SCHOOL OF PSYCHOLOGY UNIVERSITY OF EAST ANGLIA ATHENA SWAN BRONZE APPLICATION. November 2014

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1 SCHOOL OF PSYCHOLOGY UNIVERSITY OF EAST ANGLIA ATHENA SWAN BRONZE APPLICATION November 2014

2 GLOSSARY OF ACRONYMS AP: Action Point AS: Athena SWAN ASCSG: Athena SWAN Central Steering Group ATR: Academic Teaching and Research (Contract) ATS: Academic Teaching and Scholarship (Contract) BSc: Bachelor of Science degree CSED: Centre for Staff Education and Development DBS: Disclosure and Barring Service DLO: Disability Liaison Officer E&D: Equality and Diversity EDC: Equality and Diversity Committee EXEC: Executive Committee FTE: Full-time equivalent HEIDI: Higher education information database for institutions HESA: Higher Education Statistics agency HOS: Head of School HR: Human Resources LTC: Learning and Teaching Committee MA-HEP: MA in Higher Education Practice MRes: Masters by Research MSc: Masters of Science degree PGT: Post-Graduate Taught PGR: Post-Graduate Research PSY: School of Psychology RESNET: Contact and information network promoting gender equality at the UEA and Norwich Bioscience Institutes SSF: Social Sciences Faculty SSLC: Staff-Student Liaison Committee UEA: University of East Anglia UG: Undergraduate 2

3 INDEX 1 Letter of Endorsement from the Head of School 5 2 The Self-Assessment Process 6 A Self-Assessment Team 6 B Self-Assessment Process 8 C Plans for the future of the Self-Assessment Team 9 3 A Picture of the School 10 A Pen Picture of the School 10 B School Data 12 Student Data 12 (i) Number of Men and Women on Access or Foundation Courses 12 (ii) Undergraduate Male and Female Numbers 13 (iii) Postgraduate Taught Male and Female Numbers 14 (iv) Postgraduate Research Male and Female Numbers 15 (v) Ratio of Course to Offers and Acceptances by Gender 16 (vi) Awards Data by Gender 18 Staff Data (vii) Ratio of Academic Staff and Research Staff by Gender 21 (viii) Turnover by Category and Gender 24 4 Supporting and Advancing Women s Careers Key Career Transition Points A i) Job Application and Success Rates by Gender and Grade 25 A ii) for Promotion and Success Rates by Category and Gender 28 A iii) Recruitment of Staff 28 A iv) Support for Staff at Key Career Transition Points 29 Career Development B i) Promotion and Career Development 30 B ii) Induction and Training 31 B iii) Support for Female Students 31 Organisation and Culture C i) Male and Female Representation on Committees 33 C ii) Academic and Research S taff on Fixed Term and Indefinite Contracts by Gender 35 C iii) Representation on Decision Making Committees 37 C iv) Workload Model 37 C v) Timing of Departmental Meetings and Social Gatherings 38 C vi) Culture 39 C vii) Outreach Activities 40 Flexibility and Managing Career Breaks D i) Maternity Return Rate 40 D ii) Paternity, Adoption and Parental Leave Uptake 40 D iii) and Success Rates for Flexible Working by Grade and Gender 41 D iv) Flexible Working 41 D v) Cover for Maternity and Adoption Leave and Support on Return 41 5 Any Other Comments 43 6 Action Plan 44 3

4 Athena SWAN Bronze Department Award Application Name of University: University of East Anglia Department: School of Psychology Date of application: November 2014 Date of University Bronze Athena SWAN Award: 29 July 2012 Contact details: Prof. Kenny Coventry/Ms Helen Murdoch Roles: Head of School/Head of Equality & Diversity Departmental Website Address: 4

5 1. LETTER OF ENDORSEMENT FROM THE HEAD OF SCHOOL: I want to give my strongest support for the School of Psychology s (PSY) application for the Athena SWAN (AS) Bronze award. The School of Psychology is one of the newest Schools at UEA, formed in This provides the opportunity to embed the highest standards of equality and diversity within the very fabric of the School from the outset, to ensure it develops as a fair, supportive, and satisfying environment in which to work for all staff. I am a member of the Equality and Diversity Committee within the School, which feeds into the School Executive Team and the University Athena SWAN Central Steering Group (of which I am also a member). The School is fully committed to the delivery of the Action Plan as a key part of its on-going development. The process of Athena SWAN certification has involved all parts of the School of Psychology, with a panel representing staff and students with varying circumstances and backgrounds. The School delivers Undergraduate, Masters, and PGR Psychology programmes, and our Undergraduate programme is consistently ranked highly in the National Student Survey. We are proud of the collective work of staff and the collegiate relationship between staff and students. However, a challenge for the discipline of Psychology in the UK as a whole, and for the School of Psychology at UEA, is the predominance of female students at undergraduate levels, which is not translated into a majority of female academics at Faculty levels. Mechanisms need to be put in place to maximise opportunities for progression for women in the discipline to redress this notable imbalance. Thus the School of Psychology is examining all aspects of female participation and opportunity in psychology from undergraduate education onwards with a focus on encouraging and supporting women in career development while creating a fair and equal environment for all. In the (now annual) staff survey introduced as part of the Athena SWAN process all female respondents indicated that they regard the School as a fair and satisfying place to work. We have already introduced a range of policies and processes with these goals in mind, including a wellmanaged annual appraisal system and a mentoring system. Allied to a range of University-wide initiatives - including a vibrant RESNET community and flexible maternity (and paternity) arrangements - these form a firm base on which to further build good practice and opportunities for all female colleagues. We very much hope to work towards a Silver Athena SWAN submission at the earliest opportunity in the wider context of our commitment to all aspects of equality and diversity. Yours faithfully, Professor Kenny R. Coventry PhD CPsychology FBPsS FRSA Head, School of Psychology WORD COUNT: 430 5

6 2. THE SELF-ASSESSMENT PROCESS: (A) The Self-Assessment Team The PSY Equality and Diversity Committee (EDC) was established to consider all issues related to equality and diversity, of which Athena SWAN is a key part. The EDC (Table 1) group was constituted to ensure broad representation across the School, cutting across gender, rank, work-home life arrangements (e.g. part-time positions), and length of time working in Psychology at UEA. We also have input from Athena SWAN leads in other schools via the University Athena SWAN Central Steering Group (ASCSG) (of which Coventry and Nobes are members), including Athena SWAN leads from Bronze award UEA Schools, sharing best practice across UEA. 6

7 TABLE 1: PSY Equality and Diversity Committee (the Self-Assessment Team)*)* Name Job title Length in Any other role at UEA Role in team post Dr Kimberley Experimental 1 year Plagiarism Officer Fixed-term contract perspective Bartholomew Officer Professor Kenny Coventry Chair, ATR 2 years Head of School; Deputy Chair, Athena SWAN Head of School and Professorial perspective Amanda Dorr School Manager 0.5 Fte 2 years 4 months 0.5 FTE School Manager for the School of Social Work Administrator Santha Forder Matthew Gooch Dr Kamena Henshaw Human Resources Manager Project Officer (Equality and Diversity) 0.6 Fte ATS Lecturer 10 years Harassment Adviser; Network Manager 2 years 15 years of experience working across a variety of roles at UEA 2 Years DLO; Visiting Student Coordinator; Admissions Team member; Associate Tutor Co-ordinator Provision of HR advice School support and administrative perspective ATS contract and part-time perspective Amilcar Johnson UG 3 rd Year 2 years SSLC and Faculty Convenor Undergraduate student perspective Ioanna Markostamou PGR ATR, Marie Curie Early Stage Researcher 1 Year Associate Tutor New member of staff perspective (ATR) Dr Rose Meleady ATR Lecturer 1 year, 1 month Helen Murdoch Dr Gavin Nobes Equality and Diversity Manager Senior Lecturer ATR Third year project module organiser; Course organiser of the MSc in Social Psychology ATR contract, relatively new member of staff (1 year) 5 years DBS Manager HR/E&D experience. UEA Athena SWAN lead 7 Years Chair, Athena SWAN ATR Senior Lecturer perspective, and Chair of EDC Dr Louis Renoult ATR Lecturer 11 months Director of Employability Brings experience from working in Canada and France. Employability perspective Lisa Stephenson MRes Student 1 month (completed UG degree at UEA over last 3 years) Dr Judi Walsh Senior Lecturer ATR (0.6 Fte) 10 years, with 2 periods of maternity leave No Member of Ethics Committee; Staff mentor Masters student perspective, and experience of transition from UG to PGT programmes ATR Senior lecturer perspective and part-time working perspective *Note that 64% of the team have children, and child-care responsibilities; 28% of the team have caring responsibilities in another capacity. 7

8 (B) The Self-Assessment Process Staff and student data have been drawn from Faculty and School resources, with HESA/HEIDI databases representing the primary external sources (AP: 1.1). The PSY EDC, the HR Division, and UEA Equality and Diversity colleagues have worked together to collate the data. All members of the group have contributed to the application in a collaborative process, representing the views of staff and students at all levels of the organisation. PSY EDC monthly meetings are minuted and the minutes are circulated to all members of the group and available on the University Athena SWAN Blackboard Site. The PSY EDC conducted a detailed anonymous School-wide survey in July 2014 which has played a key role in identifying points for the Action Plan (AP: 1.6). The structure and content of the survey was informed by best practice from surveys run by other UEA bronze Athena SWAN award Schools, as well as input from experts in the team regarding survey design. The survey included sections on recruitment, induction, appraisal, mentoring, promotions, probation, workload, part-time/flexible working, fixedterm contracts, support for research staff, core hours, and attracted a response rate of 82% (26 staff; 11 female, 8 male; 7 chose not to say). In addition to the use of rating scales and space for written comments, the questionnaire recorded gender, grade, and time in post. The following areas emerged which were of particular concern to women (informing Action Points): mentoring, induction practices, and committee membership and workloads. The survey data form a kernel data set which is referred to throughout the documentation below. The EDC meets at least monthly (Table 2), and will continue to do so, feeding into all the key decisionmaking committees within the School (AP: 6.1 & 6.2). TABLE 2: PSY EDC Group Meeting Dates Date (2014) Time Venue Friday 25th April 2pm LSB 0.22 Tuesday 20th May 2pm LSB 0.22 Wednesday 2nd July 2pm LSB 0.22 Tuesday 22nd July 2pm LSB 0.22 Wednesday 13th August 2pm LSB 0.22 Wednesday 17th September 2pm LSB 0.22 Wednesday 1st October 2pm LSB 0.22 Wednesday 8th October 2pm Virtual meeting Wednesday 5th November 2pm LSB 0.22 Wednesday 10th December 2pm LSB 0.22 Date (2015) Time Venue Wednesday 14th January 2pm LSB 0.22 Wednesday 18th February 2pm LSB 0.22 Wednesday 18th March 2pm LSB 0.22 Wednesday 15th April 2pm LSB 0.22 Wednesday 13th May 2pm LSB 0.22 Wednesday 17th June 2pm LSB

9 (C) Plans for the Future of the Assessment Team Increasing opportunities for women and issues of equality and diversity more widely constitute an on-going long-term commitment for the School of Psychology. The EDC is a core committee in the School, linking directly to other decision-making committees within and outside the School (AP: 6.1). The EDC Lead and the HOS will both continue to participate in the ASCSG, chaired by the Pro VC for Research and Enterprise, Professor Dave Petley. Amanda Dorr, School Manager, reports ongoing activity from the EDC directly to the PSY Executive team (with quarterly strategic reporting from the EDC Chair to the PSY Exec also), and members of the group feed into all the other main committees in the School, including our award-winning Staff-Student Liaison Committee (Winner of the UEA SSLC Competition). The staff survey will be conducted annually to monitor the impact of the Action Plan, with consideration of the results by the EDC, and then by the PSY Executive Committee. The self-assessment team will oversee a further survey of associate tutor teaching staff and students (AP: 1.2, 1.6). This iterative process will place opportunities for women, particularly in relation to progression, at the forefront of the development of policies and practices as the School expands and develops (AP: 6.5). WORD COUNT:

10 3. A PICTURE OF THE SCHOOL: 3A: Pen Picture of the School Background: The School of Psychology at UEA, formed in 2012, is the first new School of Psychology in a research-intensive University in the UK for over 20 years. Building on an established and highly rated undergraduate programme (that evolved originally in the School of Social Work), an expanding postgraduate provision and a rapidly growing research culture, the School of Psychology at UEA has a strategy to become a centre for excellence in learning and teaching, with an international reputation for outstanding research. Staff: The School s current academic psychology staff group comprises two Professors (one female; one male - with two new Chair appointments to be recruited by April 2015), seven Senior Lecturers (two female; five male), 14 Lecturers (seven female; seven male), and 3 research staff (two female; one male; all registered for PhDs). Of these posts 17 are Academic Teaching and Research (ATR) posts and 6 are Academic Teaching and Scholarship (ATS) posts. Most (60%) of these staff have been appointed recently following the establishment of the School of Psychology, and significant further expansion is planned through growth in UG, PGT and PGR student numbers and through research development. Teaching: The School currently offers a BSc Psychology degree programme (also with a year abroad from 2014) and four Masters programmes (an MRes in Social Science Research methods, and three new programmes from 2014: MSc in Social Psychology; MSc in Developmental Psychology; MSc in Cognitive Neuroscience). The BSc degree originally developed out of a psychosocial science degree programme set up in 1997, which built upon UEA s international reputation for the application of psychological theory and research in the field of social work and social policy. The degree has been accredited by the British Psychological Society (BPS) since 2008, and has consistently performed well in National Student Surveys (coming third for overall teaching quality and first for learning resources in the most recent 2014 survey). Research: Research in the School of Psychology spans the full range of disciplines, focussed around two research groupings: the Cognition and Perception Research Group, and the Social and Developmental Research Group. Psychologists within the school collaborate with two main research centres: the Centre for Research on Children and Families (jointly hosted with the School of Social Work), and the Facultywide Centre for Behavioural and Experimental Social Sciences. In addition, there are strong collaborations with the Faculty of Medicine and Health Sciences and with many other academic Schools across faculties. There is a small but growing researcher community, and an increasing number of PGR students. Considerable growth in PGR numbers is expected in future years; as this is a key transition point for women, it forms an important element of our Action Plan (e.g. AP: 1.2, 1.3, 1.6). Research in PSY has benefited from the recent provision of new laboratories and equipment that places the School at the cutting edge of psychological science (including Virtual Reality, motion tracking, Electroencephalography, Transcranial Magnetic Stimulation and eye tracking facilities). 10

11 PSY Structure and Management: PSY is a growing but still relatively small School, operating with a small number of committees. The School has a male Head (and Professor), a female Dean of Faculty (also a Professor in the School), a male Director of Teaching, a male Director of Research, and two female and one male directors of PGR/PGT/UG programmes. Overall the gender balance in the last two years of the School is approximately 50% female/50% male. However, the PSY EDC is reviewing the School policy on Committee membership (AP: 4.1), as female membership (excluding the (female) Dean as an ex officio member) of most of the committees is less than 50%, with the exception of the Learning and Teaching Committee (where the balance is 75% female/25%male). As the School grows in size, committees will naturally become more numerous, and changes to committee constitution, in line with positive action recruitment policies, will ensure a more equal gender balance as the School moves forward (AP: 1.4). In the survey, 20% of women (versus 38% or men) very much agreed that they had enough influence on the School s decision making processes, with some comments pointing to committee membership as a possible reason for this imbalance in views. 11

12 3B: SCHOOL DATA This section presents PSY student (by academic year up to 2013/14) and staff (by calendar year up to end of 2013) data. As the School of Psychology has only been a stand-alone school since 2012, previous years data have been split from the School of Social Work in order to represent how the School has progressed with both staff and student numbers. STUDENT DATA (2009/ /14) i) Numbers of Men and Women on Access or Foundation Courses Analysis. Table 3 shows an increasing percentage of female students taking the UEA Science Foundation Course, and an increasing percentage of female students transferring to the degree programme following the Foundation Year. However, the number of students transferring from the UEA Science Foundation Year to the BSc Psychology degree is negligible. Currently the School does not offer a Psychology Foundation year, and an action point is to consider offering more flexible routes to the degree to enhance accessibility, such as the possible introduction of a foundation year specifically for psychology (AP: 1.2). TABLE 3: UEA Science Foundation Year Data 2009/ / / / /14 START TRANSFER START TRANSFER START TRANSFER START TRANSFER START TRANSFER FEMALE MALE TOTAL % FEMALE TABLE 4: UEA Science Foundation Year Transfers to PSY 2009/ / / / /14 FEMALE MALE TOTAL % FEMALE

13 (ii) Undergraduate Male and Female Numbers Analysis. In line with sector norms, the BSc Undergraduate programme at UEA is dominated by female students, with only a small percentage of male students taking Psychology at UEA (see Figure 1). The imbalance is a cause for concern (see Cooper and Coventry, Times Higher Letter, 2014), with positive action for the recruitment of male students warranted (outside the remit of Athena SWAN; but included in a list of separate Action Points in the Other comments section below). PSY SECTOR Figure 1 13

14 (iii) Postgraduate Taught Male and Female Student Data Analysis. The PGT data (Figures 2 & 3) show a similar pattern to undergraduate data, with a preponderance of female students at PGT level. The numbers appear to fluctuate, but this is likely to be simply a result of small numbers of students. With new PGT course development in the School associated with increasing numbers of students, a pattern will emerge in due course (AP: 1.3 is to monitor applications for the new programmes by gender). We will also review the website and marketing materials for courses, as required, to increase the suitability and attractiveness of these courses for female applicants (AP: 5.5), as well as possible flexible routes through these courses (AP: 1.2). PSY SECTOR Figure 2 PSY SECTOR Figure 3 14

15 (iv) Postgraduate Research Male and Female Numbers Analysis. The data (Figures 4 & 5) show a steady increase in the ratio of male to female PGR students, with the figures broadly in line with sector norms. The increase does not, however, indicate any disadvantage to women as they still represent the majority group at this study level. As with PGT numbers, the fluctuation could be the result of small numbers of students; continuous future monitoring will be important to establish the need for additional further actions (AP: 1.3). PSY SECTOR Figure 4 PSY SECTOR Figure 5 15

16 (v) Ratio of Course to Offers and Acceptances by Gender Analysis. Figures 6-8 show that UEA Psychology applications, offers and acceptances are broadly aligned across undergraduate, PGT and PGR programmes. We have had a consistently high percentage of female applicants for all of our programmes during the period For UG programmes female to male ratios for applications, offers and acceptances have remained proportionate, with male applicants in the minority. The PGT provision in the School has been relatively modest, with three new Masters programmes commencing in 2014/15 associated with increases in overall numbers (not included in the data below; at October 2014 we have 43 students; 30 women and 13 men). Although the number of PGR students is small (but will increase over time), based on the data there is evidence that the leaky pipeline is occurring primarily at PGR levels. PGR recruitment will ensure that women are particularly encouraged to apply (AP: 1.2, 2.3, 5.5), with reviews of website, marketing materials and outreach activities as Action Points. Part of the reason for this might also reside in flexible working arrangements for PGR students an issue we return to below. APPLICATIONS OFFERS ACCEPTANCES Figure 6 APPLICATIONS OFFERS ACCEPTANCES Figure 7 16

17 APPLICATIONS OFFERS ACCEPTANCES Figure 8 17

18 (vi) Awards Data by Gender Analysis. Figures 9-14 show that women generally outperform men at undergraduate level, with a higher percentage of good honours for women in this five-year period. The sample sizes at PGT and PGR levels are very small (as the School has only recently begun new Masters programmes and increased PGR numbers). The leaky pipeline from Undergraduate to PGT and especially to PGR will be monitored (AP: 1.3). FEMALE MALE Figure 9 TABLE 5: Attainment by Gender based on Gender Pool % 2009/ / / / / (I) FEMALE 2(II) MALE (I) (II)

19 Figure 10: This table shows UG Students who leave with a compensatory award of a Dip HE or Cert due to leaving the BSc course prior to completion. Figure 11 Figure 12 19

20 Figure 13 Figure 14 20

21 STAFF DATA ( ) (vii) Ratio of Academic Staff and Research Staff by Gender Analysis. Figures show an historical imbalance in female to male staff in Psychology at UEA at Lecturer and Senior Lecturer levels. Overall the number of staff within the School has gradually become more gender balanced since 2009, with a change from 38% female staff in 2009 to 50% in 2013 (and the most recent figure in the School at survey date is also 50/50). However, while the number is 50% at Professorial level, there are more men in Senior Lecturer roles in 2013, which leaves cause for concern regarding the balance at Professorial level in the future as a function of future promotions. Action to be taken is to examine gender balance prior to each future round of recruitment, and where applicable, to use positive action in recruitment. This will include, for example, modifications to adverts and further particulars, and consideration of job shares/flexible working (AP: 3.3). Promotion is also an area for positive action (see below), with more encouragement and support needed for women to consider applying (AP: 2.1). TABLE 6: PSY Ratio of Academic Staff and Research Staff by Gender and Staff Category Headcount FEMALE MALE Professor ATR ATS Senior Lecturer ATR ATS Lecturer ATR ATS Researcher RA OVERALL TOTAL

22 Figure 15 Figure 16 22

23 Figure 17 23

24 (viii) Turnover by Grade and Gender Analysis. Tables 7-8 show that, with the exception of 2013, there has been a low turnover in the School. Five of the six leavers were female in that year. Individuals reported a range of reasons for leaving (e.g. partners having to relocate to another region for work; moving to a part-time research position rather than a research and teaching position), without showing a systematic pattern. Nevertheless, the gender balance of leavers will be closely monitored to identify whether, and if so why, women are overrepresented. (AP: 1.5, 3.4). TABLE 7: PSY Academic Staff Headcount and Leavers by Gender and Staff Category FEMALE MALE Employees Leavers % Leavers Employees Leavers % Leavers TOTALS TABLE 8: PSY Academic Staff Headcount and Leavers by Gender and Staff Category FEMALE MALE Employees Leavers % Leavers Employees Leavers % Leavers Professor Senior Lecturer Lecturer Researcher TOTAL Professor Senior Lecturer Lecturer Researcher TOTAL Professor Senior Lecturer Lecturer Researcher TOTAL Professor Senior Lecturer Lecturer Researcher TOTAL Professor Senior Lecturer Lecturer Researcher TOTAL WORD COUNT:

25 SUPPORTING AND ADVANCING WOMEN S CAREERS: A (i) Job Application and Success Rates by Gender and Grade Analysis. Figures show that, until 2013 more men than women applied for posts. They also reveal that women have been just as successful as men in recent years (though this was not the case in ). The increased success of women in has improved the gender balance in the School in It is difficult to identify why this change has occurred; some possible reasons may be due to positive changes to the recruitment process, including more opportunity for potential candidates to speak to the Head of School (HoS) prior to applying, and the introduction of a presentation by the HoS to all candidates about UEA as part of the interview process (with opportunity to answer questions outside of the formal interview that may be particularly important for women; for example one female candidate interviewed in 2013 asked explicitly about flexible working policies at UEA, but did not ask questions during the formal interview). Figure 18 Figure 19 25

26 TABLE 9a: PSY Job by Gender and Staff Category No. % FEMALE MALE NK FEMALE MALE NK 2009 Employed Employed ATR Professor (Inc) Professor (Sal) Lecturer RA Grade GRAND TOTAL Employed Employed TABLE 9b: PSY Job by Gender and Staff Category No. % FEMALE MALE NK FEMALE MALE NK 2010 Employed Employed ATR Professor (Inc) Professor (Sal) Lecturer RA Grade GRAND TOTAL Employed Employed TABLE 9c: PSY Job by Gender and Staff Category No. % FEMALE MALE NK FEMALE MALE NK 2011 Employed Employed ATR Professor (Inc) Professor (Sal) Lecturer RA Grade GRAND TOTAL Employed Employed 26

27 TABLE 9d: PSY Job by Gender and Staff Category No. % FEMALE MALE NK FEMALE MALE NK 2012 Employed Employed ATR Professor (Inc) Professor (Sal) Lecturer RA Grade GRAND TOTAL Employed Employed TABLE 9e: PSY Job by Gender and Staff Category No. % FEMALE MALE NK FEMALE MALE NK 2013 Employed Employed ATR Professor (Inc) Professor (Sal) Lecturer RA Grade GRAND TOTAL Employed Employed 27

28 A (ii) for Promotion and Success Rates by Grade and Gender Analysis. Table 10 shows that there have been an equal number of female and male promotions since 2009, with an overall success rate for promotion applications of 67% (only one male application was not successful). The relatively small number of promotion applications and associated promotions is a reflection of the large number of early career researchers in the School still in their probation periods (therefore not as yet eligible for promotion). TABLE 10: PSY ATR/ATS Promotion Success Rates by Gender and Staff Category Promotions into the Grade of: FEMALE MALE Total Senior Lecturer ATR ATS GRAND TOTAL A (iii) Recruitment of Staff All the School s recruitment processes have equality and diversity principles embedded within them, including gender equality, in accordance with UEA HR policy, and explicit in associated documentation. Recruitment and Selection training is mandatory every two years for all members of interview panels; this includes a focus on appointment based on merit and equality and diversity. In , this will be further enhanced to include additional training on the impact of unconscious gender bias on thinking and decision making, together with a School-wide seminar on this topic (Professor Peter Hegarty, University of Surrey has been invited)(ap: 2.2, 3.3). This latter session will be open to other staff from across the university to attend. Within PSY, selection panels are required to have a mix of male and female representation in accordance with UEA policy, and the short-listing process at School level also includes explicit instructions to Chairs of shortlisting and interview panels to be gender balanced in their assessments, paying particular attention to part-time working and career breaks when assessing the volume of research output in applications. UEA recently introduced a requirement for all staff, regardless of their role, to undertake a Diversity in the Workplace e-module, and this has been completed by 96% of PSY staff to date. A CSED course on unconscious bias is now also available, and will be advertised for PSY staff to register for if they are unable to attend the above event. HR and ARM ensure that the language and imagery used across UEA s promotional literature and webpages are carefully considered to be balanced in all aspects of equality and diversity (including gender), and the Athena SWAN logo is prominently displayed on all promotional materials. PSY promotional material prepared in house, working with ARM, ensures that images used include female and male representation. Documentation includes sections about living and working in East Anglia, featuring information about the UEA Nursery (open to staff and students). The document is available to all potential applicants and includes case studies of staff including women who have moved to UEA with young families to attain an improved work-life balance. These case studies are also available on the UEA website. 28

29 In the staff survey 100% of both female and male respondents reported that PSY/UEA policies regarding staff recruitment were not at all biased for or against their gender, suggesting that the policies described above are effective. However, an Action Point for recruitment in the future is to consider whether new posts could be part-time/flexible/job share in order to be more attractive to women in particular. Advertised posts that have part-time/flexible/job share options will have these aspects of the job details prominently displayed in the advertisement and job description aimed at encouraging (female) applicants who may wish to work flexibly (AP: 3.3). We will also proactively review whether new posts can be on indefinite rather than fixed-term basis given feedback in the staff survey regarding fixed-term contracts (AP: 1.4, 2.4) (see Section 4c (ii) below). A (iv) Support for Staff at Key Career Transition Points UEA as a whole has put in place several key processes to support staff (and women in particular) at key career transition points. These include: 1) The Centre for Staff Education and Development (CSED) offers a wide range of courses targeting career enhancement, including sessions on promotion and advancement. Staff in PSY are encouraged to take these courses (discussed at Induction and at appraisal), and reminders about courses are given at staff meetings periodically and will be included in the new PSY staff bulletin (AP: 5.2). 2) The UEA-wide RESNET ( is a contact, support and information network for women working in research. In the staff survey, female staff reported awareness of RESNET. However, there is currently no direct linkage between the PSY EDC and RESNET, and closer working together is envisaged as the EDC moves forward, with the recommendation that there is a RESNET event organised linked directly to PSY (AP: 5.6). 3) The annual appraisal system in PSY offers opportunities for the discussion of key transition points and help with planning for these (96% of staff have had an appraisal in the last 12 months). Currently there is a reported imbalance in the discussion of promotions in the appraisal system as identified in the staff survey, with 56% of women and 75% of men indicating that promotion was discussed in their appraisals, and 78% of women and 100% of men reporting that workload was discussed adequately. An appraisal checklist and additional training for appraisers have been introduced to help ameliorate these concerns (AP: 2.1). 4) All staff joining UEA PSY are offered a mentor who is charged with assisting them with all aspects of their role, including negotiating the Green Book where promotion criteria are clearly set out. The staff survey has revealed that mentoring in the School is regarded positively, particularly by women. Nevertheless improvements to the mentoring system will include additional mentor training and the introduction of checklists to ensure all the areas of mentoring are covered (particularly for female staff) (AP: 3.1, 3.2). The range of mentors available will also be broadened as the School grows, affording mentees more choice regarding the gender of their mentors. 5) UEA offers places on externally run future leaders courses, and PSY recommended one female and one male member of staff for the course in The female member of staff was unable to attend in 2014, but will do so in

30 CAREER DEVELOPMENT B (i) Promotion and Career Development As the School is relatively new, with many early career Lecturers (most of whom have not been through probation) there have not been many promotions thus far in the School (see section A (ii) above). Annual Review Processes for Academic Staff are set out in the Rules and Procedures Relating to the Terms and Confirmation of Appointment, Determination of Salary, Advancement and Promotion of Members of Academic Staff (Green Book), and the schedule of meetings and items for consideration during the academic year is detailed in the Promotions Committee for Academic Staff Memo each year. The process is laid out in the Promotions Committee Process for Academic and R&A Staff annually and is available to all staff via the UEA Intranet. A memo about this process is sent to all staff in early September with full details of the Promotional processes, with reminders at three more points over the year. The adoption of a monthly staff bulletin (AP: 5.2) will help minimise the number of s sent around staff (a point raised in the staff survey), and will assist in highlighting dates of promotion rounds. However, positively all staff in the survey reported that they regard PSY/UEA policies for promotion as not at all biased for or against their gender. UEA operates a system of appraisals, operationalised within the School on an annual basis. Within PSY these have been conducted by the HoS for senior staff, and the Directors of Learning and Teaching for more junior staff (with all appraisers undertaking requisite appraiser training). Overall 96% of staff within the School have had an appraisal within the last 12 months (the School keeps records), confirmed also in the staff survey, with 100% of female and 90% of male respondents remembering that they have had recent appraisals. However, the content of appraisals needs to be refocused on the basis of the staff survey feedback, with only 56% of women (versus 75% of men) reporting that promotion was discussed during appraisal, and 78% of women (versus 100% of men) reporting that workload was covered adequately in appraisal. Based on these data, a new appraisal checklist will be introduced (AP: 2.1, 4.2), and ongoing appraiser training will iron out unevenness in the appraisal process. There is also an opportunity for all members of academic staff to be considered for an ex-gratia payment, and the process of application is open to all staff. The HoS has an open door policy, with the opportunity for individual members of staff to discuss applications for promotion outside of the appraisal process (in addition to the opportunity appraisal affords). Draft applications can be prepared, with specific colleagues assigned to provide comments on drafts to the individuals planning to apply in advance of consideration by the School Promotion Panel. Such support mechanisms, with advice from past successful applicants, enables staff to be supported through the promotion preparation process. 30

31 (ii) Induction and Training The School of Psychology provides a full induction programme for each new member of staff, designed with their teaching and research specialisms in mind. This includes meetings with key staff members, some central services staff and administrative staff in the School, giving a full picture of the operational and academic requirements of the role. In addition, there is a UEA Introductory Staff Conference, which gives an opportunity for new staff to meet other new staff from across the University. New staff are also introduced to the wide range of courses and skills training provided by CSED, which form an important part of continuing professional development for staff at all stages in their careers. New staff meet with their line manager to discuss objectives for the coming year, which are considered again at appraisal. Each new member of staff is also assigned a mentor from within the School (and sometimes from outside the School), to assist with learning about procedures and processes at UEA, and with any issues that can be helpful for new staff settling in. For academic staff, two mentors may be appointed, in line with the MA-HEP requirements. The staff survey and EDC meetings highlighted mixed views about induction. While all women and men in the survey indicated that PSY/UEA induction policies are biased in favour of neither men nor women, there were some gender differences around induction. Women were more likely than men to report that they had no formal induction (22% versus 0%), that induction arrangements were inadequate (22% versus 0%), and that they were not given adequate information at induction (11% versus 0%). In the Action Plan we will tighten up induction practices to ensure all staff are introduced to all processes and procedures in the School including staff on fixed term and fractional contracts (an area where induction practices have been inadequate). The introduction of an induction checklist will ensure all areas of activity are covered (AP: 5.1). The School of Psychology is also in the process of producing a new Staff Handbook which will help to place all relevant policies regarding flexible working, etc., in a single visible location for all new staff (AP: 5.1). B (iii) Support for Female Students To provide pastoral and academic support, all students (UG) are allocated a personal adviser or a personal tutor (PG) from the teaching staff (who can be male or female). Requests to change advisers during the course have been accommodated, so a specific request for a female adviser can be met. In addition, the University has a central support system for all students (Dean of Students Office) which offers support and advice on a range of issues including academic, well-being, relationship/family problems and child care. There is a nursery on campus which offers reduced rates for students during semesters and is open 8:30am till 5:30pm, therefore, covering teaching hours. There is a Baby Feed and Changing Room on campus for student and staff use to facilitate breastfeeding, expressing and storing milk. Students have sometimes requested a change of seminar group to assist with childcare commitments and this has always been accommodated. The School plans to survey the students so that their ideas and requests for any additional support can be considered and actioned, where appropriate (AP: 1.6). Specifically, their views will be sought on whether there might be a market for a part-time UG course 31

32 (part-time Masters courses are already offered) and whether Skype adviser meetings would be helpful for those with caring commitments. In addition, SSF currently funds PGR student scholarships on a fulltime basis only; the PSY EDC will feed this into the SSF research committee via the PSY Research Committee, so that women wanting to undertake PhD study part-time are not disadvantaged in terms of funding (AP: 2.3). In addition to support from teaching staff, student-led leminars are a weekly opportunity for UG Psychology students to be supported by their peers. These sessions are well-attended, popular with students, and are coordinated by one female and one male PG student at present. UGs offer advice on such matters as coursework, revision, module choice and deciding upon third year projects. The University has a thriving RESNET group which is a contact and information network promoting gender equality. The School will publicise this and encourage its students to join (AP: 5.4), and a specific RESNET-PSY event will be organised (AP: 5.6). The School has a link from its Equality web page to the RESNET web page. 32

33 ORGANISATION AND CULTURE C (i) Male and Female Representation on Committees Analysis. Figure 20 displays the committee structure in the School of Psychology. Figure 20 School Board School Exec School Research Committee Equality & Diversity Committee School Teaching & Learning Committee Research Group School Ethics School Staff Student Teaching Team Meetings Committee Liaison Committee Meetings Table 11a shows that committees in the School are currently imbalanced with respect to female membership. (Please note that only two years of data are available as the School of Psychology was only formed in 2012). While women are represented on all committees, they are currently underrepresented except in the Learning and Teaching Committee (which is 75% female) and the Research Committee (which for 2014/2015 is 50% female). The key action will be to review the constitution of all committees within the School, augmenting membership to improve gender balance. A new policy on committee membership will be developed, with consideration of principles such as introducing roles for more junior staff to gain committee experience, or through rotating membership (AP: 4.1). 33

34 TABLE 11a: PSY Committees by Gender No. FEMALE MALE COMMITTEE 2012/ / / /14 Executive Promotions Research Teaching and Learning Ethics Extenuating Circumstances TOTAL % TABLE 11b: PSY Committees by Gender FEMALE MALE COMMITTEE 2012/ / / /14 Executive Promotions Research Teaching and Learning Ethics Extenuating Circumstances TOTAL

35 C (ii) Academic and Research staff on Fixed Term and Indefinite Contracts by Gender Analysis. Within the School, there are relatively few staff on fixed term contracts. However, the data in Table 12 show more women on fixed contracts than men. None of the fixed contract positions are at Lecturer B or above. The posts are either research positions, often associated with external funding, or new Experimental Officer posts that commenced in The staff survey revealed that women on fixed-term contracts are more likely than men to report that they feel they can t apply for promotion (67% versus 0%), that they are unable to make important personal decisions, such as applying for a mortgage (75% versus 0%), and that they are unable to plan career progression (40% versus 0%). These differences are likely to be a result of more women than men on short-term research contracts. The School aims to appoint staff on indefinite contracts where possible, but this is influenced by teaching and research contract constraints and University strategy. Fixed contracts will be reviewed in the School in the future, with new policy developed within the School to facilitate clear career pathways for staff on fixed term and fractional contracts wherever possible (AP: 2.4). Where contracts are fixed term, staff will be informed of their status well in advance of the end date and before HR requires notification to take place. This will facilitate staff planning. TABLE 12: Ratio of Academic and Research Staff on Fixed Term and Indefinite Contracts by Gender No. % Headcount Fixed Term Indefinite Fixed Term Indefinite FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE

36 TABLE 13: Ratio of Academic and Research Staff on Fixed Term and Indefinite Contracts by Gender and Staff Category FEMALE MALE 2009 Fixed Term Indefinite Total Fixed Term Indefinite Total Professor Senior Lecturer Lecturer Researcher Total % Total FEMALE MALE Fixed Term Indefinite Total Fixed Term Indefinite Total Professor Senior Lecturer Lecturer Researcher Total % Total FEMALE MALE Fixed Term Indefinite Total Fixed Term Indefinite Total Professor Senior Lecturer Lecturer Researcher Total % Total FEMALE MALE Fixed Term Indefinite Total Fixed Term Indefinite Total Professor Senior Lecturer Lecturer Researcher Total % Total FEMALE MALE Fixed Term Indefinite Total Fixed Term Indefinite Total Professor Senior Lecturer Lecturer Researcher Total % Total

37 C (iii) Representation on Decision-Making Committees The membership of all committees is determined by School role, as clearly set out in the Terms of Reference. It is recognised that there is a tendency for the same staff holding key roles to sit on a range of committees making it difficult for more junior members of staff to gain experience of School Committee processes. We intend to develop a career development role for one or more of the core committees which could be rotated and held for a fixed period of time (AP: 4.1). The main decision making committees in the School all report to the PSY Executive (see Figure 20), which in turn reports to the School Board twice per year. The School Board includes all academic and research staff with representation from undergraduate, PGT and PGR committees via elected student representatives. As a standing item on the agenda the PSY EDC reports to the School Board, with regular updates and discussion regarding Athena SWAN action points and progress. The remaining School committees are course and programme committees. Membership is determined by School role, with the application for such roles being open and equal when openings become available (most roles have a fixed term of office). C (iv) Workload Model PSY has operated a new workload model since 2012 following feedback that workloads were not transparent in previous incarnations of the School. Workloads are prepared by the Director of Teaching and the School Manager, and overseen by the Head of School whose primary concern is fairness of workload across all staff. Two main goals are to ensure that loads are equitable, particularly among staff on fractional contracts (all women). All staff are sent both their own workloads and the mean workloads across all staff. Analyses of workload by gender shows that the average loads for women (Mean = 0.87) and men (Mean = 0.93) are roughly equivalent. Yet the staff survey revealed that women feel the workload allocations are less fair than men, with 30% of women (versus 14% of men) believing that PSY policies regarding workloads were biased against their gender. Publishing the workload means by gender in addition to the overall mean may help to alleviate this perception (AP: 3.5). All staff have the requirement in their contracts that they may occasionally have to work out of hours. In particular, University Open Days and Visit Days are often scheduled on Saturdays, which are inconvenient for staff particularly with young children and lone parents who can t easily get childcare cover. Currently out of hours working is shared equally where possible across staff without explicitly taking into account specific staff circumstances. PSY will develop an out of hours policy that takes into account different staff circumstances, particularly those of female staff (AP: 5.7). Where weekend work is required, sufficient notice needs to be given to ensure staff can make arrangements where possible. 37

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