST 2013 Future staff surveys reflect that there is greater appreciation of various arrangements that have been put in place to adequately cover maternity leave. Head of School ST 2013 Role established 1. Managers undertake training. 2. Effectiveness of flexible working management reflected in staff survey results. 8