Athena SWAN Bronze award application form Name of institution: Newcastle University Year: 2009 Contact for application: Professor Tony Roskilly Email: firstname.lastname@example.org Telephone: 01912225689 SET departments: Faculty of Medical Sciences/ Faculty of Science, Agriculture, and Engineering An Athena SWAN Bronze award demonstrates that an institution as a whole has a solid foundation of policies and practices to eliminate gender bias and an inclusive culture that values female staff. We also look for evidence of commitment to the 6 Athena SWAN principles at a senior level. Click here for additional guidance on completing the form. Letter of endorsement from a Vice-Chancellor An accompanying letter of endorsement from your Vice-Chancellor (or equivalent) should explain how SWAN plans and activities contribute to the overall university strategy (maximum 500 words). The letter provides the opportunity for the Vice-Chancellor to confirm their support for the application and to endorse and commend any activities which have made a significant contribution to the achievement of the university mission in relation to science, engineering and technology (SET). 1. Description of the institution Provide a summary of your institution (maximum 250 words), including information such as whether it is research or teaching focussed, the number of students and staff (academic and support staff separately), association with university mission groups (e.g. 1994 group, Russell Group, Million+), the size of the SET departments and any other relevant contextual information. As one of the UK's Russell Group universities, Newcastle University‟s reputation is built on the quality of our teaching and research, and the services we provide for business and industry. Our mission is to be a world-class research-intensive university, to deliver teaching of the highest quality and to play a leading role in the economic, social and cultural development of the North East of England. The University sits in the heart of the city and works in collaboration with a range of local partners, to reinforce our ties with the city, region and beyond. In 2004, Newcastle was designated a ‟Science City‟ and has been tasked with developing skills, businesses, research, resources and buildings, to create prosperity from science. The University has formed a partnership with Newcastle City Council and One NorthEast, the regional development agency, to create 'Science Central', a science, business and education complex in the city centre. The University is structured into three Faculties: Science, Agriculture and Engineering (SAgE), Medical Sciences (FMS) and Humanities and Social Sciences (HaSS). At Newcastle, our research has been enhanced by the creation of University Research Institutes and Centres, some of which are cross- faculty. Research in Science, Engineering and Technology is spread across SAgE and FMS, which are the focus of the Athena SWAN application for bronze award. The University currently employs 4,900 staff. 2,160 are academic and research staff, 69% of whom work within SET disciplines. In 2008 there were 19,000 students of which approximately half studied SET subjects. 2. Institutional policies and procedures Provide evidence of the following policies, preferably through hyperlinks to your website. Briefly explain (maximum 100 words for each) how these policies are disseminated and communicated and what training is given on implementing them. (E – Expected) (i) Gender Equality Scheme (GES) and/or action plan. (E) The Gender Equality Scheme was completed and published in April 2007. Preparation involved consultation (including an on-line survey) with a range of stakeholders, including managers, staff, Trade Unions and students. Dissemination took place via the web-site and was circulated to all staff through Heads of Academic Unit/Service. The University‟s Diversity Committee reviews the implementation of the GES action plan and publishes the findings in the Equal Opportunities Annual Report. This is approved by Council. Progress is also reported to other relevant University Committees, including Staff Committee and Executive Board. Training on gender issues is incorporated into Equality & Diversity training. http://www.ncl.ac.uk/diversity/info/gender/index.html (ii) Equal Opportunities Policy. (E) The Equal Opportunities Policy is available on the Diversity website and copies are provided to all new staff on induction. This policy is due to be reviewed in light of the new equality legislation 2009. http://www.ncl.ac.uk/diversity/policy/index.html Training is provided for new staff and managers on equality & diversity awareness to explain the policy and practice. The Vice Chancellor expects all new members of staff to attend this workshop as part of the induction process. http://www.ncl.ac.uk/diversity/training/index.html (iii) Flexible Working Policy. (E) There is a formal Flexitime Framework for staff on levels A to E and an informal scheme for staff on levels F to I. The flexitime scheme was piloted in 2005 and successfully launched in 2007. Details are provided for all new staff. http://www.ncl.ac.uk/hr/policy/family/flexitime-framework.php Provision exists for requests for flexible working to be considered under the statutory scheme. This policy outlines the eligibility and process for employees with parental or caring responsibilities. http://www.ncl.ac.uk/hr/policy/family/ Other leave provisions which assist both men and women include Care for Dependant and Emergency Leave. http://www.ncl.ac.uk/hr/policy/leave/ (iv) Harassment Policy and Procedures. (E) The Dignity at Work and Study Code of Practice for Staff and Students was agreed in December 2005 and is regularly reviewed and updated. Dissemination is achieved through managers, the trade unions and the HR and DSV website. It is included in 'Managing with Dignity' training. A support system exists for staff in the form of Dignity Support Volunteers (DSV). These are members of staff who can provide impartial confidential support to other staff who have an issue with bullying or harassment. Information has also been provided via postcards and posters for circulation and display. http://www.ncl.ac.uk/diversity/info/dignity/index.html http://dsv.ncl.ac.uk/ (v) Maternity/parental/adoption/paternity leave policies. (E) The University has policies on Adoption, Maternity and Paternity Leave. These are disseminated through managers and the HR website and updates are now circulated to staff in the HR Newsletter by email. Training on HR policies and procedures is provided by the HR Operational teams. http://www.ncl.ac.uk/hr/policy/family/ (vi) Training and development policies. (E) The University's policy for staff training and development outlines the objectives, principles, responsibilities, mechanisms and evaluation and review in accordance with the University‟s HR Strategy. It is available on the Staff Development Unit website and new staff are briefed at the University‟s „Welcome Event‟. Opportunities for training are circulated to the staff mail lists each month. http://www.ncl.ac.uk/staffdev/about/strategy/policy.htm (vii) Work-life balance policy. The University has a range of initiatives aimed at improving wellbeing including healthy eating, improvements to the campus environment and encouraging participation in physical exercise. A number of stress focus groups have taken place to identify the causes of stress and possible solutions among staff groups reporting a particularly high concern. These groups have been facilitated by ACAS and the outcomes reported to the Stress Steering Group and to Staff Committee. The University's stress policy: http://www.ncl.ac.uk/occupationalhealth/advice/stress.php Other Occupational Health policies and guidance documents: http://www.ncl.ac.uk/occupationalhealth/policy/index.php (viii) Equal pay reviews and action plans. The University regularly conducts equal pay audits to investigate pay gaps and starting salaries. One outcome of equal pay review has been guidance notes on starting salaries: http://www.ncl.ac.uk/hr/reward/pay/basic/starting/ The most recent equal pay report was submitted to Staff Committee in February 2008. Actions on gender pay issues are included in the Gender Equality Scheme and Think Tank outcomes. (ix) Other relevant policies and procedures (see guidance). Employee Opinion Survey An employee opinion survey was conducted in 2007. The findings were communicated to all staff via briefings from their local managers together with the proposals for change from these local areas and a Newsletter to all staff which described the University‟s wider results compared to benchmark organisations. Details and results can be found at: http://www.ncl.ac.uk/hr/eos/ Equality Impact Assessments (EqIA) A range of EqIAs are carried out each year on new policies or those being reviewed. A training programme is used to train policy owners and the Diversity Consultative Group is a key source of consultation and feedback. Information about the EqIA process can be found at: http://www.ncl.ac.uk/diversity/impactassessments/ 3. Baseline gender data Provide data for the past three years (including appropriately labelled graphical illustrations where possible) on the data sets listed below. (E – Expected) Tables and graphical illustrations should be included in a separate spreadsheet with the data clearly labelled. (i) Female:male ratio of academic staff at each grade – researcher, lecturer, senior lecturer, reader, professor (or equivalent) – across the whole institution and in SET departments. (E) (ii) Female:male ratio of Heads of School/Faculty/Department across the whole institution and in SET departments. (E) (iii) Female:male ratio of academic staff job application and success rates – across the whole institution and in SET departments. (E) (iv) Female:male ratio of academic staff promotion rates across the institution and in SET departments. (E) (v) Gender balance on the senior management team at university level. (E) (vi) Gender balance on influential committees at university level. (E) (vii) Female:male ratio of academic staff on fixed-term contracts vs. open-ended (permanent) contracts – across the whole institution and in SET departments. (E) (viii) Female:male academic staff turnover rates by grade and maternity return rates – across the whole institution and in SET departments. (E) (ix) Evidence from equal pay audits/reviews. (x) Female:male ratio of staff in the Research Assessment Exercise (RAE) 2008 – across the whole institution and in SET departments. (xi) Other relevant data, e.g. results from staff surveys. 4. Analysis of baseline data Please evaluate and comment on the data from the previous section where applicable (maximum of 100 words per question). (i) Gender balance of academic staff – comment on the main areas of concern and how you plan to address them. For example, is there evidence that women and men are appropriately represented at all levels of the workforce? Are there differences in SET departments? (E) All three faculties demonstrate the same patterns of a declining proportion of women from the numbers in the lower grades to the higher grades. Under- representation is most marked in the SAgE Faculty where it exists at all grades and especially at professorial level. Many of the actions in the Athena SWAN plan relate to this issue, but specific actions are in 1e, 1g, 1h, 5d, 5e Within SET departments, the gender balance has remained fairly stable over the last three years with the exception of Grade I, where the proportion of women has increased from 10% to15%. This compares favourably with the national picture where 8.1% of Professors in SET are women. Newcastle appears to have a lower proportion of women Senior Lecturers compared with the national picture. (ii) Gender balance at Head of School/Faculty/Department level – comment on the main areas of concern and achievement and how you plan to address them. For example, are women and men appropriately represented at this level? Are there any differences in SET departments? (E) There is under-representation of women at Heads of School level and especially within SET departments. The proportion of women Heads of Academic Unit/Dean is 15%, a lower proportion than women in the Professoriate (19%). Newcastle operates a “rolling” Head of School system with a usual tenure of 3 - 5 years. Newcastle currently offers Leadership Development Centres (http://www.ncl.ac.uk/staffdev/leadership/) to identify and develop prospective Heads of Schools. To date 27% of delegates were women providing the University with a larger pool of senior staff equipped to take on these challenging roles. (iii) Job applications and success rates – comment on any implications of this for the institution and how you plan to address any disparities. For example, are women and men equally successful at all stages of the job application process? Are there differences in SET departments? (E) The profile of job applicants and success rates shows that more men apply for academic jobs than women. Women are slightly more successful in the recruitment process than men. This pattern is the same at University and SET Department level. Data are only available from February 2008, due to the introduction of e- recruitment, so it is not yet possible to identify any trends. It would be helpful to have recruitment data at a more disaggregated level, possibly by grade in the future. This is included in the Athena SWAN Action Plan (5g). (iv) Promotion rates – comment on any implications of this for the institution and how you plan to address any disparities. For example, are men and women equally likely to be put forward? Are male and female applicants for promotion equally successful at all levels? Are there differences in SET departments? (E) The proportion of women applying for academic promotion is the same as the proportion of women in the eligible population. At University level and within SET departments, women are as successful as men in gaining promotion. The University has held promotions workshops over the last four years, which corresponds to an increase in the proportion of women applying. There is currently an action to improve communication about the academic promotions exercise in order to encourage greater ambition and dispel any myths regarding the process. Promotion criteria are currently under review to widen the range of roles, contributions and responsibilities recognised for academic staff. Action 4b. (v) Gender balance on the senior management team – comment on the numbers of men and women on the SMT and how you plan to address any disparity. (E) The gender balance on the Senior Management Team at the University shows that two of the eleven members are women. During the last two years six of the positions on Executive Board have been advertised openly in the press. Selection panels have been briefed on equality issues and in three out of six vacancies, the shortlist included equal numbers of men and women. Appointment panels make their decisions based on merit. Pro-Vice-Chancellor positions have a five year term. Future vacancies will be advertised openly and through the University‟s leadership and development programmes we aim to encourage a larger pool of suitable internal applicants to apply. (vi) Gender balance on influential university committees – comment on the main areas of concern and how you plan to address them. For example, are women and men appropriately represented on senior decision-making committees? How do you avoid committee overload where numbers of women are small? How are vacancies filled and women encouraged onto committees, especially where turnover is low? Are the positions advertised? (E) Membership of Council, Senate and Court shows an increase in women from 19.8% to 24.4% between 2006 and 2008 . Recent changes to the process for filling vacancies by circulating information to eligible staff via the Head of Academic Unit/Service has shown a small positive increase in the numbers of women. There is a Think Tank action to use committees as a way of developing a wider pool of staff and to avoid overloading the women professoriate. Action 2c. (vii) Fixed-term contracts – comment on the implications of the gender balance for the institution and for women‟s career development. For example, is there evidence that women are overrepresented on fixed-term contracts? Are there differences in SET departments? (E) Over the last 3 years the number of fixed term contracts has reduced and the number of open-ended contracts has increased. Whilst the number of women on fixed term contracts has remained stable, both at institutional level and in SET departments, the number of women employed on open-ended contracts has increased from 29% in 2006 to 33% in 2008. During the same period the number of men employed on fixed term contracts has decreased but the number employed on open-ended contracts has remained relatively stable. Further investigation of differences in contract type by gender will be conducted as part of the Athena SWAN action plan. Actions 5b, 5c. (viii) Staff retention rates – comment on any implications of this for the institution and how you plan to address any disparity. For example, are women and men equally likely to leave the institution (unplanned turnover of staff)? Are there any differences in SET departments? Are the reasons for leaving picked up in exit interviews? (E) Staff turnover is a concern at Grade H where in the last two years there have been eleven women leavers and only three appointments at University level. This is especially a concern in SAgE where there were five women leavers during 2007/8 and no appointments made. The University has an excellent return from maternity rate of 79%. Academic staff are however, less likely to return from maternity leave than other staff. The situation is worse for non-clinical research staff where in 2008, 45% did not return to work. There is anecdotal evidence to suggest that women find it difficult to keep up to date in their subject discipline during maternity leave and hence do not return. This needs to be investigated further and SAgE have specific actions in place: 1g, 1h, 2e, 3a, 5e, 5f. (ix) Equal pay audits – comment on the findings from your most recent equal pay audit and how you plan to address any disparities. The University undertakes regular equal pay audits to identify pay gaps and review starting salaries. For academic staff, the gap for Professorial staff (Level I) is a recurring issue where the average salary for women is approximately 92% of the average salary for men. The pay gap is largest in the Faculty of Medical Sciences. We are actively considering ways to address this issue and such actions are included in all gender related action plans. Actions 4a, 4b. (x) RAE 2008 – comment on any implications of this for the institution. For example, does the gender balance of staff included in the RAE 2008 broadly reflect the gender balance across the institution? Are there any differences in SET departments? Of all the staff submitted for the RAE, 28% were women. This percentage is close to the overall percentage of women eligible for the RAE in the baseline data (30%). Across all faculties, the percentage of women submitted appears to be similar to the baseline figures. An Equality Impact Assessment carried out on the RAE process found no adverse impact on grounds of gender. Every staff member involved in the RAE submission decision-making process had to undertake equality training. (xi) Comment on any other data you have provided, detailing how you plan to address any gender disparities. Employee Opinion Survey The Employee Opinion Survey 2007 showed that women responded more positively than men in the following question areas: motivation, values, PDRs, perception of fair pay, feeling unduly stressed, manager helps with work-life balance, effective communications and thinking about leaving. A benchmarking report shows that Newcastle is performing better than the national average in many areas. http://www.ncl.ac.uk/hr/eos/results/ 5. Supporting and advancing women’s careers Describe the following activities in your institution that are supportive to women‟s career progression in your SET departments (maximum 200 words per section). (i) Career development training at key transition points – describe any additional support given to women at the key career transition points across the institution, and in SET departments, such as support for new lecturers or routes for promotion through teaching and learning. Are women encouraged to participate in conferences and attend other external events where there are opportunities for networking? (E) Options are available to women to support their career development. Workshops such as “Building personal impact” and “Professional impact” attract women participants in a ratio of 9:1. A two day Women‟s Development Programme to replace the 'Springboard' and 'Spring Forward' programmes is currently being developed and will be piloted in the 2009/10 academic year, as will a “Welcome Back” programme for all staff returners following extended absences for reasons including maternity leave. In addition, the University provides a development programme at key stages in an academic/research career. The Principal Investigator Development Programme attracts a mix of participants with 84% coming from SET disciplines (59% women). This programme is designed to provide participants with the skills and information they need at the point of managing their first independent research project. In addition, for the early career academic „Faculty Futures‟, focuses on strategic leadership and includes a significant contribution from successful women role models. Active engagement in leadership development is now an expectation for all senior staff and although the numbers of women are small, they are actively encouraged to apply. http://www.ncl.ac.uk/staffdev/leadership/ Other, bespoke development opportunities such as coaching are particularly attractive to women and frequently have career transitions in the objectives. (ii) Researcher career support and training – describe any additional support provided for researchers at the early stages of their careers, such as networks and training. (E) The University has a dedicated team of staff development advisors and a career advisor to support 915 researchers. (90% in SET). The team was short-listed for a THE award for Outstanding Support to Early Career Researchers in 2007. Building on this success, support has been further improved through the “Research Staff Support” website http://researchstaff.ncl.ac.uk . The website acts as a „one stop shop‟ where researchers can access an extensive training programme, (including SET specific inductions), development, funding and networking opportunities. Researchers are also updated on policies and practices which directly relate to their employment and careers, eg RCUK Concordat . The Career Pathways Scheme is an innovative initiative which is being piloted in the FMS as a framework to help researchers take greater control of, and responsibility for, their careers at an early stage. 68% of SET researchers taking part are women. Action 1i. http://researchstaff.ncl.ac.uk/rss/careers The „Transitions‟ programme is a four month modular career support to researchers who are nearing the end of their contract or who wish to reassess their career options. Our career advisor uses group coaching techniques and „action learning‟ alongside the peer support and networking. Thirteen women joined the pilot programme, nine of which have successfully made the transition into SET employment; two non-SET; two undecided. (iii) Flexible working – describe how eligibility for flexible and part-time working is advertised to staff and the overall uptake across the university. What training is provided for managers? How do you monitor the policy and how successful it has been? (E) Eligibility for flexible working is provided on the University website and any updates are communicated via the HR Newsletter. Requests for flexible working have been managed and monitored at local level to date. However, HR are now centrally logging all requests and outcomes in order to monitor the uptake more effectively. The University does not go beyond statutory requirements on flexible working and the right to request has not been extended to all staff. Anecdotal evidence, which was supported by results from the Employee Opinion Survey suggests that women academics feel positive about being able to balance their work life with other commitments. There is also little evidence that meetings etc take place outside of core working hours. The Self-Assessment team feels that the University‟s flexible working practices could go further towards supporting staff, especially those with caring responsibilities. Action 5h. (iv) Parental leave (including maternity, parental, adoption and paternity leave) – how many women are returning full-time and part-time? How is teaching and research covered during parental leave? What support is given after returning from parental leave or a career break? What funding is provided to departments to support returning staff? (E) Actions to improve the support available for academic staff returning from maternity leave include the establishment of a maternity returners group. However, there is uncertainty about whether such a transient group would be viable without a great deal of centralised support. There is also a planned “Welcome Back” programme for all staff returners following extended absences for reasons including maternity leave. The University has recently agreed to become a host for the Daphne Jackson Trust which supports academic staff returning to work following a career break and is also sponsoring two Fellowships. Action 1f. (v) Mentoring and networking – describe any mentoring programmes, including any SET-specific mentoring programmes, and opportunities for networking. Comment on their uptake and effectiveness. In March 2009, as part of „Diversity Week‟, four of the University‟s leading female academics in SET shared their experiences of juggling an academic career alongside caring responsibilities. Thirty nine women (including administrative and technical staff) attended and subsequent discussions have led to the planning of a University-wide Women‟s Network. Mosaic is an informal cross university network for gay, lesbian and bisexual staff and students. The aim is to open up new opportunities for social and professional networking and help raise awareness of the relevance of LGBT issues. http://www.ncl.ac.uk/mosaic/ The University‟s formal mentoring scheme was launched in the Faculty of Humanities and Social Sciences in 2006, in response to a need from young research staff who felt isolated and lacked direction in their careers. The feedback was extremely positive and mentees benefitted from an opportunity to learn from a role model, increased self awareness and confidence and an opportunity for networking. The mentoring scheme was introduced to SET Faculties in 2008 and will be rolled out in the next year. 75% of all mentees have been women. http://researchstaff.ncl.ac.uk/rss/careers/index_html?pid=18 The SAgE Faculty plans to pilot a mentoring scheme in 2009/10 to support 3rd year women postgraduates in SET. Students will be mentored by postdoctoral staff. Action 1d. (vi) Transparent workload models – describe the systems in place to ensure that work, including pastoral and administrative responsibilities, is allocated transparently and equitably. A workload allocation model is in place across all areas of the University for academic staff. Good examples have been identified in law and Electrical Engineering and Computer Engineering. The model reviews the contribution of teaching, research and third strand activity and is linked into the University's appraisal system. (vii) Work-life balance – describe the measures taken by your institution to ensure that meetings and other events are held during core hours and to discourage a long hours culture. A Wellbeing Working Group, charied by the Executive Director of HR has recently been established with the aim of developing a more coherent approach to wellbeing. This will include work-life balance issues. There is little evidence that meetings etc take place outside of core working hours. (viii) Childcare – describe the institution‟s childcare provision and how it is communicated to staff. What is the take up? a) The University has a day nursery on its premises which is run as a co-operative by parents. b) The University is currently in talks with Northumbria University to promote their nursery provision to Newcastle staff. c) A Childcare Factsheet is available for all staff on the HR website and it is communicated to new staff at induction. It gives information about types of childcare and sources of advice from the local authority. d) Childcare Vouchers. Newcastle University, in conjunction with Busy Bees, has introduced a system whereby salary can be exchanged for childcare vouchers, as part of its family friendly initiative. Within specified limits, these vouchers are non-taxable and exempt from National Insurance contributions and therefore represent a saving for employees who use them to purchase childcare. ww.ncl.ac.uk/hr/reward/benefits/childcare/ e) The Child Care Voucher Scheme has 255 members as of April 2009 with 141 of these being non-clinical Academic, Research and Teaching staff (55% of members). 6. Raising the profile of women Describe any 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 (maximum 250 words for all four sections): (i) Conferences, seminars, lectures, exhibitions and other events. An outcome from the Vice-Chancellor‟s „Think Tank‟ was the recognition that the University underplays the achievements of women academics. Actions to increase the visibility and perception of women academics will include a half day conference: „Women in Science and Engineering‟ to celebrate these achievements. (ii) Publicity materials, including the institution’s website or images used. A group of academics are to explore the idea of a series of images of successful women which could be displayed more prominently around the University. Newly appointed press officers in the SET Faculties are also working closely with academics to raise the profile of women on the University‟s website and plasma screens. (iii) Providing spokeswomen for internal and external media opportunities. Our Public Lecture series „Insights‟ is an excellent platform to promote women in SET. The number of women speakers has increased from 14% in 2004 to 26% in 2007 and the Public Lecture Committee will encourage more women nominations and monitor the statistics annually. A new annual lecture sponsored by the British Science Association will showcase the research of three newly qualified SET female postgraduates in November 2009. (iv) Nominations to public bodies, professional bodies and for external prizes. In the Institute of Human Genetics, where the representation of women is above the national average, three of the sixty four women joined the celebrations for the Rosalind Franklin Project „Mothers in Science‟. The project was organized by the Royal Society to raise the visibility of women in science. http://www.ncl.ac.uk/ihg/about/news/item/rosalind-franklin-award-project Elaine Martin, Professor of Industrial Statistics and Vicki Bruce, Professor of Psychology have contributed to 'Diversity Week' activites and are champions for Athena SWAN. Vicki has been awarded an OBE for services to Psychology and Elaine an OBE for services to Science. Both act as role models for our young researchers. 7. Further SET-specific initiatives Describe any other SET-specific initiatives of special interest that have not been covered in the previous sections, including past initiatives that did not work and lessons learnt (maximum 200 words). a) The Small Enterprise Research Unit works with the local business community and regularly hosts events to address the diversity and inclusion issues in SET under the Science City Initiative, and to develop and establish a „North East of England Role Model Platform for Innovative Women‟ http://www.ncl.ac.uk/seru b) In 2005 the University became a member of the North East Local Academic Women's Network (NELAWN) which supported female academics in the region. Whilst the University advertised and hosted events, the impetus of the group failed to become sustainable because of the lack of collective ownership. The self-assessment team will take advice on the organisation of the planned Women in Newcastle Network and explore opportunities to revitalise regional activity. Action 1c. c) The University is a lead partner in Beacon North East, a pilot project to promote engagement with communities. While this project is not specifically targeted at women, three of the seven Fellowships have been awarded to women in SET. http://www.ncl.ac.uk/about/today/community/beacon/index.phtml d) „Dragonfly‟ enthuses and encourages scientists of the future. This one day event is aimed at introducing Year 9 girls to the core themes of engineering and encouraging them to consider taking the appropriate subjects at A-level. 8. The self-assessment process Describe the Self-Assessment Team members (maximum 40 words per member) and the action planning process, including any consultation processes that were undertaken with staff (maximum 500 words in total). The Athena SWAN Self-Assessment Team has evolved from the VC‟s Think Tank and is chaired by Veryan Johnston, the Executive Director of HR. The wider consultation with the Think Tank group has proved invaluable and the Self- Assessment team can call upon this group for support, expertise and dissemination of information. The Self-Assessment team consists of key members from the Think Tank and is augmented by academics from a broader range of levels and disciplines. There is representation from both men and women, at different stages of their academic careers and administrative support to facilitate the meeting of the group and coordinate the application for the Bronze Award. The group has already met and will meet three times a year. From a detailed study of our baseline gender data the issue of gender imbalance is greatest in the Faculty of Science, Agriculture and Engineering, especially in disciplines such as Electrical Engineering, Mechanical Engineering, Chemistry and Mathematics. The Self-Assessment team benefits from the input of key stakeholders from the SAgE Faculty who can promote best practice and change in policies and practices where the University needs to facilitate the greatest impact. Proportionally therefore there are more team members from the SAgE Faculty. Wider consultation on gender issues also takes place with the Researcher‟s Working Party. This group meets four times a year and is made up of fifteen research staff from across the University. The University‟s Athena SWAN action plan identifies five strategic areas which will help to address the areas of gender inequality in SET: Support structures; Visibility and perception; Communication; Pay and promotion; Policies and procedures. The plan builds on the University‟s GES and action plan 2007-2010 and consolidates with actions from the „Gender Think Tank‟ and Faculty-specific plans. The Self-Assessment team remit is to: 1. Act as a steering group for the assessment, action plan and implementation 2. Communicate actions back to their area of work 3. Act as champion of the action plan The Self-Assessment Team profiles are attached as an Appendix. 9. Action plan Provide an action plan as an appendix. This should be a table or a spreadsheet comprising plans to address the priorities identified by the data and within this application, the person responsible for each action and a timeline for completion. It should cover current initiatives and your aspirations for the next three years. 10. Any other comments Please comment here on any other elements which you think relevant to the application, e.g. recent mergers between departments (maximum 200 words).
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