Athena SWAN Silver Department award application · 2014. 8. 11. · SAP = Senior Academic Promotions SDP = The Department of Social and Developmental Psychology SRA = Senior Research

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Athena SWAN Silver Department award application

Name of university: University of Cambridge

Department: Department of Psychology

Date of application: November 2013

Date of university Bronze and/or Silver SWAN award:

April 2006, renewed in 2009 and November 2012

Contact for application: Professor Claire Hughes

Email: [email protected]

Telephone: 01223 334517

Departmental website address: www.psychol.cam.ac.uk/

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Abbreviations:

ASWG = Athena SWAN Working Group BPS = British Psychological Society CFR = Centre for Family Research DUGE = Director of Undergraduate Education E&D = Equality and Diversity ECMS = Employment and Career Management Scheme EP = The Department of Experimental Psychology EPS = Experimental Psychology Society GEC = Graduate Education Committee HESA = Higher Education Statistics Agency HoD = Head of Department NST = Natural Sciences Tripos PBS = Psychological and Behavioural Sciences Tripos PPD = Personal and Professional Development SAP = Senior Academic Promotions SDP = The Department of Social and Developmental Psychology

SRA = Senior Research Associate WiSETI = Women in Science, Engineering and Technology Initiative

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Contents

Page Number

1 Letter of endorsement from the Head of Department…………………………...5

2 The self-assessment team (Athena SWAN Working Group……………………7

The self-assessment process…………………………………………………….10

3 A picture of the department……………………………………………………….12

Student data…………………….………………………………………………….14

i) Numbers of males and females on access or foundation courses (N/A)

ii) Undergraduate male and female numbers……………………………...14

iii) Postgraduate male and female numbers completing taught courses (N/A)

iv) Postgraduate male and female numbers on research degrees………. 15

v) Ratio of course applications to offers and acceptances by gender for undergraduate, postgraduate taught and postgraduate research……..16

vi) Degree classification by gender…………………………………………...18

Staff data…………….……………………………………………………………….21

i) Female : male ratio of academic staff and research staff ………………22

ii) Turnover by grade and gender ……………………………………………23

4 Supporting and advancing women’s careers……………………………….……24

i) Job application and success rates by gender and grade……………….24

ii) Applications for promotion and success rates by gender and grade….25

iii) Recruitment of staff…………………………………………………………27

iv) Support for staff at key career transition points…………………………28

Career development…………….………………………………………………….28

i) Promotion and career development ………………………………………28

ii) Induction and training ………………………………………………………31

iii) Support for female students ……………………………………………..32

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Organisation and culture……………………………………..……………………33

i) Male and female representation on committees………………………..33

ii) Female : male ratio of academic and research staff on fixed-term contracts and open-ended (permanent) contracts……………………...33

iii) Representation on decision-making committees………………………..34

iv) Workload model ……………………………………..……………………..34

v) Timing of departmental meetings and social gatherings……………….35

vi) Culture ……………………………………..…………………….………….36

vii) Outreach activities ……………………………………..……….………….38

Flexibility and managing career breaks……………………………………..……...…….39

i) Maternity return rate……………………………………..………………….40

ii) Paternity, adoption and parental leave uptake……………………..…….40

iii) Numbers of applications and success rates for flexible working by gender and grade ……………………..…………………………..…….40

iv) Flexible working…………………………………………..………………….41

vi) Cover for maternity and adoption leave and support on return…………41

5 Any other comments……………………………………..………………………….43

6. Action plan Please see attached document

Case Study 1……………………………………..…………………………………………..44

Case Study 2……………………………………..…………………………………………..45

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Professor Trevor W Robbins, CBE, FRS

Head of Department

29 November 2013

Athena SWAN Silver Department Application; Letter of endorsement

Integrating women into the intellectual and scientific, as well as social, fabric of the

Department has, for me, always been a rather natural inclination. My first major scientific

mentor was Professor Susan Iversen, spanning the period from my undergraduate to

postgraduate and eventually junior faculty status. Our professional relationship enabled

me to observe at first hand some of the difficulties with which academic women often have

to contend. That knowledge helped me when I married Barbara Sahakian who became a

leading clinical neuropsychologist and has also informed my attitude, training and

commitment as Head of Department to the career development of women. I have also

been monitoring the education of my two daughters who are both now at the post-graduate

stage.

I have taken special interest in this important Athena SWAN process which has enabled us

to review and evaluate our practices with respect to career support for women faculty, and

I have sat on the self-assessment panel throughout, writing several portions of the

Department’s submission. One example of our achievements on this front is the recent

appointment of two female Deputy Heads of Department following the merger of the two

Departments into a unified Department of Psychology: (i) Professor Melissa Hines (special

responsibility for teaching) and (ii) Professor Nicola Clayton (special responsibility for

research, including career development of post-doctoral researchers). These female

appointments are important as women professors now outnumber men in this Department.

Other evidence of my commitment to supporting the career development of women in the

Department is my nomination of two female professors for the Presidential Award of the

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British Psychological Society (BPS), of whom one (Professor Usha Goswami) was

successful.

Importantly, however, our review has also revealed some areas in which further

improvements are warranted, including new measures to support career development for

post-doctoral workers (where working women often have problems because of imposed

lack of mobility), and greater inter-departmental communication, which we hope will arise

from our new Athena SWAN web-pages. We are also reviewing the scheduling of

seminars to help those families with children at school, nursery or day-care. I am

convinced that our carefully formulated action plan will make an important contribution

both to the future work of the Department and to its academic success and status. In

particular, by preserving and extending our reputation as a forward-looking and friendly

Department we aim to continue to attract (in an increasingly competitive field) the highest

calibre male and female students and academic staff, who will in turn contribute to its

future success. For these reasons, I am committed to making available the necessary

resources in time and finance, as well in my leadership role, to sustaining our action plan

and moving the Department to best practice status in all domains of the Athena SWAN

process.

Yours sincerely,

Head of Department

Downing Street

Cambridge

CB2 3EB

Tel: +44 (0) 1223 333551 Fax: +44 (0) 1223 333564 Email: [email protected] www.psychol.cam.ac.uk

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2 The self-assessment process (954 words)

a) Description of the self-assessment team.

Members of the Athena SWAN Working Group (ASWG) are listed below with their focus of

contribution in brackets:

Mrs Sonia Brignell joined the Department in 2011 as the Department’s HR Administrator

(Recruitment).

Professor Tim Bussey joined the Department in 2000 as a Lecturer, was promoted to

Senior Lecturer in 2003, Reader in 2010 and Professor of Behavioural Neuroscience in

2013. Tim is married to Dr Lisa Saksida and they share childcare arrangements for their

young son (‘Supporting and advancing women's careers’).

Mrs Anne-Marie Catchpole is the SBS Athena SWAN Coordinator (University and School

data).

Dr Luke Clark joined the Department in 2007 as a Lecturer and was promoted to Senior

University Lecturer in 2012. Luke has had two periods of paternity leave (August 2007,

2009). Luke is Course Organiser and Admissions Officer for our 3rd year course

(Undergraduate admissions).

Mr Malcolm Davis joined the Department of SDP in 2010 as Teaching Administrator.

(Staff induction and training).

Mr Nik Darshane completed our MPhil course in 2011-2012 and was graduate student

representative in 2012-2013.

Dr Vivien Hodges is the WiSETI Project Officer and University Athena SWAN Coordinator

(advice and relevant University information).

Professor Claire Hughes is a former undergraduate and graduate student of the

Department (see Case Study 2). Claire became the Acting Chair in October and, assisted

by the Department Librarian, has set up the Department Athena SWAN webpages.

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Dr Amy Milton was a former undergraduate (2001-2004) and postgraduate (2004-2007)

in the Department. She became a fixed term Departmental Lecturer in 2008 and is now in

a permanent Lectureship. (‘Flexibility and managing career breaks’).

Dr Jennifer Murray joined the Department in 2009 as a Research Associate and

represents the Department's Postdoctoral staff at academic staff meetings.

Miss Kayleigh Paske joined the Department as the HoD’s Secretary at the beginning of

2013 (assistance in data presentation).

Professor Susan Golombok joined the University in 2006 as Professor of Family

Research and is the CFR Director. Susan was our Acting Chair from January-October

2013 (whilst Professor Lamb was on sabbatical leave). Susan is married and has 1 adult

child.

Professor Michael Lamb joined the University in 2004 as Professor of Psychology in the

SDP Department. At that time Michael was a widower with 4 children, the youngest of

whom was 7 years old. Michael volunteered to Chair the ASWG and led the first meeting

prior to taking (January to December 2013).

Professor Trevor Robbins was a former undergraduate (1968-1971) and graduate

(1971-1973) of the Department and was then appointed University Demonstrator (1973),

Lecturer (1978), Reader (1992) and Professor of Cognitive Neuroscience (1997),

becoming HoD in 2002. Trevor and his wife (also a University Chair) have two grown-up

daughters. (‘Career development’, ‘workload model’, culture’).

Dr Lisa Saksida joined the Department in 2000 and was appointed to a Lectureship in

2001 with promotion to Reader in Cognitive Neuroscience in 2012. Lisa is the

Department’s Graduate Tutor and has had one period of maternity leave (Graduate

numbers).

Ms Kate Stacey joined the Department in 2007 as Senior Administrator. Kate is Secretary

to the ASWG and relayed the School's Staff Survey results to staff. Kate liaises with the

University and School to identify and implement good practice and has assisted

substantially in constructing this application.

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Ms Helen Statham is a Senior Research Associate and Deputy Director of the CFR,

which she joined in 1989, managing her research career alongside raising two children.

Helen led focus group meetings to explore feedback from the School's Staff Survey.

Mrs Gina Warren is a University E&D Consultant (staff and student data).

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b. The self-assessment process

The Department convened an Athena SWAN Working Group (ASWG) in April 2012 and

first met in October 2012, shortly after the formation of the new Department of Psychology

from the merger of the former SDP and EP Departments. The many meetings held in

2011-2012 to achieve this merger provided a perfect opportunity for staff to develop a

vision for the future and reflect on differences in work practice to ensure that the new

Department adopted practices that were most likely to foster staff development.

Subsequently, the ASWG met in February, April, June, July, October and November 2013,

reporting minutes to Academic Staff meetings. From 2014 we will hold termly meetings.

A School-wide staff survey launched in January 2013 consulted staff on issues ranging

from leadership, communication and career development to work/life balance and

pay/benefits. The Department 72% response rate was similar to the overall School rate

(78%). Survey results were posted on the Department’s intranet and discussed with staff

by the Head of Department (HoD), who encouraged further discussion in two focus groups

led by Helen Statham.

Survey feedback has promoted dialogue regarding common issues across and within the

eight Departments of the School of Biological Sciences (SBS) and with the Human

Resources Section of the University. After discussing this feedback the ASWG constructed

an action plan that focused on concerns raised by post-doctoral staff, a large group that

represents the next generation of academic staff and faces multiple challenges following

the economic downturn. Specifically, to address this group’s key concerns (communication

and career development), the ASWG proposed the following action points:

Away day (Spring 2014) to gather views and ideas and launch a Development

programme that is responsive to Post-doctoral researchers’ concerns and goals.

Postdoctoral Development Programme: The specific content of this programme will

be decided during the first Annual Away day, but will broadly consist of 6-monthly

meetings to enable post-doctoral researchers to become a cohesive cohort, to keep

abreast of Department issues and to gain opportunities to discuss their career plans

with senior members.

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HoD to hold regular meetings with post-doctoral researchers, to parallel his existing

regular meetings with support staff and improve communication regarding strategic

developments in the Department.

Research Staff Development Officer (Professor Nicky Clayton) to invite

Postdoctoral Researchers to become more involved in the organisation of

Department seminars and outreach activities.

Review and re-invigorate existing appraisal procedures to ensure that all staff

receive constructive advice about training, personal development and promotions.

Action Points; 2.3a, 2.3b, 2.4a, 4j, 5a and 6.1

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3 A picture of the Department (1979 words):

Psychology was acknowledged as a discipline at Cambridge at the turn of the 19th Century

and a Psychological Laboratory was established in 1913, with the first Professor of

Experimental Psychology appointed in 1931 (www.psychol.cam.ac.uk/about-us/history).

In August 2012, the Departments of Experimental Psychology (EP), Social and

Developmental Psychology (SDP) and the Centre for Family Research (CFR) were

merged to form the new Department of Psychology (one of eight Departments in the

School of Biological Sciences). This application relies on data from former EP and the

new Department of Psychology; data from the CFR and the former SDP and (which were

not STEM Departments) have not been included. Section 5 provides a summary of the

challenges and solutions involved in this merger.

Liaison and cooperation over the development of a new undergraduate course launched in

October 2013, the Psychological and Behavioural Sciences (PBS) Tripos, which draws

teaching from both former Psychology Departments, has assisted with the positive attitude

towards the merger process. The Department's undergraduate degrees are accredited by

the BPS which means that on graduation former students are eligible for BPS

membership; important for professional development in several Psychology career

pathways. The Department also offers an MPhil in Social and Developmental Psychology

(with an intake of around 20 students per year) and postgraduate training for the PhD

award (with around 30 new students registering per year). Teaching standards are high.

EP obtained the maximum score for Teaching Quality in the last assessment exercise. The

Department also achieved the highest student satisfaction scores for teaching in a recent

survey by the Guardian.

The Department also has a reputation for world-class, innovative research, the former

Department of EP being placed first, above 76 other University psychology departments in

the last Research Assessment Exercise (UoA44). The merged Department now covers

the full breadth of psychological research; sensory psychology, including psychoacoustics

and vision, experimental psychology, including learning, memory and decision-making,

social and developmental psychology, and behavioural and cognitive neuroscience, The

affiliated CFR (Professor Susan Golombok, Director) focuses on research that increases

http://www.psychol.cam.ac.uk/about-us/history

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understanding of child development and family relationships and comprises around 30

members ranging from PhD students to senior academics. Other major Centres based in

the Department include the cross-School MRC and Wellcome Trust funded Behavioural

and Clinical Neuroscience (Professor Trevor Robbins, Director), the Centre for

Neuroscience in Education (Professor Usha Goswami, Director), the Centre for Speech

Language and the Ageing Brain (Professor Lorraine Tyler, Director) and the

Psychometrics Centre (Professor John Rust, Director)

The new merged Department is a vibrant new organisation that has, in its first year,

welcomed a large number of external visitors and made two major academic appointments

in the area of visual neuroscience, (Professor Zoe Kourtzi and Dr Andrew Welchman), with

more appointments to follow in other areas. Future challenges include finding suitable new

accommodation and replacing distinguished retiring staff (including 4 Fellows of the Royal

Society). In this latter goal we are mindful of the fact that although the appointment of

Professor Zoe Kourtzi means that the female to male professorial ratio is now an

impressive 6 to 4, in the other academic staff categories there are now, with the

appointment of Dr Andrew Welchman, twice as many men as women (12 to 6) such that

care will be needed to sustain the Department’s current progress towards gender parity.

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Student data

(i) The Department does not offer access or foundation courses.

(ii) Undergraduate courses

Figure 1: Psychology undergraduates by gender (2009-2012)

357 355 343

254 237 261

0%

20%

40%

60%

80%

100%

2009-10 2010-11 2011-12

Female

Male

Year 2 Year 3

Psychology undergraduate courses in the UK typically comprise around 80% female

students. Psychology in Cambridge is unusual because of its position in the Natural

Sciences Tripos (NST), which has no first year psychology paper and attracts a majority of

male applications. Over the assessment period (2009-2012), the second year introductory

course has attracted 42%, 40% and 43% female students, while our final year courses

have attracted 65%, 59% and 54% female students. Thus, the relatively low percentage of

female students studying Psychology in Cambridge reflects the fact that this cohort was

admitted to read Natural Sciences. Based on numbers for the new Psychological and

Behavioural Sciences Tripos (see Figure 4) this percentage appears likely to rise.

1727

30

3139

35

0%

20%

40%

60%

80%

100%

2009-10 2010-11 2011-12

Female

Male

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(iii) The Department does not offer any taught post-graduate courses.

(iv) MPhil and Research Degree courses (see Figures 2 and 3)

Figure 2: Psychology graduate students by gender (2009-2012)

SDP MPhil students PhD students

3 8 7

13 27 17

0%

20%

40%

60%

80%

100%

2009-10 2010-11 2011-12

Female

Male

The Department offers a full time MPhil in Social and Developmental Psychology (SDP)

and a variety of research degrees (>95% full-time). In line with the national average for

Bachelor’s and Master’s degrees in Psychology, approximately 80% of MPhil students are

female. Over the past 3 years, approximately 60% of our candidates for research degrees

have been female. The difference between this and national average percentage

(approximately 75% female) reflects the large proportion of Department research that is

neuroscience-based (nationally approximately 53% of candidates for research degrees in

the biological sciences are female). The proportion of female research students in our

Department is also in line with the proportion of women at the final year level, suggesting

that there is no ‘leakage’ between the undergraduate and the graduate levels. Thus our

only action points here are for the Department's Graduate Education Committee

(comprised of four females and four males with a female Professorial Chair) to continue to

monitor the numbers of male and female students at each level.

Action Point: 1.1.a, 1.1b and 1.1c

5

7

6

9

6

10

0%

20%

40%

60%

80%

100%

2009-10 2010-11 2011-12

Female

Male

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(v) Applications to offers and acceptances ratios, by gender for NST PBS Tripos

undergraduates, SDP MPhil and PhD degrees (see Figures 3-6)

Cambridge departments have no direct influence over application and admission ratios as

undergraduates are admitted to one of 31 self-governing Colleges. The number of NST

applications has risen steadily over the past three years, but the number of acceptances

has remained fairly stable, with approximately 60% male students, for both applications

and acceptances.

Figure 3: Applications and acceptances for the NST, by gender (2010-2012)

1,370 367 1,512 378 1,625 426

1,008 270 978 229 1,045 249

0%

20%

40%

60%

80%

100%

Applications Acceptances Applications Acceptances Applications Acceptances

2010 2011 2012

Female

Male

Figure 4: Applications and acceptances for the PBS Tripos, by gender (2013)

80 2014100

285 5754255

0%

20%

40%

60%

80%

100%

Applications Acceptances

PBS Tripos (13/14) HESA (11/12)

Female

Male

This year we received 365 applications (285 female) and made 77 offers (57 female) for

the new PBS Tripos. The 78% female applications accords with national figures for

Psychology; the 74% female admissions indicates no gender-related acceptance bias.

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Figure 5: Applications and acceptances for the SDP MPhil by gender (2010-2012)

2010 21 8

61

2800

8228 69 21

3815

10455

0%

20%

40%

60%

80%

100%


2010-2011 2011-2012 2012-2013 HESA(11/12)

Female

Male

Figure 6: Applications and acceptances for PhD degrees by gender (2010-2012)

177

18 627

5 1185

186

27 1066

17 3520

0%

20%

40%

60%

80%

100%


2010-2011 2011-2012 2012-2013 HESA(11/12)

Female

Male

Developmental psychology is an area in which women are particularly well represented

and so the merger of SDP and EP to create the new Department has substantially

increased the proportion of females (as well as the numbers of applications and places). In

all years, the proportion of applications from women is mirrored in the proportion accepted.

We will continue to monitor the proportions of men and women applying for and gaining

places on these post-graduate courses.

(vi) Degree classification by gender (see Figures 7 and 8)

Undergraduate degree classifications, combined for students taking single subject

Psychology and the Physiology and Psychology Joint Course, have been stable over

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recent years. In the assessment period no student received a grade below a 2.2. Across

the three assessment years, there is no significant gender difference in the numbers of

students awarded Firsts (although the overall number is quite low). This lack of gender

difference is noteworthy, as there is a persistent and pervasive discrepancy between the

number of males and females achieving Firsts in Cambridge overall (just as there is at

Oxford). A recent Oxford-based longitudinal study of the factors that might contribute to

this discrepancy showed a female-specific drop in wellbeing across the three years of

university study, with factors that one might expect to be universally associated with exam

success (e.g., hours spent revising) predicting the likelihood of obtaining a First for men,

but not for women (Mellanby, Zimdars & Cortina-Borja, 201311). In response to these

findings our Staff Student Committee will work alongside the University E&D Team and the

Colleges in monitoring student wellbeing, academic strategies and exam success. The

new PBS Tripos includes a final year Gender paper, led by Professor Melissa Hines; this is

likely to prove particularly popular with female students and may lead to a stronger female

exam performance. Our undergraduates are alive to the importance of gender equality; an

illustration of this comes from a recent staff-student committee, in which discussion of a

student complaint about Professor Simon Baron-Cohen’s extreme male brain theory of

autism provided staff with an opportunity to emphasise to our student representatives that

we welcome exam scripts that challenge ideas presented during lectures.

Figure 7: Distribution of degree classes, by gender (2009-2012)

5

6

11

24

1 14

4

2331

0 4

7

6

21

28

2 10%

20%

40%

60%

80%

100%

Men Women Men Women Men Women

1st 2.1 2.2

2009-2010

2010-2011

2011-2012

1 Mellanby, J., Zimdars, A., Cortina-Borja, M. (2013). Sex differences in degree performance at the

University of Oxford. Learning and Individual Differences, 26, 103-111.

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Until this year, the main route for undergraduates to study Psychology at Cambridge was

via the Natural Sciences Tripos (which has a preponderance of male students). With the

new PBS Tripos, the balance is likely to change and become closer to national figures for

psychology (80% female).

Figure 8 shows the same data, but placed in comparison with national data. As expected,

very few Cambridge students (either male or female) are awarded degrees classified lower

than a 2.1, and no student in this assessment period was awarded a third class degree (as

compared with 17% of women and 21% of men, nationally). There is no difference in the

proportion of women receiving Firsts at Cambridge (17%) and elsewhere in the UK (13%),

but a higher proportion of men receive Firsts at Cambridge (23%) than elsewhere in the

UK (12%). This comparison is based on a quite a small sample of men (n = 74) and so

further monitoring is needed to investigate whether the Cambridge system is particularly

favourable to men, or whether (as we expect) this difference reflects the somewhat

unusual NST intake.

To address this issue we will record the proportion of female PBS students receiving

Firsts. Examiners are encouraged to complete checklists to ensure consistency and

fairness in marking; if allowed by the Data Protection Act, we also plan to retain these data

alongside a record of gender for review at 3-yearly intervals. Our goal here is to increase

the transparency of the exam process by providing students with directly relevant feedback

about features of exam scripts associated with high marks.

Finally, a review of the students receiving distinctions on our MPhil over the assessment

period (i.e., since 2009) showed that this was consistently between 75% and 80% female;

that is, exactly in line with the overall percentage of women on this course. As for

undergraduate work, essays for the MPhil are submitted anonymously and this parity

between the proportions of women on the course and women receiving distinctions is

reassuring. MPhil Examiners provide students with detailed feedback, which is signed to

enable them to request a face-to-face meeting to discuss the feedback in more depth.

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Figure 8: Distribution of degree classes by gender - compared with national data

(2009-2010)

Staff data

(vii) Gender ratio for academic and research staff (see Figures 9, 10 and 11).

In relation to other UK departments of Psychology, our Department is fairly small, with

around 27 academic staff and ~70 research staff in any one year. In 2009 there were 9

male but only 2 female University Lecturers and in 2010 there were 7 male but only one

female Research Assistant. This imbalance continued in 2011 (10 male and just 2 female

Research Assistants). One positive consequence of the merger in 2012 was to redress

this imbalance (to 11 male and 8 female Research Assistants); currently the breakdown is

an even five of each gender among Research Assistants. Across all categories, women

account for 55% of staff in the Department. This lack of gender difference in the

Department is similar to the national picture (59% female) but noteworthy in the

Cambridge context as it contrasts with the greater preponderance of men in senior posts

within the School and the University as a whole (see Figure 11). We will continue to

monitor carefully the gender distribution for each category of staff on a regular, annual

basis and support the career development of our female staff both within and outside the

Department, especially with regards to appointments to Lectureships (see below).

Action Point 2.1d

1830 390

6710 1360

2810 780

2300 665

6 7

28

21

1 2 0 0 0%

20%

40%

60%

80%

100%

Female Male Female Male Female Male Female Male

First 2.1 2.2 other

HESA Cambridge

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Figure 9: Academic and Research Staff by gender (2010-2012)

24 25 29

7 7

4

1

5

2 2

2 5

3 4

31 39 40

1 1

3

2

2

2 1 2

3 5

0%

20%

40%

60%

80%

100%

2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012

Researcher University Lecturer Senior Lecturer Reader Professor

Male Female

Figure 10: Pipeline for Students, Research and Academic Staff by gender (2012)

Figure 11: Percentage Female Staff in University, School and Psychology, (2012)

45%

34% 32%

20% 16%

46%

36%

28%

16%

24%

58%

43%

29% 33%

56%

0%

20%

40%

60%

Researcher University Lecturer Senior Lecturer Reader Professor

University School Biological Sciences Department of Psychology

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(viii) Turnover by grade and gender

Academic staff. Our four academic staff-leavers over the past three years were all

male and included two retirements, one move to a College post and one return to a

position (and his family) in the USA following health problems.

Researchers. Over the past three years, 44 researchers have left the Department.

The percentage turnovers for male researchers were 32%, 55% and 25% in 2010, 2011

and 2012 respectively. The corresponding percentages for female researchers were 19%,

19% and 25%. Chi-squared tests showed no gender difference in turnover rate for 2010

and 2012, but significantly more male than female turnover in 2011 (Chi-squared = 9.41, p

< .01). Reasons for staff leaving include: maternity leave (one female), resignation (one

female) and end of a fixed-term contract (18 female, 24 male). Of these 42, we only have

clear data on new posts for 9 staff; of these, 6 (5 male, one female) went on to other

research /academic posts and 3 (one male, two female) went on to other scientific posts

(editorial work at Nature and GSK scientist). This review process has been salutary in

highlighting both the contrast across staff categories (reflecting the short-term nature of

grant funding) and in identifying a need to sustain contact with former members of staff, in

order to refine our understanding of turnover data, to increase networking opportunities for

existing staff and to support and celebrate the work of former members.

Action Point 4i

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4. Supporting and advancing women’s careers: (4310 words).

a) (i) Job application and success rates by gender and grade.

Rather than presenting data for all individual grades, we focus on two key career transition

points: Research Associates and our Lectureship appointments.

Figure 12: Applicants, shortlisted and appointed Research Associates by gender

(Feb 2010 to Nov 2012)

109 29 12

82 20 9

0%

20%

40%

60%

80%

100%

Number ofapplicants

Number shortlisted Appointments

Female

Male

Figure 13: Applicants, shortlisted and appointed Lecturers by gender (Feb 2010 to

Nov 2012)

25

5

19

7

1

0%

20%

40%

60%

80%

100%

Number ofapplicants

Number shortlisted Appointments

Female

Male

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Nine (40%) of the 21 Research Associate posts made in the assessment period were

awarded to women. Although lower than one might expect given the preponderance of

female psychology graduates, this proportion is broadly in keeping with the UK picture for

Biological Sciences.

More men than women applied for the Lectureship position, but more women than men

were shortlisted and the successful candidate was a woman. Corresponding figures for

university academic appointments in Science, Engineering and Technology in the same

period are similarly reassuring from a gender perspective (with 22%, 25% and 25% of

applications, shortlisting and appointments being female). Thus our recruitment process

shows no evidence of gender bias.

ii) Applications for Senior Academic Promotion

Figure 14: Senior Academic Promotions by gender (2004-2012)

The data shown in Figure 14 suggest two clear trends. First, men are more likely than

women to apply for promotion. The University’s E&D Office is taking measures to

reduce this gender disparity (and investigate potential reasons for any cases of gender-

based unequal pay, although we are unaware of any current examples of this in this

Department). Interestingly Professorial applications showed no gender difference (3 of 6

applications since 2004 were from women). Second, women are generally more

50

66.7

50

33.3 28.6

100

71.4

20

30

66.7 70

57.1

0%

20%

40%

60%

80%

100%

%femaleapplicants

%femalessuccessful

%maleapplicants

%malesuccessful

Professor

Reader

Senior Lecturer

25

successful in their promotion applications than men. All female (but just 3 of 5 male).

These findings indicate that men are more likely than women to apply for promotion

prematurely, resulting in both more applications and a greater proportion of

unsuccessful applications.

Figure 15: Senior Academic Promotions in the University of Cambridge (2004-2012)

Interestingly, while success rates for women in Psychology appear at least as

favourable than those for the School of Biology and the University as a whole, success

rates for men in Psychology appear somewhat lower than those for men in the School

and the University as a whole – but small numbers preclude formal analysis.

Promotion to personal Professorships, Readerships and Senior Lectureships is run

through an annual competitive exercise with initial recommendations made by the

Faculty of Biological Sciences and final decisions made by a Committee chaired by the

Vice-Chancellor. The Faculty and University Committees are composed with

consideration to balanced gender membership.

Eligible candidates are encouraged to discuss potential applications with the HoD. To

promote positive communication and career development, our ASWG Chair (for 1

January 2014 onwards), Professor Michael Lamb will also act as a contact point for

potential applicants. To encourage more female academics to apply for promotion, the

0%

20%

40%

60%

80%

100%

Psych School Bio Uni Psych School Bio Uni

%females successful %males successful

Professor

Reader

Senior Lecturer

26

University has recently introduced a Senior Academic Promotion CV Scheme2, in which

female Lecturers, Senior Lecturers and Readers can have their CV reviewed by a senior

academic with relevant experience. To increase the transparency of the SAP process

the University hosted three Senior Academic Promotion (SAP) Open Fora in 2013. We

will use the CV scheme and Open Fora to foster female mentoring in the Department

via one to one support from our ASWG Chair, Professor Michael Lamb.

Action Point 2.5

b) (i) Recruitment of staff

The University provides substantial guidance on how to recruit effectively in compliance

with University policy and procedures, employment law and equal opportunities

legislation3. The Departmental HR administrator oversees the recruitment process and

ensures adherence to the University’s equal opportunity policies and best practice for

every post and the HoD, Senior Administrator, HR administrator and many other

Department senior staff have completed training in recruitment and equality and diversity.

Job descriptions are written carefully to avoid unconscious discrimination; the further

particulars provide prospective applicants with information about work benefits that are

likely to be important to women: flexible working options, generous annual leave,

maternity/paternity leave, and family-friendly policies, including the salary sacrifice scheme

for childcare and the new ‘returning carers’ scheme (see below). Shortlisted candidates for

academic posts present their work to the Department, whose views are taken into account

by Boards of Electors containing strong national and international expertise, but also with a

view to gender balance. New guidelines for Boards of Electors were introduced in 2013 to

ensure a wide search for a diverse range of candidates.

Action Point 2.1

2 www.admin.cam.ac.uk/offices/hr/equality/wiseti/cv/

3 www.admin.cam.ac.uk/cam-only/offices/hr/recruitment/;

www.admin.cam.ac.uk/cam-only/offices/hr/recruitment/equality/

http://www.admin.cam.ac.uk/offices/hr/equality/wiseti/cv/

http://www.admin.cam.ac.uk/cam-only/offices/hr/recruitment/

http://www.admin.cam.ac.uk/cam-only/offices/hr/recruitment/equality/

27

(i) Support for staff at key career transition points

The University has received the European Commission’s ‘HR Excellence in Research’

badge for its work fostering researchers’ career development. This included the launch of

an Employment and Career Management Scheme (ECMS) in April 2011, which provides a

clear framework for the induction, probation and appraisal of contract research staff4. All

research staff have an induction meeting (a Career Management Review - CMR) with their

Principal Investigator (PI) to identify their development needs and arrange mentoring and

appraisal. Detailed online guidance provides researchers with clear role descriptions,

guidance on pay progression and the types of experience and responsibilities needed for

promotion. The scheme requires further CMRs every two years and regular informal

meetings.

Our staff survey highlighted inconsistencies in the format and frequency of appraisals for

different parts of the Department, making this one area in which we recognize the need for

positive action to reinvigorate the appraisal process within the Department. We will take

this opportunity to implement ECMS recommendations, communicate the details of this

scheme to all staff members (e.g., via Academic Staff Meetings) and monitor the process

of appraisal from a gender perspective.

Action Point 2.4

Career development

(i) Promotion and career development

Appraisal and review

The merger made clear that while SDP and CFR staff had consistently received annual or

biennial appraisals, these formal appraisals were less regular in EP as line-managers had

adopted a more informal approach. Our School Survey indicated that staff would

appreciate the opportunities for feedback provided by the appraisal system. The HoD has

therefore agreed to champion a more formal and regular system in which he (or his Senior

4 www.cam.ac.uk/research-staff/employment-and-career-management

http://www.cam.ac.uk/research-staff/employment-and-career-management

28

Administrator) will consult with appraisees before selecting appraisers (normally the

research group leader or another individual acquainted with their work). Three weeks

before the appraisal, appraisees complete a questionnaire covering their previous

achievements, future goals and actions; appraisers complete a complementary document

to ensure that the appraisal discussion covers all areas identified on each side. The

appraisee then develops an action plan, which may include a training programme that is

subsequently approved by the appraiser and the HoD.

Action Points 2.4

Career progression for Graduate students:

Most of our 83 PhD students (98% completion) and 115 MPhils in the assessment

period proceeded on to further post-graduate scientific positions, clinical medicine

training, or professional positions. In the last 3 years our graduates have been first

authors on 234 peer-reviewed journals papers. In this period, women (Claire Gillan and

Molly Crockett) accounted for both of our Sir Henry Wellcome Fellowships, three of the

four College Junior Fellowships (Jenny Bosten, Lucy Cheke and Kathryn Hopkins);

Hopkins also won the first EPS Frith Prize from the for “an exceptional body of PhD

work”. One female graduate (Angela Kehagia) became a Lecturer at King’s College

London in 2012 and another (Molly Crockett) became a University Lecturer at the

University of Oxford in 2013.

Action Points 1.3b, 1.3c,

Career development for Researchers

The University of Cambridge accepts responsibility for developing young academics

through fellowships to full independence. Within a competitive personal promotions

culture, researchers in the Department receive mentorship through a number of

research fellowship schemes or grant-supported post-doctoral posts. In the assessment

period we have gained 26 Research Fellowships (62% female) from the Royal Society,

MRC, BBSRC, ESRC, Newton International, Wellcome Trust, British Academy, Marie

Curie, and College Junior Research Fellowships. Competitions for the latter generally

29

attract over 100 applications across all disciplines for each fellowship. Some of the more

striking career successes among our research fellows have included MRC Career

Development Awardee, Bishop, (Asst. Professor, Berkeley). Post-doctoral researchers

are admitted into Colleges as bye-fellows on the basis of their contributions to

undergraduate teaching; a Post-docs of Cambridge Society (PdOC) holds regular

meetings and workshops about career development. In 2013 the University introduced a

new Office of Post-Doctoral Affairs with an Academic Director to champion the cause of

post-docs at Cambridge and develop a coordinated network of support services.

Another important route for post-doctoral career development is promotion to the Senior

Research Associate (SRA) grade (in the last 5 years 6 of 10 SRA promotions have been

awarded to women), which can lead to permanent University Lectureships (e.g., Dr

Mirjana Bozic). After her PhD Dr Amy Milton was appointed as a fixed term,

Departmental Lecturer and recently succeeded in gaining a permanent University

Lectureship.

Action Points 2.3

Career development for Academic Staff

Two Deputy HoDs (Professors Nicola Clayton and Melissa Hines) share responsibilities

for research and teaching and provide support for staff at key career transition points

including promotion and sabbatical leave (which, in Cambridge is a relatively generous

term per 6 terms worked, including terms on maternity leave). Periods of sabbatical

leave provide academic staff with valuable opportunities to focus on their research, but

their timing requires careful consideration to avoid creating unreasonable administrative

workloads for other colleagues. Our review also highlighted potential implications of the

age profile of Department members with regards to the importance of nurturing young

and/or new staff for the future success of the Department. In particular, 8 members of

staff are under 40 and many of these have (or will have) young children. In addition, we

will soon be making several new appointments as 7 staff members are approaching

retirement.

30

(ii) Induction and training

New members receive a tour of the Department on their first day and are introduced to key

colleagues and the HR Administrator, who ensures that they have all the resources they

need to conduct their roles. New members of staff are also assigned mentors, who act as

impartial confidantes for any concerns or difficulties. Tea and cake events before each

weekly Zangwill Club Seminar provide opportunities for staff to socialise with colleagues.

The University holds a bi-annual Welcome to Cambridge networking event for new staff.

We have also developed an Athena SWAN webpage, which includes photos of people

who have agreed to act as contacts for a variety of work/life balance and career

progression issues; information about this webpage will soon be added to the Induction

pack.

www.psychol.cam.ac.uk/about-us/athena-swan (link to become active in mid December)

Action Points 2.2

Training

Upon appointment, staff join a role-appropriate email groups to which the Senior

Administrator regularly communicates relevant University training opportunities5. These

include training in interview techniques, communication and presentation skills, lecturing

performance, and supervision of students.

The New Perspectives for Women programme6 addresses many of the career issues

faced by women and offers courses targeted at specific staff groups (e.g. Confident Ways

of Working, Furthering Your Career, and Gaining Recognition at Work).

Springboard7, a personal development programme for women, offers female staff and

graduate students practical career support through self-assessment and the setting of

challenging goals. The programme addresses communication, assertiveness, self-

confidence, and work/life balance issues.

5 www.admin.cam.ac.uk/offices/hr/ppd/

6 www.training.cam.ac.uk/cppd/theme/women?providerId=36612

7 www.training.cam.ac.uk/cppd/course/cppd-perdev3

http://www.psychol.cam.ac.uk/about-us/athena-swan

http://www.admin.cam.ac.uk/offices/hr/ppd/

http://www.training.cam.ac.uk/cppd/theme/women?providerId=36612

http://www.training.cam.ac.uk/cppd/course/cppd-perdev3

31

The University’s Women in Science, Engineering and Technology Initiative (WiSETI)8

supports women from undergraduate to Professorial level in Science, Technology,

Engineering and Mathematics. WiSETI activities include an annual WiSETI lecture and

career development seminars (including a ‘Cake and Careers’ session specifically for the

School of Biological Sciences in December 2013 which female members of the

Department will be encouraged to attend).

Action Points 2.3c, 2.3d

(iii) Support for female students

Springboard and WiSETI (described above) include students in many of their career-

related events. In addition, the University’s Careers Service (available to all staff and

students) offers specialist careers advice for contract research staff and post-docs and has

a dedicated advisor for the Life Sciences, while the Graduate Student and Postdoc Forum,

provides careers resource for postgraduate students and early career researchers.

Initiatives include Fora for the communication of ideas and the coordination of academic

activities, including student-run conferences. We will continue to encourage students to

attend and participate in these events.

Students are typically enthusiastic about attending the Departmental weekly ‘Zangwill

Seminar Series’ (financial support from the Department enables graduate students to join

senior colleagues at dinners held after each seminar). These initiatives provide valuable

opportunities for students to ‘network’ with senior colleagues in their field. All postgraduate

students have both a supervisor (who provides direct academic support) and an advisor

(to provide more general academic support). We will explore ways of increasing

interactions between senior members of faculty and graduate students (e.g., through

seminar series to celebrate women in science).

Action Point 1.3

8 www.admin.cam.ac.uk/offices/hr/equality/wiseti/

http://www.admin.cam.ac.uk/offices/hr/equality/wiseti/

32

Organisation and culture

(i) Male and female representation on committees

The Department of Psychology has 9 internal Committees, which generally meet termly

and report to Academic Staff Meetings held 5 times a year. Committee membership is

determined by expertise, workload and other Departmental administrative duties. There

are 33 membership opportunities on these Committees; 19 occupied by males (15 male

staff available) and 14 by females (12 female staff members available).

Action point 3.1|

(ii) Gender ratio of staff on fixed-term and permanent contracts

Figure 16 shows that there are no consistent gender differences in the proportion of staff

on fixed and permanent contracts, by staff type (academic / researcher) and gender. One

of the two female fixed-term academic staff (Dr Amy Milton) has recently been awarded a

permanent Lectureship within the Department. As the assessment period encompasses

the formation of the new Department it is difficult to examine trends over time. We will

review annually the proportion of male and female staff in fixed term vs permanent posts.

Action Point 4k

Figure 16: Numbers of fixed-term and permanent staff by gender (2010-2012)

1 1 2 2

14 18 20 13 15 20

4 4 11 14 13

14

17 21 20 11 10 9

0%

20%

40%

60%

80%

100%

2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012

Female Male Female Male

Academic Researcher

Fixed Term Permanent

33

(i) Representation on decision-making committees

Suitable individuals are selected for their expertise and experience. The fairly equal

gender balance of the academic staff makes it feasible to achieve a gender balance on

Committees without increasing workload for female staff. As senior female staff are,

however, under-represented in the School of Biological Sciences, the HoD regularly

proposes senior women from the Department to sit on influential School and University

Committees (e.g. Professor Nicky Clayton is a Member of the School of Biological

Sciences Appointments Committee and Professor Lorraine Tyler was, for 10 years, the

Chair of the School’s Senior Academic Promotions Committee). In addition, Professor

Claire Hughes (acting Chair of ASWG) has been involved in high-level University events to

promote gender equality.

Action Point 3.1

(ii) Workload model.

We believe that formal algorithms for assigning administrative and teaching duties would

not benefit the spirit of teamwork we have strived to foster within our Department. Instead,

the HoD and Administrator take into consideration individual variation in preferences and

capacities for different types of work to ensure an even spread of responsibilities, expertise

and opportunity. Regard is also given to duties undertaken in the previous years and staff

seniority. After extensive consultation with Department staff, a roster of Departmental,

Faculty and University-related duties for the academic year ahead is discussed at the

penultimate staff meeting (i.e. end April). This is based on the HoD and Administrator’s

intimate knowledge of individual workloads, and takes into account periods of sabbatical

leave, absence through chronic illness, maternity and paternity leave. The roster is

finalised through democratic discussion at the end-of-year staff meeting (mid-June). This

tried and tested approach works well in a small consultative Department and gives ample

opportunity for staff to comment on their workload, and change their assigned

responsibilities if necessary.

Action Point 3.2

34

(iii) Timing of Departmental meetings and social gatherings

Around half of the Department’s 27 academic staff have young children and the

Department recognises the difficulties raised by school runs and other caring commitments

that impact at the start and end of the traditional working day. Times and dates of key

regular meetings are announced at the beginning of the academic year to allow staff to

make necessary arrangements. Where 'ad hoc' meetings are required all members of the

relevant committee are contacted for their availability prior to setting dates/times. If

members cannot stay for the whole meeting, agenda items are rescheduled to suit. Efforts

are made to ensure Departmental meetings and research seminars start after 9.30am and

finish before 3.30pm.The exception to this rule is the Department’s well-attended weekly

Zangwill seminar series, which finishes at around 5.30pm with an invitation to all staff,

visitors, graduate and final year undergraduate students.to adjourn to the local pub and/or

have dinner with the speaker.

Action Point 3.3

(iv) Culture

The EP Department had a long record of supporting famous women psychologists at all

levels. Professors Brenda Milner FRS (McGill University, Montreal) and Anne Treisman

FRS (Princeton University) were undergraduates reading Psychology here. From 1960-

1980 the Department included such famous figures as Alice Heim, Margaret Vince,

Eleanor Lieven, Joan Stevenson-Hinde, and Susan Iversen (who subsequently became

Professor of Experimental Psychology at Oxford). In the last 20 years, University Lecturers

have included the clinical and cognitive neuropsychologists, Barbara Sahakian FMedSci,

(now Professor, in the Department of Psychiatry) and Dr Rosaleen McCarthy. Dr Usha

Goswami FBA, was a University Lecturer in the early 1990s, moved to a Chair at the

University of London and then returned to take a Chair at Cambridge now within the

Department of Psychology. Dr Lorraine Tyler FBA took a similar route, being a University

Lecturer in the 1980s and is now a Professor in the Department. We are vividly reminded

35

of these historical links by the photographic portraits of distinguished prior faculty we

display on the walls of the Department.

Prominent recent appointments (since 2000) have included Dr Lisa Saksida (now Reader),

Professor Nicola Clayton FRS (appointed as a University Lecturer in 2000, Reader in 2002

and Professor in 2005). In the past two years we have appointed Dr Mirjana Bozic and Dr

Amy Milton to University Lecturer from previous posts as Senior Research Associate and

Departmental Lecturer, respectively. The formation of the new Department in 2012 has

further swelled the ranks of our female Departmental staff with no fewer than three

additional female professors, Susan Golombok, Melissa Hines, and Claire Hughes, as well

as one Senior Lecturer, Simone Schnall. The recent appointment of Professor Zoe Kourtzi

means that female Professors now outnumber male Professors in this Department.

We support our female staff in various ways, nominating them for prestigious awards and

ensuring their awards are recognised within the Department via announcements at

meetings and on our website. Nicola Clayton is now FRS (2010) and Usha Goswami

received the BPS President’s Award in 2011. Brenda Milner, a former undergraduate,

received a particular mark of distinction by receiving an Honorary Degree at this University

in 2000.

More generally, we try to ensure that students, especially undergraduates, use the

Departmental facilities, which include newly refurbished ‘café’ style accommodation

equipped with access to web facilities, as well as the Departmental Library, with its full

time Librarian. The merger has not adversely affected our busy but friendly ambience, as

illustrated by a photo of one of our Department noticeboards and the recent quotes from

undergraduates in feedback questionnaires:

36

"Excellent community spirit in the Department. Top draw receptionists /library functions etc. Felt very welcomed." "The friendly community feel of the Department made it easy to approach people with questions. It was very helpful and inspiring to be able to have supervisions with the lecturers themselves or other knowledgeable people currently doing research in the field." "Everyone in the Department is incredibly knowledgeable and friendly." "Some amazing lecturers/supervisors. High flexibility in choosing modules. Reading week. Drinks reception after last exam. Lovely supporting staff: it/reception/ librarian."

37

Each year we have three Departmental parties and following the merger we held a

Department Awa1y-Day to discuss important issues and future strategy. We expect to

continue these on a regular basis. We take care to ensure that there is a good gender

balance on various sub-committees of students or academic staff. We have had no

examples of bullying or complaints by female staff of discrimination. Sexist language is

frowned upon and is virtually non-existent. The HoD has termly meetings with support staff

to keep them informed of developments in the Department and to discuss any issues

arising; this practice will be extended to the post-doctoral community to augment their

meetings in specialised laboratory groups. Our Librarian keeps the Departmental website

up to date with news and events, including celebrations of successes and achievements

(e.g. promotions, new grants, awards and new publications). This website now includes an

Athena SWAN page, designed both to make information about careers and work/life

balance more accessible and to celebrate the many inspiring women in the Department.

(v) Outreach activities

Many Department members are involved in outreach activities, especially initiatives

designed to: (a) widen access to our highly competitive undergraduate degree; and (b)

foster public engagement with science.

a) Widening access.

At least four staff members (Dr Lucy Blake, Dr Vasanti Jadva, Dr Mike Aitken and Dr Juliet

Foster) have contributed to Psychology days within summer schools organized by the

Sutton Trust to raise the aspirations of academically talented teenagers from

disadvantaged communities. In response to the popularity of these Psychology days, Dr

Lucy Blake will coordinate a Departmental one-week course (14th-18th July 2014) including

talks given by our HoD, Professor Trevor Robbins, and one of the two deputy Heads,

Professor Nicky Clayton and her tango dancing partner, Clive Wilkins, who is the

Department’s artist in residence.

Other access initiatives in which staff (both male and female) are involved include: (i)

assisting in a new University initiative to raise academic aspirations among talented GSCE

students; (ii) representing the Department at all of the Oxford and Cambridge 2014

Conferences (taking place in 7 different venues across the UK); (iii) visiting local primary

38

schools as part of the Cambridge Science Festival School Roadshow; (iv) a national 6th

form essay competition, with submissions being received from 500+ schools; and (v)

College outreach activities (e.g., open days, subject interest groups, school visits).

b) Public engagement with science

Several Department members regular contribute to events designed to promote public

engagement with science. Two female staff who are particularly active in this area include

Professor Nicky Clayton and Dr Amy Milton. Specifically, alongside her internationally

acclaimed work with corvids, Professor Nicky Clayton is also a very successful dancer

(working with the Rambert Dance Company). The Department submitted a summary of her

work in dance as part of its documentation of impact activities for the forthcoming REF.

Professor Nicky Clayton also frequently contributes to our public dissemination work (e.g.,

Cheltenham Science Festival; plenary talks at the Cambridge Science Festival and

Festival of Ideas and this year’s Cambridge University Alumni; a Royal Institution talk and

a TEDx Oxbridge talk (www.youtube.com/watch?v=-iavquY2OFo, June 2013). Likewise, in

addition to her work on widening access to the University, Dr Amy Milton regularly takes

part in events organized by the Institute of Continuing Education, by ‘Skeptics in the Pub’

and by ‘A Pint of Science’.

Action Point 5

Flexibility and managing career breaks

Department members appreciate the importance of a good work-life balance, and fully

support flexible working and career breaks. The Department follows University practice in

having considerably more generous maternity/paternity/adoption leave provision than

required by law and offering a graduated return to work plan and flexible working

arrangements. Female staff receive 18 weeks fully paid maternity leave, 21 weeks on

Statutory Maternity Pay, and up to 13 weeks unpaid maternity or adoption leave. Staff may

also request a career break of up to two years.

39

(i) Maternity return rate.

Nine members of the Department have made use of this leave entitlement in the past 3

years, with duration of maternity leave ranging from 6 to 12 months and 3 staff (2

researchers and one assistant) choosing not to return from maternity leave.

The Department has several measures in place to facilitate the return to work after

maternity or adoption leave. Prior to the leave, the Department Secretary conducts a risk

assessment to ensure that the work environment can be adapted appropriately during

pregnancy. Once maternity leave has begun, contact is maintained through a nominated

person in the Department (often the line manager) or through up to 10 paid ‘Keeping in

Touch’ days in which a member of staff may work without affecting statutory maternity pay.

(ii) Paternity, adoption and parental leave uptake

The University provides 2 weeks’ paid paternity leave (used by 3 members of staff during

the 2009-12 period). As from April 2011, the University also offers provision for fathers

who would like to undertake paid additional paternity leave of up to 26 weeks during the

period from 20 weeks after the birth to the end of the mother’s paid maternity leave, if the

mother has returned to work. To date no members of staff have taken additional paternity

leave (or adoption or parental leave), but should any member of staff wish to do so in the

future, then he will be entitled to the same arrangements and ‘Keeping in Touch’ days as

are currently available for female staff returning from maternity leave.

(iii) Numbers of applications and success rates for flexible working by gender

and grade.

Flexible working arrangements are readily available in the Department. The University’s

flexible working policy (for all staff) allows for alteration to working hours in consultation

with the individual's line manager. Currently 18 of 70 researchers (26%) are working part-

time, 13 of these (72%) are female. Of the 27 academic staff, 3 (11%) are part-time, of

whom one is female. All four members of support staff who applied for have changes of

hours in relation to their childcare needs over the past three years have been successful.

40

(iv) Flexible working

The flexible working policy is implemented informally for academic staff who do not have

‘core’ hours but instead are assessed in terms of their responsibilities to the Department.

Similarly, research staff do not have set hours of work but are expected to average 37

hours per week with hours arranged in consultation with their line manager and the needs

of the research group. Numbers are small but one example is a researcher who has

shifted her working hours to 7am – 3pm for childcare reasons. Where practicable,

members of staff are also permitted to work from home. This flexibility in working is widely

utilised in the Department; in the recent Staff Survey, 91% of Psychology staff endorsed

the statement, “I have a choice in deciding how I do my work”.

(v) Cover for maternity and adoption leave and support on return

The University launched a ‘Returning Carers’ support scheme in August 2013. This

scheme (piloted in the Schools of Physical Sciences, Technology and Clinical Medicine in

2012/13) enables researchers who have taken 3+ months leave in the past 4 years to

apply for up to £10,000 to be used on teaching buy-out, setting up new research, attending

conferences in order to build up their research profiles and other academic activity after a

period away from work. Dr Vasanti Jadva has already applied to this scheme (decision

pending - see Case Study 1). The scheme addresses an issue of real concern to staff;

survey responses indicated that just 33% of Psychology staff were satisfied with the

support that the University has, to date, provided to help with achieving a good work-life

balance. Underlining the view that there is room for improvement in existing provisions, 3

of the 9 members of staff (1 support, 2 researchers) taking maternity leave in the 2009-12

period did not return to the Department. (One member of support staff has not yet returned

from maternity leave but is anticipated to return to the Department later this year.) In

future, staff appointed to the ‘Keeping in Touch’ role will be encouraged to communicate

information so that a central record can be kept in order to identify any issues that might

be addressed in order to retain a higher proportion of staff with very young children.

Action Point 2.6

41

Figure 17: The numbers of full and part-time Academic and Research Staff by

gender (2010-2012)

Summary of key points.

We hope this application demonstrates that, while our Department offers much to

celebrate with regard to the role of women in science, we are very aware that female staff

face multiple challenges and are taking active steps to support their career progression.

Positive points that we would like to highlight include: the friendly and democratic

atmosphere in our Department; careful adherence to guidelines on equality and diversity in

recruitment and promotion processes; the adoption of family-friendly work practices and

support for staff on or returning from periods of parental leave; and the inclusion of gender

research in our teaching at both undergraduate and graduate levels. Each of these factors

has had a real impact in enabling us to achieve a gender balance in our staff (with women

accounting for 55% of our overall staff and 56% of our Professorial staff). Action points for

the future that deserve highlighting include: a comprehensive programme to support all

postdoctoral researchers (likely to be particularly valued by female staff); the development

of an Athena SWAN webpage to facilitate communication about career development and

work/life balance; the reinvigoration of appraisal processes to ensure that all eligible staff

are encouraged to apply for promotion; and efforts to ensure that senior female staff are

included in decision-making committees within the School of Biological Sciences.

5 14 6 13 10 15

23

23 32

23

28 26

1 1 8

1 7

2

12 3

0%

20%

40%

60%

80%

100%

Female Male Female Male Female Male Female Male Female Male Female Male

2010 2011 2012 2010 2011 2012

Academic Researcher

Full-time Part-time

42

5 Any other comments: (498 words)

The main advantages of the merger of the two Departments were to consolidate teaching

responsibilities, enable new research areas to be developed jointly and provide both a

strong single entity representing Psychology for the forthcoming REF submission and a

single Department for the admission of high quality Psychology undergraduates. The

mission of the Department is to serve society by providing outstanding teaching,

scholarship and research in the area of psychology and cognate disciplines.

We draw attention to the merger as this exercise is a good example of the success of the

consultative approach we adopted during a challenging period. The merger also provided

an opportunity to review both Departments’ policies and procedures to ensure that the new

Department of Psychology would draw on best practice. Both HoDs and Senior

Administrators (together with relevant key staff) met on a monthly basis throughout the

year to review all relevant areas of activity and staff in both Departments were kept up to

date with progress on the merger throughout the year via: (i) staff meetings; (ii) a joint

presentation by the HoDs in March 2012; (iii) a full discussion of the feedback received

and (iv) individual consultations with the Senior Administrator prior to the merger for all

directly affected support staff (with feedback relating to the practical support required for

the new Departmental structure being relayed back to Department management).

The merger was challenging for both Institutions, with staff in SDP in particular, given the

relatively small size of their Department, initially feeling concerned about potentially

negative consequences arising for their area of psychology and their position within the

merged Department. However, through consultation and communication over a long

period, these fears have been allayed. During the year prior to the merger both Heads of

Departments met with all academic staff to ensure that all staff had input to the merger

process. Another hurdle was the location of the two Departments, which, although close

(an eight minute walk), were on different University sites. Upon the merger two groups of

staff were re-accommodated on the 'other' Site. There were good academic reasons for

relocating these staff, but this also assisted with the feeling of a merged Department

breaking down the sense of 'us’ and ‘them'. Departmental meetings and seminars are

scheduled on both sites alternately and administrative and secretarial staff are

43

accommodated on both sites to ensure that all academic staff feel supported. The

Department organised an Away Day in December 2012, four months after the merger,

which focussed on celebrating the past successes of the two former Departments and

looked forward to the development of the new Department, with particular attention to new

strengths, weaknesses, and opportunities, identifying areas that needed further work or

dialogue. Combining the two Department’s cultures, policies and procedures during the

merger has been a challenge for everyone involved but has had a successful outcome and

promises new research collaborations in the areas of social and affective neuroscience

and in bringing together different approaches to developmental psychology.

6 Action plan

See attached document.

44

Case Study 1 – Dr Vasanti Jadva

I joined the CFR in March 2006 as a Research Associate. I took my most recent maternity

leave on 1st Feb 2012. At this time I was working on a large grant headed by Professor

Susan Golombok, and I was also Principle Investigator I on my own research grant which I

was awarded under the ESRC’s first grants competition. I had health complications and a

long commute from London and so I was allowed to work from home for the last 5 weeks

before I left for maternity leave. This allowed me to continue working to complete

academic papers that I wished to submit before going on leave. In addition, prior to leaving

for maternity leave, I was encouraged to apply for promotion which was successful, and I

was promoted to Senior Research Associate on my return. When I went on maternity

leave, Professor Golombok became the day-to-day contact for my research assistant.

My third daughter was born on 3rd March 2012 and I returned to work on 1st Jan 2013 after

having taken 11 months leave. During my maternity leave, I utilised the University’s

Keeping in Touch Days to monitor the progress of my grant via email and carried out any

necessary work from home. The Centre was very flexible about the date of my return to

work. Professor Golombok discussed the details of my return with me including my

workload and whether I wished to return full-time or part-time. I decided to return to work 4

days per week. The Centre also allowed me to gradually return to work, such that for the

first 5 weeks I was working only 2 days per week. This was vital in providing me with the

necessary time to adjust and settle into the new routine. I have continued to be supported

and encouraged by the Centre. Since I returned to work, I have taken on two PhD students

as a co-supervisor and I plan to apply for further research grants to advance my research

career. I do not feel that returning to work part-time has affected the progress that I am

making, and this is largely attributed to the support received from the Director and Deputy

Director of the Centre. I am able to work from home and have been given the flexibility to

manage my working hours which has been an enormous help. This has been particularly

beneficial as I am currently at the writing-up phase of my own grant.

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Case Study 2 – Professor Claire Hughes

My first experiences at the Department were as an undergraduate in Natural Sciences.

Having been inspired by my (male) A-level physics teacher to think about a career in

medical physics, I was then discouraged by frequent encounters with sexist attitudes

during a gap year at Thorn EMI electronics. This changed in my 2nd year at Cambridge

when I discovered experimental psychology, which opened up a world of science in which

women were welcome. My years as PhD student in the Department, working on executive

functions in autism were very happy and productive and I recall being encouraged and

inspired by many different researchers, male and female, within and outside Cambridge.

Knowing that I am half-French, my supervisor encouraged me to apply for post-doctoral

funding from the Fyssen Foundation in Paris. This challenging two-year post-doc was

followed by six very productive years at the Institute of Psychiatry in London. However,

the birth of my son (in 1999) made me realise that I needed an alternative to the hamster-

wheel of short-term research contracts. A key attraction of a job advertised in Cambridge

was the possibility of becoming a member of the CFR, which I reasoned (correctly), would

have a family-friendly work culture. However, the CFR was, at that time, housed within the

Faculty of Social and Political Sciences (SPS), in which I was, for some years, the only

female member of staff of childbearing age. Since my arrival in Cambridge in November

2000 I have had two further children (daughters born at the start of 2002 and in July 2006).

The contrast between my experiences in and around these two periods of maternity leave

is a clear testimony to the changing culture within the university across this period and

when my third child was born in 2006 my new colleagues could not have been more

supportive. By then the new CFR director, Professor Susan Golombok, had raised funds

for major refurbishments (including a baby-changing room and a large sofa in my office -

perfect for brief power-naps in the late stage of pregnancy). More importantly, the

changes in staff led to the introduction of more positive practices at an institutional level,

including a risk assessment for pregnant women.

Another way in which my senior colleagues have been very supportive has been in

encouraging me to apply for promotion. Thus I arrived as a lecturer in November 2000,

was promoted to Senior Lecturer in 2003 and to Reader in 2005. Although my initial

application for a professorship in 2010 was unsuccessful, it was helpful to be granted a

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face-to-face meeting with the chair of the school’s promotion committee and to receive

written feedback that my application was judged ‘slightly premature’. This encouraged me

to apply again in 2011 and I found out that my second application had been successful

shortly before the merger that led to the formation of the new Department of Psychology. I

now find myself in a position in which it is my turn to mentor and support junior members of

staff, in a Department that is full of inspiring and friendly colleagues. As a result, despite

the challenges of juggling the demands of work and the needs of three children, I feel

fulfilled and privileged.

(952 words)

Department of Psychology Action Plan

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Objective Actions to date Action(s) Required Responsibility Specific Measurable Timeline

1. Supporting students

1.1 To support undergraduate students

The ASWG has reviewed the gender balance of students taking Part IB and Part II (years 2 and 3) Psychology as part of the Natural Science Tripos. The ASWG has reviewed degree attainment by gender. The ASWG notes that termly undergraduate feedback surveys are reviewed to identify any issues. The AS Working Group noted attendance at the annual Careers Day for undergraduates.

a) Monitor and review gender balance of students taking new Psychology degree including application and acceptance rates. Continue to monitor NST students. b) Support female students and encourage confidence and risk taking in exams/essays to improve first class honours amongst female students. c) Improve the response rate of surveys to ensure feedback represents student body. d) Increase transparency of the exam process by giving students feedback about features of exam scripts associated with high marks, gathered over 3 years to increase power

Director of Undergraduate Education and Teaching Administrator Director of Undergraduate Education and Supervisors Director of Undergraduate Education and Teaching Administrator Director of Undergraduate Education and Teaching Administrator

Examine gender balance statistics at relevant teaching committees for anomalous data. Send any concerns to Colleges for review of admissions procedures. Include advice in Departmental supervisor training sessions on encouraging confidence in female students. Response rate improved. Appropriate actions in response to feedback developed.

To be reviewed on annual basis in October. Next training session will be held in August 2013; to be held annually October 2014 Termly Teaching Committee meetings and Annual Teaching Meeting


48

The AS Working Group noted avenues of personal support to undergraduates and graduates.

e) Improve attendance at the annual undergraduate Careers Day and monitor gender of attendance f) ensure a gender balance of presenters at Careers Day g) promote a wider breadth of career options including academia at Careers Day h) Encourage student representative involvement in the Department and establish a Psychology Student Society.

Director of Undergraduate Education and Teaching Administrator Director of Undergraduate Education and Teaching Administrator and University Careers Officer Director of Undergraduate Education and Teaching Administrator

Attendance improved Gender balance achieved Breadth of career options presented widened Assist formation of a Psychology Student Society, support student representatives in any events planned.

Next annual Careers Day will be held in October 2014 October 2014 December 2014

1.2 To support MPhil students

Gender balance of MPhil students reviewed by ASWG. ASWG noted that student feedback is regularly reviewed.

a) Continue to monitor gender balance on MPhil courses b) Continue to review student feedback c) Review completion rate by gender

MPhil course director with Graduate Education Committee (GEC)

Any underlying cause of gender disparities to be considered further Actions continually considered to resolve any potential issues identified by feedback Any underlying cause of gender disparities to be considered further

a) - d) For discussion at GEC on an annual basis


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d) Promote career options, including academic careers

Sustained growth in contacts listed on Athena SWAN page, and regular use of this resource

1.3 To support PhD students

Gender balance of PhD students monitored and reviewed.

a) Continue to monitor gender balance taking PhDs.

b) At induction, encourage students to visit the University Careers Service. c) Invite graduate students to the departmental careers event; promote career options, including academic careers d) Highlight female role models from within Department e) Encourage students to choose at least one female mentor (either supervisor, advisor or College graduate tutor), review and report to GEC

Graduate Tutor and Graduate Admissions Officer Graduate Tutor Graduate Tutor Graduate Tutor Graduate Secretary Graduate Tutor, Graduate Secretary

Examine gender balance statistics at relevant GEC meetings, particularly when making admissions decisions. Increased use reported by Careers Service Attendance by postgraduates at careers event Information on website Increase in gender balance of support (where possible)

Review annually at GEC admissions and funding meeting Annually at induction Annually By end 2014 By end of 2015, and annual review


50

f) Encourage attendance at WiSETI Cake and Careers events g) Encourage attendance at Departmental Seminars and monitor attendance

Graduate Tutor Graduate Tutor

Increased attendance at WiSETI/careers events Increased graduate attendance at seminars

By end of 2016 By end of 2015

2. Supporting Staff

2.1 Recruitment

To attract high calibre women to apply for positions

Recruitment data for all staff in relation to gender of applicants, interviewees and appointees is routinely collected and has been analysed by gender by the ASWG for the past 3 years (approx. 40% women; double the University average for STEM Departments). The University has introduced a web based recruitment system to facilitate monitoring.

a) Highlight family friendly policies and practices in further particulars for vacancies and ensure a wide search for candidates b) Continue to record and monitor applications by gender on an annual basis and report to an academic staff meeting c) take forward the web based recruitment system within the Department

HR Administrator and E&D section Chair of ASWG HR Administrator

Increase in female applicants for academic and research positions. Annual report to Academic Staff meeting Increased ability to analyse data

End of 2016 Annually, October End of 2014

To ensure no bias in recruitment procedures

The gender balance on all appointment panels within the Department for academic staff is routinely considered by the HoD

d) Promote a Departmental policy requirement of gender balanced appointment panels for all appointments where possible.

HoD and HR Administrator

Gender balanced appointment panels

Mid 2014


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e) Receive updated guidelines for Boards of Electors to Professorships and Appointment Committee procedures (being developed by the University f) Ensure all staff involved in recruitment have passed University online E&D training.

HR Section Administrator and HR Administrator

Guidelines re: gender representation on appointments committees to be received Increase current 0.14% uptake to 70% Increase uptake to 90%.

Mid-2014 End of 2014 End of 2016

2.2 Induction

To ensure all staff are provided with a mentor/buddy on appointment

All academic staff have a nominated mentor on appointment. Mentoring training available via PPD

a) Roll out mentoring/buddy scheme to all staff b) Encourage attendance on mentoring course as appropriate; publicise eg via website

Line Managers, HR Administrator, Administrator HR Administrator, Administrator

New staff aware of Departmental policies and support available. Increased attendance on the mentoring course Increased number of mentors

By end of 2014 By end of 2014 By end of 2015

To review induction process for family friendly information

An induction pack and induction session in the Department and in the University is available for all new staff.

c) Induction pack to be reviewed for information on family friendly information.

Administrator, HR Administrator and E&D section

Revised induction pack.

By end 2014


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d) Induction pack to be maintained on website as resource for current staff of basic information on staff benefits, childcare, E&D training and family friendly policies. e) ASWG to monitor uptake of University induction session and report to academic staff meeting.

Administrator, HR Administrator Chair of ASWG

Induction pack available on website All staff to have undertaken appropriate University induction session

By end 2014 End of 2014 and monitored annual in October.

2.3 Career Development and Training

Improve employment prospects for staff

The Department has appointed a member of staff to support researchers career development

a) Organise Away Day for post doctoral researchers to brainstorm ideas for a development programme b) Postdoctoral Development Programme to be drawn up

Research Staff Development Officer Research Staff Development Officer

Away Day arranged Postdoctoral Development Programme introduced


c) Encourage attendance at WiSETI Cake and Careers events

Research Staff Development Officer

Increased attendance at WiSETI Cake and Careers events

By end of 2016

Assist with training of all staff

The University provides a huge range of training opportunities Training bulletins are regularly circulated around the Department

d) Training opportunities to be highlighted at appraisals

Line Managers Increased attendance on courses

Be end of 2016


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2.4 Appraisal

To ensure staff are appraised on a regular basis

The University has a biennial appraisal policy

a) Appraisal scheme to be reinvigorated within the Department. b) Run appraiser/appraisee courses within the Department/School. c) Monitor and report on course uptake annually to the academic staff meeting. d) Monitor and report on appraisal statistics annually to the academic staff meeting.

HoD, Administrator Administrator Chair of ASWG Chair of ASWG

Increase in manager's attendance on appraiser's course. Increase in number of appraisals taken place within the Department Report to Academic Staff meeting Report to Academic Staff meeting

By end of 2014 By end of 2015 Annually in October

2.5 Promotion

To ensure all staff (particularly women) are supported in promotion applications

The SAP process and guidelines have been revised by the University to encourage gender equality. The University SAP open fora has been introduced to promote transparency of process The University is currently revising promotions process for researchers.

a) Promote SAP Open Fora/ SAP CV Scheme in the Department b) Circulate revised procedures to relevant staff. c) HoD to continue to encourage appropriate female applicants to apply for promotion

Chair of ASWG HoD, Administrator HoD, Administrator

Increase in applications for promotion from female academic staff Record of documents sent to each staff group Record of appropriate positive discussion in appraisals

End of 2015 (if possible, small numbers of staff may preclude this) October 2014 September (each year)


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The HoD meets and advises all staff who express an interest in promotion.

d) Review promotion success rates on an annual basis and report to an academic staff meeting.

Chair of ASWG Success rates reviewed Report to Academic Staff Meeting

May 2015 Annually in October

2.6 Maternity/paternity/carers breaks

To support staff going on and returning from care leave

A Returning Carers Scheme has been introduced in the University and information on this has been promoted within the Department.

a) Continue to promote Returning Carers Scheme to all those eligible, by including information in a maternity / paternity leave information pack, and publicising on Departmental webpages b) Encourage staff to participate in University maternity survey by including details of this survey in a maternity / paternity leave information pack c) Follow up on staff who do not return from maternity leave d) Appoint a maternity leave advisor and include their details, frequently asked questions, links to University maternity policy, family-

Administrator, HR Administrator, Chair of ASWG Administrator, HR Administrator Administrator, HR Administrator Administrator, HR Administrator, Chair of AS Working Party

Increased uptake of and awareness of the Returning Carers Scheme among those eligible Increased participation in the survey Increased understanding of the reasons staff do not return from maternity leave All eligible staff are aware of the support in place for career breaks and know how to contact the maternity leave advisor

End of 2014 End of 2014 End of 2015 End of 2014


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friendly funding opportunities etc on the Departmental website e) Publicise the recent changes in shared maternity / paternity leave provision

HR Administrator, Chair of ASWG

All eligible staff are aware of the University’s policy on maternity and paternity leave

End of 2014

To promote information on family leave and careers breaks

. f) Administrator to draw to the attention of all staff to the policy following career breaks. g) Include information regarding family leave and career breaks in Departmental induction pack.

HR Administrator, Administrator HR Administrator, Administrator

All appropriate staff aware of the scheme Include on website and induction packs


2.7 To highlight family friendly nature of Department

Children of staff often attend the Department’s annual garden party Many children of staff attend the Department Science on Saturday session in the Cambridge Science Festival

h) Include illustrative photos and publicise these events on the Departmental webpages

Librarian Increased awareness of family-friendly events in the Department

End of 2014


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2.8 Flexible working

To support flexible working opportunities

There is a culture of informal flexible working (including occasional days working from home), agreed with line managers within the Department. Part time working is available, and in 2012 22% of academic and research staff (30% of female staff; 10% of male staff) were working part time

a) Promote flexible working options in the Departmental induction pack, and when individuals inform the Department of the intention to take maternity or paternity leave

Administrator, HR Administrator

Increased awareness among staff of flexible working options

End of 2014

3 Organisation

3.1 Committees (internal and external)

To ensure women have the opportunity to serve on key Committees

The HoD maintains an oversight for gender balance on Departmental Committees. The HoD nominates senior women to serve on influential School and University Committees.

a) HoD to continue to rotate positions according to roles and workloads and consider gender where possible b) ASWG to monitor Departmental committee membership and nominations for Departmental membership of School/University Committees by gender and report annually to the academic staff meeting.

HoD Chair of ASWG

Maintain gender balance on Departmental Committees where possible. Gender balance on School/University Committees facilitated Report to Academic Staff Meeting

Renewed annually By end of 2016 Annually in October


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3.2 Workload model

Maintain balanced workload across academic staff

The HoD maintains oversight of the workload associated with teaching, research and administrative roles and

a) HoD to continue to rotate positions according to roles and workloads and consider gender issues where relevant

HoD Administrative roles agreed at Academic Staff Meeting

Annually in October

To review workload responsibilities for Academic staff

The HoD shares workload across staff according to their various commitments, experience and talents.

a) HoD to consider gender balance against workloads

HoD

Equitable workloads across the genders of academic staff

End of 2014

3.3 Timings of meetings

Regular meetings are held between the hours of 9.30 and 3.30 to allow staff to drop off and collect children from school

a) Review the idea of changing the time of the Zangwill Seminar (currently 4.30pm on a Friday, but well-attended).

HoD Decision to reflect a consensus view of the Department (obtained via online survey)

Mid 2014

4 Promoting an inclusive and supportive culture

To maintain gender balance of speakers at seminar series

The seminar series over the past 3 years has been analysed by gender

a) Guidelines for seminar coordinators to consider gender balance of seminar speakers

Seminar coordinators

Increase in number of senior female speakers

End of 2014

To raise awareness of equality and diversity

A new online E&D training module had been launched by the University in October 2013; all staff have been encouraged to complete E&D training.

b) Given low take up so far, further encouragement to be given.

HoD, Administrator

Staff attendance to have increased to 60%

End of 2016


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c) Increase awareness of Athena SWAN and University and Departmental family friendly policies and procedures across the Department via new web page d) Promote Cambridge book celebrating female academic success (launch March 2014)

Chair of ASWG, Librarian E&D Section

Populated website with regular updates. Increased awareness of female success.

End of 2014 End of 2014

To improve communication across the Department and across its four sites

Feedback from a School wide Staff Survey and focus groups has been reported back to staff, made available online and used extensively to identify actions required by ASWG. Regular social events are promoted to all staff and well attended.

e) Undertake future Staff survey f) Continue to host social events and monitor attendance, consider ideas for different formats. g) Webpages to promote role models in the department. h) Monitor usage of website and report annually to academic staff meeting

Chair of ASWG HoD, Administrator Chair of ASWG and Librarian Chair of ASWG and Librarian

Future survey data to be received and analysed. Improved positive responses in relation to communication Social events are well attended Maintenance of attendance levels. Website is accessed regularly and gets positive feedback

End of 2016 End of 2016 Reviewed annually End of 2014 End of 2014


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i) Provide networking opportunities to facilitate the sharing of experiences and strategies for work/life balance and career development (e.g., Returning Carers, SAP CV advice) j) HoD to meet termly with researchers k) Continue to monitor gender breakdown within the Department across all grades of staff and types of contract and report to Academic Staff Meeting

Chair of ASWG HoD Chair of ASWG

Report to Academic Staff Meeting Growing number of alumnae and former staff/affiliates willing to respond to career related questions Researchers aware of strategic issues, administrative matters and opportunities in the Department Report to Academic Staff Meeting

End of 2014 End of 2016 End of 2014 Annually in October

5 Outreach

To maintain outreach activities

Large number and range of staff undertake outreach activities

a) Researchers to be invited to become more involved in outreach activities

Research Staff Development Officer

Increase in outreach activities by researchers

End of 2016

6 Athena SWAN Working Group

Ensure Action Plan actions achieved within three years

Action plan drawn up Silver Award application and action plan submitted

a) Termly meetings to review progress with action plan and to ensure momentum maintained

Chair of ASWG, HoD

Action Points achieved

End of 2016


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b) Reports on progress and data presented to Academic Staff meeting

Chair of ASWG Reports received by Academic Staff Meeting

Annually in October

Athena SWAN Silver Department award application · 2014. 8. 11. · SAP = Senior Academic Promotions SDP = The Department of Social and Developmental Psychology SRA = Senior Research

Documents