Bronze award form by dfsdf224s


									Athena SWAN Bronze award application form
Name of institution: Newcastle University                                     Year:

Contact for application: Professor Tony Roskilly

Email:                                         Telephone:

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

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.

(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.
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.

(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.

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.

Other leave provisions which assist both men and women include Care for
Dependant and Emergency 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.

(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.

(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.

(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:
Other Occupational Health policies and guidance documents:

(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:

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:

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:

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?

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
( 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

(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

(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

(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

(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.

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.

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 . 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.

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.

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.

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

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.

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
(ii)    Publicity materials, including the institution’s website or images

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

(iii)   Providing spokeswomen for internal and external media

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

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.

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

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‟
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.

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

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

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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