Athena SWAN Silver department award application...ADWW Academic Development for Women by Women AS Athena SWAN BAP Bronze Action Plan (either 2014 or 2015 version) BDS Bachelor of Dental

Athena SWAN Silver department award application

Name of university: Plymouth University (PU)

Department: Peninsula Schools of Medicine and Dentistry (PSMD) (incorporating the School of Biomedical and Healthcare Sciences (SBHS))

Date of application: 25th November 2016

Date of university Bronze and/or Silver Athena SWAN award: Bronze Award November 2013

Email: [email protected]

Telephone: 01752 437444

Departmental website address: https://www.plymouth.ac.uk/your-university/about-us/university-structure/faculties/medicine-dentistry

https://www.plymouth.ac.uk/your-university/about-us/university-structure/faculties/medicine-dentistry

https://www.plymouth.ac.uk/your-university/about-us/university-structure/faculties/medicine-dentistry

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Contents

1 Letter of endorsement from the head of department ................................................................. 5

2 The self-assessment process ......................................................................................................... 7

2 a) A description of the self-assessment team ........................................................................... 7

2 b) An account of the self-assessment process ........................................................................ 10

2 c) Plans for the future of the self-assessment team ............................................................... 11

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

3 a) A pen picture of the department ........................................................................................ 12

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

3 b) (i) Numbers of males and females on access or foundation courses ................................. 14

3 b) (ii) Undergraduate male and female numbers ................................................................... 14

3 b) (iii) Postgraduate male and female numbers completing taught courses ......................... 17

3 b) (iv) Postgraduate male and female numbers on research degrees ................................... 18

3 b) (v) Ratio of course applications to offers and acceptances by gender ............................... 20

3 b) (vi) Degree classification by gender .................................................................................... 24

Staff data ........................................................................................................................................ 26

3 b) (vii) Female:male ratio of academic staff and research staff ............................................. 26

3 b) (viii) Turnover by grade and gender ................................................................................... 30

4 Supporting and advancing women’s careers .............................................................................. 32

4.1 Key career transition points ................................................................................................. 32

4.2 Career development ............................................................................................................ 36

4.3 Organisation and culture ..................................................................................................... 41

4.4 Flexibility and managing career breaks ............................................................................... 48

5 Any other comments ................................................................................................................... 51

6 Action plan .................................................................................................................................. 53

7 Case studies: impacting on individuals ....................................................................................... 97

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Word count

Section Allowance Words used

1 500 493

2 1000 955

3 2000 2315

4 5000 5182

5 500 475

7 1000 991

Extra 1000

11000

Additional 1000 words authorised by ECU via email on 02/11/16:

Page 4 of 101

Acronyms

ADWW Academic Development for Women by Women

AS Athena SWAN

BAP Bronze Action Plan (either 2014 or 2015 version)

BDS Bachelor of Dental Surgery

BMBS Bachelor of Medicine, Bachelor of Surgery

CDIC Culture Diversity and Inclusion Committee

E&D Equality and Diversity

ECU Equality Challenge Unit

FSG Faculty Strategy Group

FTC Fixed-term contract

HEA Higher Education Academy

HoS Head of School

JBB John Bull Building

KIT Keeping In Touch (Days)

LSRC Life Sciences Resource Centre

OEC Open-ended contract

PCMD Peninsula College of Medicine and Dentistry

PDR Performance Development Review

PG(R) Postgraduate Research

PG(T) Postgraduate Taught

PSD Peninsula School of Dentistry

PSM Peninsula School of Medicine

PSQ Portland Square (Building)

PU Plymouth University

PUPSMD Plymouth University Peninsula Schools of Medicine and Dentistry

RDC Research Degrees Committee

SAP Silver Action Plan

SAT Self-Assessment Team

SBHS School of Biomedical and Healthcare Sciences

SPA Supporting Professionalism in Admissions

STEMM Science, Technology, Engineering, Mathematics and Medicine

TOD Talent and Organisational Development (PU’s Human Resources department)

UB(T) Unconscious Bias (Training)

UG Undergraduate

UKCAT UK Clinical Aptitude Test

WA Widening Access

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1 Letter of endorsement from the head of department

Dr Ruth Gilligan Athena SWAN Manager Equality Challenge Unit First Floor, Westminster Tower 3 Albert Embankment London SE1 7SP 25th November 2016 Dear Dr Gilligan,

I am delighted to write in support of our second application for a Silver Athena SWAN (AS) Award.

When we last applied in 2015, we were very encouraged by the ECU’s guidance and highly

supportive feedback. We are now proud to be able to demonstrate real progress since our last

application. The impact of the changes we have introduced are highlighted in bold throughout the

application. To name a few among many, we now have:

Equality in interview panels and mandatory training for all interviewers in

unconscious bias (UB) and recruitment.

A dramatic improvement in numbers of females on our committees and facilitation skills

training for all chairs.

Increased numbers of female senior lecturers, readers and professors.

A successful mentoring programme, which has led to Plymouth University (PU) developing

a similar cross-faculty scheme.

Equality in male and female representation in the media and at internal and external

events.

Further provision for those with families e.g. provision of a crèche at Faculty Away Days.

My faculty aims to provide exceptional clinical teaching and learning, strong social engagement,

and world class research to benefit the population. In order to achieve this, our strategy places

students at the centre of everything we do. We engage closely with our NHS partners and work

hand in hand with our university, city and local community. We believe that our strategy chimes

perfectly with the AS agenda and our commitment to AS is a core element of our Faculty Business

Plan.

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I am personally very proud of what we have achieved so far in relation to AS, but I would like to

take this opportunity to thank my fellow members of the Self-Assessment Team (SAT). Their belief,

passion and determination have been the key to ensuring that the AS agenda is visibly and

tangibly embedded across our Faculty as a whole. They have worked incredibly hard to introduce

new ways of working and structural and organisational changes to ensure that everyone in

Plymouth University Peninsula School of Medicine and Dentistry (PUPSMD) is given the

opportunity to aspire, flourish and achieve.

Our SAT philosophy is to make sure that our AS action plan is driven by listening to faculty

members. This is primarily through our annual staff and student surveys but also via regular SAT

meetings and the Academic Development for Women by Women network (ADWW). I believe that

there has been a sea-change in the culture of our Faculty, as I am now seeing greater awareness of

equality, more engagement, and increased confidence amongst our staff. I believe this is due to

the informative and inclusive ethos and environment we have created through the

implementation of our action plan. Because I can clearly see the benefits that this environment

brings to staff, students and our Faculty overall, we are determined to continue making equality

central to all parts of our development.

Yours sincerely

Professor J Robert Sneyd Executive Dean, Plymouth University Peninsula Schools of Medicine and Dentistry

493 words

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2 The self-assessment process

2 a) A description of the self-assessment team

Our SAT of 24 includes academic, research and professional services staff and students:

Table 1: About the Self-Assessment Team

Lisa Allwood Personal Assistant (Research)

Faculty Coordinates AS meetings and events, including SAT and ADWW.

Sylvia Ammoun Senior Research Fellow, Peninsula School of Medicine (PSM)

PSM Represents post-doctoral and fixed-term contract researchers.

Margie Berrow Clinical Trial Manager

Faculty Expert in the collection and analysis of data. AS staff survey lead. Represents senior clinical administrators.

Steven Burr Associate Professor (Senior Lecturer) in Physiology

PSM SAT Deputy Chair. Leads the analyses of student assessment data, data interpretation, and student achievement.

Camille Carroll Clinical Postdoctoral Research Fellow

PSM Honorary consultant, clinical academic and research network lead.

Lynn Chalinder Clinical supervisor Peninsula School of Dentistry (PSD)

PSD Experience of teaching on a zero-hours contract as a dental hygiene tutor.

Craig Donaldson Professor, Head of School, Biomedical and Healthcare Sciences (SBHS)

SBHS Ensures AS is made central to the School’s development. Lead for 2017 Women in Science event.

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Andrew Gould Media and Communications Consultant

Faculty SAT communication expert. Ensures that the Faculty’s internal and external media profile is gender-balanced.

Kerryn Husk Research Fellow in Health Services Research

PSM Joined SAT to ensure equitable access to success in academia for all groups

Rachel Jagger-Thomas PU Head of Resourcing, Diversity and Inclusion, Talent and Organisational Development (TOD)

PU Link to University SAT. Supports the co-ordination of AS activities across PU.

Liz Kay Professor, Foundation Dean Peninsula Dental School, Faculty Associate Dean (Equality and Inclusion)/

PSD

SAT Chair. Member of the ECU’s Medical and Dental Advisory Committee and Medical and Dental Schools Councils’ Equality Advisory Committee.

Hisham Khalil Honorary Clinical Professor Faculty Associate Dean (Strategic Planning and Liaison)

Faculty Honorary Clinicians' voice on the SAT, represents those who contribute to PU PSMD’s teaching.

Debbie Kirvell Life Science Resource Centre (LSRC) Manager

Faculty

Job-share representative. Has a unique perspective on the student view, being aware of the effect of the environment on learning.

Katie McManus Equality & Inclusion Officer

Faculty New professional services staff member. Expertise in equality and wider diversity issues.

Hilary Neve Director of Small Group Learning, Professionalism and Social Engagement

PSM

Founder and lead for the ADWW group and a GP. Lead for professionalism in undergraduate teaching, including awareness of UB.

Helen Papworth Business Improvement Manager

Faculty Co-ordinates and administers the activities of the SAT, including construction of AS applications.

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Carol Price-Thomas LSRC Manager

Faculty Job-share representative. Brings experience of working in different environments to the SAT. Part of Faculty’s mentor group.

Cath Quinn Senior Research Fellow

PSM Expert in logic modelling and interpretation of qualitative data. Represents mid-career female researchers.

Gail Rees Deputy Head of School Associate Professor in Diet and Nutrition

SBHS Senior academic with significant media experience. Represents female academics in SBHS.

Robert Sneyd Executive Dean PUPSMD

Faculty

Ensures that the AS agenda is embedded across the Faculty, leading its implementation in all Faculty business and external engagement.

Christopher Tredwin Professor, Head of School of Dentistry

PSD Ensures that AS activities and philosophy are disseminated and made central to the School.

Terry Vallance Head of Faculty Administration

Faculty

Embeds practices and policies which enhance equality in the running of the Faculty. Responsible for student administration from admission through to graduation.

Gemma Walker Postgraduate Research Student Representative

PSD

Postgraduate representative. Research Assistant. Communicates to, and encourages feedback from, the postgraduate student body.

Grace Zakary Undergraduate Dental Student Representative

PSD

Brings students views, expectations, and issues, to the SAT, via email consultation and engaging with representatives holding other roles. (577)

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2 b) An account of the self-assessment process

Our SAT was established in April 2013 and has met on average every 4-6 weeks using video-conferencing between two locations to facilitate cross-Faculty attendance. The SAT’s Faculty and University reporting lines are shown at Figure 1, below. Our mission is to lead a culture shift within the Faculty so that gender equality is the norm.

Monitoring the progress and impact of our Action Plan is a standing SAT agenda item, allowing regular reflection on objectives and timescales. Data collection and analysis is an intrinsic part of our self-assessment, with milestones set for when routinely collected quantitative data becomes available. Our AS survey (2015 Bronze Action Plan (2015 BAP) D5.11), which has been disseminated to all staff for the past two years, continues to be enormously helpful with questions being refined each year to focus on priority issues in greater depth. This year we were pleased that, due to use of automated reminders, the response rate increased from 61 (239) to 69% (248).

Table 2: Number of academic and research staff survey responses, by gender, since 2014

Female Male

Prefer not to say Total

2014 37 43 n/a 80

2015 66 42 n/a 108

2016 71 54 12 137

The SAT has a dedicated webpage (2014 BAP D5 Objective 37) and is represented strongly through presentations at Faculty events (2015 BAP D5.5). The ADWW forum (2015 BAP C3.1) provides feedback and suggestions via SAT members (LK, HN). We have shared information and ideas through the Wales and South West AS network and PU’s AS Faculty champions group. Our Equality and Inclusion Coordinator has observed an AS panel meeting, taking the number of SAT members with direct experience of the ECU’s AS process to four. We requested and received feedback on our progress and application from xxxxx xxxxx (xxxxxxxxxxx xxxxxxxxxx xxxxxxx, xxxxxxxx xxxxx xxxxxxxxxxx), xxxxxxxxxx xx xxx. (251)

Figure 1: PUPSMD SAT reporting lines to Faculty and University committees

Board of Governors

University Executive Group

Culture, Inclusion and Diversity Committee

Faculty Board

Faculty Strategy Group

PU PSMD Athena SWANSelf-Assessment Team

PU Athena SWANSelf-Assessment Team

PU AS Champions Network

Other Faculty/School SATs:e.g Psychology,

Geography, Earth and Environmental Sciences

Faculty Culture, Inclusion and

Diversity Committee

Plymouth University committees

PU PSMD committees

Other Faculties

Key

Reporting line Common members

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2 c) Plans for the future of the self-assessment team

Meetings are scheduled for 2016/17 (Table 3) and will continue indefinitely as the AS agenda is intrinsic to our Faculty’s business. After Silver we will work towards achieving a Gold award (Silver Action Plan (SAP) A1). This goal is dependent on PU achieving a Silver institutional award, so we will work closely together to ensure gender equality and intersectionality is at the heart of our culture. The SAT will continue to monitor data and review the fairness of internal processes impacting on students and staff across our Schools. The outcome of these systematic analyses will be reported to the Faculty Culture, Diversity and Inclusion Committee (CDIC). Our senior management Faculty Strategy Group (FSG) is committed to taking action in response to advice from SAT/CDIC and has representation on and from both committees.

Table 3: Dates,times and key items of business for SAT meetings in 2016/17

Wednesday 7th September 1100 - 1230

Wednesday 12th October 1400 - 1530 Staff and student survey results

Wednesday 9th November 1400 - 1530 Silver application final review

Thursday 15th December 1000 - 1130 Student dataset

Thursday 26th January 1000 - 1130

Wednesday 1st March 1100 - 1230 Staff dataset

Wednesday 19th April 1100 - 1230

Wednesday 24th May 1400 - 1530 Staff turnover and promotions dataset

Wednesday 5th July 1000 - 1130 Staff recruitment dataset

(127)

955 words

Members of our SAT (RS, GR, CT, HN, LK) with speakers

at our Women in Science and Healthcare event, March 2016.

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3 A picture of the department

3 a) A pen picture of the department

Established as a Faculty in 2013, PUPSMD has three schools - PSM, PSD and SBHS:

Figure 2: PU faculty structure

Arts and Humanities

BusinessHealth and

Human Sciences

Peninsula Schools of Medicine and

Dentistry

Science and Environment

FACULTIES

SCHOOLS

INSTITUTION PLYMOUTH UNIVERSITY

School of Biomedical and

Healthcare Sciences

School of Dentistry

School of Medicine

Plymouth Institute of Education

School of Architecture, Design

and Environment

School of Humanities and Performing Arts

Plymouth Business School

Plymouth Graduate School of

Management

School of Law, Criminology and

Government

School of Biological Sciences

School of Computing,

Electronics and Mathematics

School of Geography, Earth

and Environmental Sciences

School of Marine Science and Engineering

School of Health Professions

School of Nursing and Midwifery

School of Psychology

School of Tourism and Hospitality

Academic and research accountability, financial and human resource management are determined at Faculty level and implemented across the schools. Our two main sites are the John Bull Building (JBB, below), next to Plymouth’s main hospital, and the Portland Square building (PSQ) on the main city centre campus five miles away. Our students experience their clinical learning across the South West peninsula from Exeter to Truro. (80)

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Faculty Board is responsible for overseeing operational management in three domains: teaching and learning quality, research, and planning and compliance. Each school carries out teaching and research, with students and academics supported by a cross-faculty professional services team.

Undergraduate programmes include the Bachelor of Medicine, Bachelor of Surgery (BMBS), Bachelor of Dental Surgery (BDS), BSc (Hons) in Dental Therapy and Hygiene, Biomedical Science, Human Biosciences, Healthcare Science, and Nutrition, Exercise and Health. Postgraduate programmes include MSc in Clinical Education and Biomedical Science together with a variety of specialised masters’ courses aimed at health professionals such Physician Associate, Restorative Dentistry, and Simulation and Patient Safety. We also offer a Research Masters and Doctor of Medicine, PhD. Our research activities are coordinated under an Institute of Translational and Stratified Medicine, comprising biomedical research, clinical trials and population studies with biostatistical and bioinformatics support, and medical education research.

PSD and PSM were formed in 2012 following the disaggregation of the Peninsula College of Medicine and Dentistry (PCMD), a partnership between the University of Exeter and PU. Figure 3 summarises the timeline of this process. (181)

Figure 3: PCMD disaggregation timeline

2002-03

to

2012-13

2013-14to

present

Plymouth University University of Exeter

Peninsula College of Medicine and Dentistry(partnership between Plymouth University and University of Exeter)

School of Biomedical and Healthcare Sciences

University of Exeter Medical SchoolSchool of MedicineSchool of Dentistry

Peninsula Dental School(1st student intake 2007)

Faculty of Science and Technology

Faculty restructure - new School of Biomedical and

Healthcare Sciences created

Jan 2012 – the two universities disaggregate with creation of independent new schools for 2013 intake

Plymouth University Peninsula Schools of Medicine and Dentistry

2015-16 Teach through arrangements took place in partnership for PCMD students in Stages 4-5


Peninsula Medical School(1st student intake 2002)


2016-17 Teach through arrangements will take place in partnership for PCMD students in Stage 5

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3 b) Data for the past three years

The data below refers to the three years that this Faculty has existed.

Student data

3 b) (i) Numbers of males and females on access or foundation courses

We do not run any Access or Foundation courses.

3 b) (ii) Undergraduate male and female numbers

We have more female than male undergraduate (UG) students in the Faculty (Figure 4). The percentage has remained stable over the three years and continues to do so. The slight increase in 14/15 is addressed in section 3 b) (v).

Figure 4: Total number and percentage of faculty full-time UG male and female students

To ensure that our admissions process is completely fair and equitable all interviewers undertake E&D and UB training (2015 BAP A2.3). In addition, each school specifically analyses their data to observe whether there are any significant differences in admissions associated with any protected characteristic. Our Threshold for Action policy - which covers each step of the student journey from admission through to assessment and final degree outcome - requires that if a significant difference associated with a protected characteristic reoccurs in three consecutive years this is scrutinised and appropriate action taken. (150)

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Figure 5: Total number and percentage of full-time UG male and female students in PSM

Figure 6: Total number and percentage of full-time UG male and female students in PSD

Nationally (ECU 2013/14 benchmarking data), 55.7% of students studying undergraduate medicine and dentistry courses full-time were female. Our data show little variability in the percentage of female numbers in medicine (Figure 5) but the percentage of females in dentistry is increasing (Figure 6). We undertook in-depth analysis to check for protected characteristic biases in admissions rates (2015 BAP A1.6) and this showed that women outperformed men at interview only in 2014/15. The data did not show sufficient or significant evidence of any bias and, therefore, under our Threshold for Action Policy, the criteria for triggering mitigating actions was not met. We monitor our data in this way every year. (106)

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Figure 7: Total number and percentage of full-time UG male and female students in SBHS

SBHS programmes are categorised by the Higher Education Statistics Agency as either subjects allied to medicine or biological sciences. In 2013/14 nationally 60.6% of full-time biological sciences students were female, and 79.7% of students allied to medicine were female. The average percentage of females in our SBHS programmes over three years is 56%.

In light of our data, we examined the selection process across SBHS programmes (2015 BAP A1.5) and this confirmed that the gender ratios were reflective of applications received. We plan to examine our advertising programme content and admissions process (SAP A1.1) to check whether this might be impacting on the gender balance of the students we attract.

Figure 8: Total number and percentage of part-time UG male and female students in SBHS

PU does not offer part-time routes for undergraduate Medicine or Dentistry. However, SBHS does offer part-time delivery but this is only a small proportion of students overall. The gender ratio for part-time students is similar to that for full-time students. (145)

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3 b) (iii) Postgraduate male and female numbers completing taught courses

Figure 9: Total number and percentage of all PG(T) male and female students in PSM

Until 2014/15, all postgraduate taught PG(T) students studied on a part-time basis combining their education with employment. Our PSM programmes include a wide range of clinical and non-clinical subjects, making it difficult to compare with national benchmark data: Nationally, in 2013/14 part-time PG(T) medicine and dentistry students were 50.9% female and for subjects allied to medicine 66.0% female. Our data seem therefore to reflect national trends.

In 2015, concerned by the apparent overall decrease in female students since 2011/12, whilst male numbers had stayed relatively constant, we asked the Postgraduate Programmes Review Committee to investigate this trend (2015 BAP A1.7). They could find no clear evidence to explain why, overall, the percentage of females registered on PG(T) programmes had declined. The numbers of students registered on individual programmes are relatively small which makes it difficult to identify any patterns. Gender balance on individual programmes will be monitored annually going forward.

In recent years, several new programmes have been established and gender data is provided below:

Table 4: Number of all other PG(T) male and female students, by school and programme

2013/14 2014/15

Female Male Female Male

PSM: PgDip Physician Associate (full-time) 8 9

PSD: MSc Restorative Dentistry (part-time) <5 5 5 8

SBHS: MSc Biomedical Science (full-time) 12 7

(162)

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3 b) (iv) Postgraduate male and female numbers on research degrees

Figures 10 a-c: Total numbers of full-time PGR students by school by gender

Nationally in 2013/14, 59.3% of full-time medicine and dentistry postgraduate research PG(R) students were female, for subjects allied to medicine 58.3% were female and for biological sciences 59.6% were female. In the same year, 65% (xx/xx) of our PG(R) students were female. (42)

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Figures 11 a-b: Total numbers of part-time PGR students by school by gender

There are no SBHS part-time registered PhD students, so figures are given for Medicine and Dentistry only.

Nationally in 2013/14, 50.9% of part-time medicine and dentistry PG(R) students were female, compared to 43% (xx) here.

We have ensured that studentships are now automatically advertised as being available on a part-time basis as we feel that that such flexible arrangements will widen the pool of potential students.

(66)

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Page 20 of 101

3 b) (v) Ratio of course applications to offers and acceptances by gender

For medicine and dentistry, candidates are selected for interview by gender-blind ranking of applications based entirely on examination grades, subjects studied and performance in the UK Clinical Aptitude Test (UKCAT). Mixed gender interview panels of clinicians, academics, healthcare professionals and lay members do not receive any personal data, except names, during the interview process. All panel members are fully trained in both the interview process, UB and E&D. This training is supported by ongoing access to online packages (SAP A2.1) and seminars about gender relevant issues. Figure 12 demonstrates that the rates of applications, offers, and acceptances for males and females is almost identical.

Figure 12: Total numbers and percentage by gender of UG applications, offers and acceptances in PSM

In PSD (Figure 13, overleaf), the first year of our new 5-year BDS (2013/14) saw a peak in total applications compared to the past 4-year graduate entry programme. In that year, 63% of offers were made to women, despite females comprising 55% of applications. We examined the data to check whether this imbalance related to higher female examination (including UKCAT) grades or interview performance (2015 BAP A1.6). This analysis showed that women outperformed men at interview only in 2014/15. Therefore, the data did not show sufficient or significant evidence of any bias to trigger mitigating actions under our Faculty policy. We will continually monitor our data in this way.

(208)

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Page 21 of 101

Figure 13: Total numbers and percentage by gender of UG applications, offers and acceptances in PSD

In Biomedicine, the application process is overseen by the central university Admissions team: Applications that meet entry requirements are automatically processed gender-blind. The percentage of offers and acceptances closely follows the gender split of applications (Figure 14). However, in 2014/15 the gender ratio of 60:40, female:male was the lowest proportion of males applying in the past five years. As a gender difference has been observed, we will explore potential reasons for this apparent feminisation of the undergraduate student body through qualitative research and discussion with other universities, as we believe this is a national trend (SAP A1.1).

Figure 14: Total numbers and percentage by gender of UG applications, offers and acceptances in SBHS

(95)

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Page 22 of 101

In PSM, applicants who meet the entry requirements for our PG(T) courses are accepted (Figure 15a), as we can meet demand for places, so application and offer numbers hardly differ. We have only offered PG(T) programmes in Dentistry (Figure 15b) and Biomedicine (Figure 15c) since 2013/14 and 2014/15 respectively.

Figures 15 a-c: Total numbers by gender of PG(T) applications, offers and acceptances by school by gender

These data clearly show that we have no significant gender differences in our PG(T) intake in medicine and dentistry. The percentage of offers made to male applicants in biomedicine was 62.5% whilst for females was 89%. More female students receive 2:1 or above (see 3 b) (vi)) and therefore meet one of the key entry criteria for our MSc Biomedical Science. We will review the application process to determine the reasons why male and female applications to Biomedicine did not result in admission at equal rates. (SAP A2.5, A2.6). (135)

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Page 23 of 101

Figure 16 a-d: Total numbers and percentage by gender of PG(R) applications, interview invites and appointments

This studentship data has only been monitored for two years, as prior to this the data was not available. Our Faculty E&D information sheet has been amended specifically for PG(R) applicants (2015 BAP A2.2). Interview panels for PG(R) students are no longer single gender (2015 BAP A1.8) and are trained in UB and E&D (2015 BAP D5.1, D5.2). As the panel becomes the supervisory team, this policy has improved gender diversity in the PG(R) student experience and widened the number of opportunities for female staff to develop their supervisory skills to support their own research careers. (86)

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Applicants Interview Appointed

SoBHS 2014/15

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c)

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Medicine and Dentistry 2015/16

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d)

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Page 24 of 101

3 b) (vi) Degree classification by gender

Our BMBS and BDS degrees are not classified but BDS with honours (since 2012) and BMBS with merit or distinction are awarded. Our data (Figure 17 a-b) indicates that although there is some variability there is no evidence of any bias or systematic over-representation of either gender.

Figure 17 a-b: Number and percentage by gender of each degree classification of BMBS and BDS

Recognising that students can gain advantage over their peers through prizes and awards, we have also analysed winners’ data from the past two years as part of our commitment to ensuring gender equality (2015 BAP A3.4): (80)

0%

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Male Female Male Female Male Female

2012-13 2013-14 2014-15

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No Award BMBS Merits Distinctions

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Male Female Male Female Male Female

2012-13 2013-14 2014-15

BDS awards

No Award BDS Honours

a)

b)

Page 25 of 101

Table 5: Number and percentage of prizes by gender and school

2014/15 2015/16

No. of prizes %F %M No. of prizes %F %M

PSM 9 56 44 15 47 53

PSD 26 73 27 23 61 39

SBHS 20 75 25 24 58 42

Prizes are awarded on the basis of assessed academic achievement. Not all prizes are awarded in any given year as the required standard may not be met within a particular cohort. Our data suggests that men and women have equal opportunity to be recognised for excellence in their studies although a further year of analysis is required to confirm this (SAP A3.1-3).

In SBHS (Figure 18), females have achieved more good degrees (2:1 and above, or equivalent) than males in every year except 2013/14. The attainment gap between the genders is now the smallest since 2011. We are therefore confident that there is no systematic bias against either gender in the assessment system.

Figure 18: Number and percentage by gender of each degree classification of SBHS degrees

(111)

2% 1% 1% 0%2%9%

4% 4% 3% 6%

21%

43%38%

21%

27%31%

56%

30%

29%

48%44%

47%

21%16%

26% 27% 24%16%

0%

10%

20%

30%

40%

50%

60%

70%

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90%

100%

Female

Male

Female

Male

Female

Male

2012/13 2013/14 2014/15

1

2:1

2:2

3

Unclassified

Page 26 of 101

Staff data

3 b) (vii) Female:male ratio of academic staff and research staff

Figure 19: Total number and percentage of faculty staff by gender

The number and percentage of female staff have increased over the past three years (Table 6, overleaf): The gender balance is now 47:53. However, we still have relatively few senior women and our ‘pipeline’ of female talent (Figure 19) is not as we would want. This is due, in part, to previous senior managers’ behaviours and decisions prior to and around PCMD’s disaggregation: A disproportionate number of women left the Faculty and the senior leadership team became entirely male. Since then the new Dean and SAT have worked tirelessly to overcome this legacy, to examine and repair the 'pipeline' and ensure that all talents are utilised.

An Associate Dean for Equality and Inclusion was appointed in 2015 and we recruited a full-time, permanent Equality and Inclusion Coordinator in 2016. Our commitment to AS, an inclusive culture and emphasis on flexibility is attractive to potential female staff – this was confirmed in focus groups with recent joiners (2015 BAP B.1.3). All recruitment panels for new posts are provided with the AS principles to reinforce our commitment (2015 BAP B3.2). (171)

Figure 20: Percentage of females in academic and research roles since 2014

Female Male

2014 45% 55%

2015 45% 55%

2016 47% 53% 73 75 85

89 93 97

0%

10%

20%

30%

40%

50%

60%

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2014 2015 2016

Female Male

53% 58% 63%

33% 28%

5%

56% 60% 53%39% 35%

6%

72%55% 55%

29% 30%

10%

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67% 72%

95%

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94%

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RA RF

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2014 2015 2016

Female Male

Page 27 of 101

Table 6: Numbers of faculty academic and research staff by role and gender

2014 2015 2016

Female Female% Male Male % Female Female % Male Male % Female Female % Male Male %

Research Assistant 9 53% 8 47% 14 56% 11 44% 21 72% 8 28%

Research Fellow 21 58% 15 42% 24 60% 16 40% 23 55% 19 45%

Lecturer 28 65% 15 35% 22 55% 18 45% 26 58% 19 42%

Associate Professor (Senior Lecturer) <5 25% 9 75% 5 38% 8 62% <5 33% 8 67%

Associate Professor (Reader) <5 30% 7 70% <5 20% 8 80% <5 25% 6 75%

Deputy/Associate Head of School <5 100% <5 50% <5 50%

Head of Department/Head of School <5 100%

Senior Manager Academic <5 8% 22 92% <5 10% 18 90% <5 9% 21 91%

Clinical Lecturer <5 50% <5 50% <5 40% <5 60% <5 20% <5 80% Clinical Associate Professor (Senior Lecturer) <5 31% 9 69% <5 31% 9 69% 5 33% 10 67%

Clinical Associate Professor (Reader) <5 100%

Total 73 45% 89 55% 75 45% 93 55% 85 47% 97 53%

Professors (incl in Senior Manager Academic) <5 2% 19 95% <5 6% 17 94% <5 10% 19 90%

Table 6, Figures 21 a-c and Table 8 include the category of “Senior Manager Academic”. This data is collected as per contract type held on University HR records. “Senior Manager Academic” includes those who have senior responsibilities and titles, as well as Professors. Due to the way the data is collected and provided, we are unable to disaggregate the data without identifying individuals. This only provides a snapshot of those in senior positions in the faculty, and we are in discussions with the University over better ways to categorise this data (SAP A4.1) (91)

Page 28 of 101

To support female staff on their career pathway with PUPSMD we established the ADWW network (2015 BAP C3.1) and a faculty mentorship scheme (2015 BAP B4.3). We also fund external leadership and management training for aspiring women (2015 BAP B4.5). Managers are required to raise career development and promotion in annual Performance Development Reviews (PDRs) (2015 BAP C3.8). The ADWW group have hosted personal impact training and self-promotion workshops (2015 BAP C3.3) which were extremely well received:

The picture in all three of our schools (Figures 21 a-c) is improving, with more women moving into senior posts and management roles. We plan to ensure that our lecturer cohort will be developed into our future senior academics and managers: We have put in place a plan which actively prioritises the development of these people to ensure the widest pool of internal candidates are prepared when opportunities arise (2015 BAP B4.4). Xxx xxxxxx is part of a pilot internal development programme for Associate Heads of School/Directors. A number of women have been appointed to a number of senior management and academic leadership roles.

Figure 21 a-c: Numbers of staff by gender and role by School

(228)

“…I have included my LinkedIn and University profile addresses on my latest talks and posters, having updated them to reflect the advice given (photo, opening statement and biography).”

“I just wanted to say a massive thank you for facilitating/co-ordinating such an inspiring session... I am not sure whether to call it a development/ mentoring/ motivation session as it was certainly all 3 and much more.”

a)

Page 29 of 101

Our PDR process helps to identify people who would benefit from development and whose leadership in our schools would enhance the faculty (2015 BAP 4.5). In total, a small number of women (xxxxx xxxxxxxxx xxx xxx xxxxxx xxxxxxxx) are undertaking external leadership training this year. (SAP B4.2). (39)

b)

c)

Page 30 of 101

3 b) (viii) Turnover by grade and gender

Table 7: Academic and research staff headcount and leavers by gender and role

Role Year Headcount Turnover

Female Male Total Female Male Total

Research Assistant

2012-13 10 6 16 30% 33% 31%

2013-14 15 10 25 7% 20% 12%

2014-15 18 5 23 11% 20% 13%

Research Fellow

2012-13 14 11 25 36% 27% 32%

2013-14 26 14 40 4% 43% 18%

2014-15 24 16 40 25% 25% 25%

Lecturer 2012-13 19 7 26 21% 0% 15%

2013-14 22 14 36 27% 0% 17%

2014-15 25 19 44 8% 5% 7%

Associate Professor (SL/Reader)

2012-13 6 11 17 17% 9% 12%

2013-14 11 24 35 18% 4% 9%

2014-15 12 24 36 0% 0% 0%

Professor 2012-13 <5 8 09 0% 38% 33%

2013-14 <5 17 18 0% 29% 28%

2014-15 <5 12 13 0% 8% 8%

Totals 2012-13 50 43 93 26% 21% 24%

2013-14 75 79 154 13% 18% 16%

2014-15 80 76 156 13% 9% 11%

According to ECU benchmark data for 2015, the average female staff leavers was 17.7% and for male staff leavers 16% (total 16.8%). PUPSMD is therefore now below the national average in regards to staff turnover (11%). In 2015, concerned by the high turnover of female staff over the previous two years, we reviewed data from leavers questionnaires and commissioned a qualitative telephone survey and in-depth interviews with 61 leavers from the past five year (2014 BAP A5, objective 9): No explicit gender-related themes were identified within individuals’ decisions to leave in this research or in subsequent exit surveys (2015 BAP A5) although there was some evidence of inappropriate behaviours (see section 4.3 b) (iv)).

(106)

Page 31 of 101

Figure 22: Turnover percentage for all roles by gender (and combined total)

The data presented confirm our previous point that the environment during PCMD’s disaggregation had a disproportionate effect on women, thereby depleting our 'pipeline'. We have worked tirelessly to correct the effects of this turbulent time and rebuild the confidence of the Faculty. The efforts are working as shown by this year’s staff survey where 59% of academic and research staff agreed or strongly agreed that they could see themselves progressing in their careers at PUPSMD. As shown in Figure 22, staff turnover has been decreasing over the last three years, following the disaggregation, to the point that it is now significantly below the national benchmark. The turnover of female lecturers has decreased significantly from 27% to 8%.

(117) (2000 plus 399 additional words)

24%

16%

11%

17.3%

17.8%

16.8%

0%

5%

10%

15%

20%

25%

30%

2012-13 2013-14 2014-15

Female Male Combined National Benchmark

Page 32 of 101

4 Supporting and advancing women’s careers

4.1 Key career transition points

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

Table 8: Application and appointment success rates by gender by calender year

Category/Position/Year

Applied Appointed Success rate

Female #

Female %

Male #

Male % Unspecified #

Total #

Female #

Female %

Male #

Male %

Total #

Female %

Male %

Research

Research Assistant

2013 100 69% 41 28% 3 144 x 71% x 29% x 5% 5%

2014 156 64% 86 35% 1 243 8 62% 5 38% 13 5% 6%

2015 138 68% 63 31% 3 204 xx 81% x 19% xx 9% 5%

Research Fellow

2013 59 50% 56 48% 2 117 6 46% 7 54% 13 10% 13%

2014 66 51% 60 46% 4 130 6 55% 5 45% 11 9% 8%

2015 147 57% 107 42% 2 256 11 55% 9 45% 20 7% 8%

Academic

Lecturer

2013 100 49% 104 51% ─ 204 15 63% 9 38% 24 15% 9%

2014 31 38% 50 61% ─ 82 x 29% x 71% x 6% 10%

2015 24 49% 25 51% ─ 49 x 67% x 33% x 17% 8%

Associate Professor

2013 22 32% 47 68% ─ 69 8 50% 8 50% 16 36% 17%

2014 ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─

2015 21 34% 41 66% ─ 62 x 33% x 67% x 5% 5%

Clinical Associate Professor

2013 x 18% x 82% ─ xx ─ ─ x 100% x 0% 33%

2014 ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─

2015 ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─

Senior Manager Academic

Senior Manager Academic

2013 x 14% xx 86% ─ xx ─ ─ x 100% x 0% 33%

2014 ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─ ─

2015 13 37% 22 63% ─ 35 ─ ─ x 100% x 0% 14%

Page 33 of 101

We are pleased to see an increased percentage of women applying for posts at all levels in 2015. This illustrates the impact of our efforts to attract more females to PUPSMD. We have external visibility of our AS activities with a dedicated webpage (2014 BAP D5, objective 37), including female staff profiles and media coverage. Since 2014, we have included an additional information sheet for all academic posts advertised that addresses work-life balance issues and provided an alternative (female) contact for prospective candidates (2015 BAP B1.1).

Numbers of Associate Professor and Professor posts advertised annually are very small, so no trends in the data can be observed. We are concerned that women are still less likely than men to apply for these positions which means that senior posts are most frequently held by men even when there is no gender bias in selection. To address this, following an UBT session (2015 BAP B5.3), our FSG agreed to critically examine the wording used in advertisements and job descriptions for senior posts, in order that the language be made more inclusive to encourage a wider diversity of applicants.

We also carried out research with recent female joiners to identify what factors had encouraged them to apply to PUPSMD (2015 BAP B1.3). Key features identified by joiners included a friendly environment (including the attraction of working with specific female academics), flexible working and the focus on quality (as opposed to quantity) and the bigger picture. We will work with TOD to highlight these features more prominently in our recruitment materials (SAP B1.1).

4.1 a) (ii) Applications for promotion and success rates by gender and grade

Table 9: Applications and promotions for a) females and b) males by role

Senior Lecturer 2013 2014 2015 F M F M F M

Eligible for promotion 14 5 31 17 24 21

Applied for promotion <5 <5 <5 <5 0 <5

Promoted <5 <5 <5 <5 0 0

Reader 2013 2014 2015 F M F M F M


Applied for promotion 0 0 0 <5 0 0

Promoted 0 0 0 <5 0 0

Professor 2013 2014 2015 F M F M F M


Applied for promotion 0 <5 0 0 0 <5

Promoted 0 <5 0 0 0 <5

The numbers of eligible staff who have applied for promotion has been small. However, we are encouraged by the finding from our 2016 staff survey that 59% of females (compared to 50% of males) are considering applying for promotion within the next five years. Part of the reason for this is the additional support for managers to identity and encourage staff with promotion ambitions (2015 BAP C3.9, C3.10) In the 2015 staff survey, 57% of females reported that they had discussed academic promotion during their PDR. This year, 63% of women reported that this discussion had taken place. (337)

Page 34 of 101

Profile-raising activities such as increased external media coverage featuring women role models and our Women in Science and Healthcare event (2015 BAP C1.3) have created an environment where women feel they can achieve their ambitions: 79% of those who responded to our feedback survey agreed that they were inspired/encouraged by the event and felt that issues addressed by speakers were relevant to their career aspirations. We have publicised case studies of recently promoted staff (including women) via our AS webpages (2014 BAP D5, objective 40) and, through the ADWW (2015 BAP C3.1). The comment below demonstrates that such exposure is having a positive effect.

We believe that this positive environment where female achievements are as prominent as those of others, has encouraged others to put themselves forward for promotion: In 2015, only xxxxx staff out of 158 eligible for promotion applied: All were male xxx xxxx xxx xxx xxxxxxxxxx (Table 8). xxxxxxx, xxx xxxxxxxx xxxx xxx xxxx xxxxx xxxx xxxxx xxx xx xxxxx xxxxxxxxxxxx xxxx xxxxxxxxxx; xxx xxxxx xxxxxx xxxxxxxx, xxx xxxxx xxxxxx, xxx xxx xxxxxx xxxxxxxxx.

However, wishing to understand further and continue to address the low application rate, we asked staff for reasons behind their reluctance to apply for promotion:

Table 10: Staff survey responses about reasons for not applying for promotion

All responses Female Male Total % all

Satisfied with current level 5 10 15 34%

Retiring <5 <5 - 14%

Leaving <5 <5 - 5%

Won’t succeed <5 <5 - 14%

Not ready <5 <5 - 14%

Not possible/cannot be done <5 <5 - 9%

Work-life balance issues <5 <5 - 7%

Do not feel supported 0 <5 - 2%

Process is time-consuming <5 0 - 2%

We believe that most of the perceived barriers to promotion – below the line in the table above - can be addressed with additional support through the process: This will be described in section 4.2 a)(i). (258)

“… (She) is a very positive role model. She has benefitted from training in leadership, professionalism and equality and diversity issues.”– Open comment about recently promoted colleague xxxx xxxxxx, xxxxx xxxxxx xxxx

Page 35 of 101

4.1 b) (i) Recruitment of staff

PU job advertisements state our commitment to “an inclusive culture and respect for diversity, welcoming applications from all sections of the community”. Our webpages, including recruitment information, feature the AS logo (2014 BAP D5, objective 37). In advertisements we emphasise our flexibility in accommodating work-life balance needs, for example, by highlighting full and part-time working alongside our flexible working policy. As a result of an UBT session with FSG, recruiting managers have improved on the language used in senior job descriptions and advertisements in order to attract a wider diversity of applicants.

No interview takes place without confirmation that panel members and chairs have completed E&D (2015 BAP B3.1), UB (2015 BAP D5.1), and recruitment and selection training. All interview panels have equal representation of both genders (2015 BAP B3.3):

Table 11: Gender of staff interview panels by year Number of interviews Female panellists Male panellists

2015 61 102 (49%) 107 (51%)

2016 55 90 (50.3%) 89 (49.7%)

The process of shortlisting and selection is fair and transparent and follows ‘best practice’. All candidates are shortlisted using the same criteria. Interviewees are asked the same questions, and assessed against the same criteria, both of which are agreed beforehand. Unsuccessful candidates can obtain feedback about their performance. Standard templates are used throughout the process which is monitored by TOD to ensure compliance.

Some roles are advertised internally e.g. careers lead, widening access (WA) lead: These provide staff opportunities to enhance promotion prospects and therefore the appointment process is being reviewed with an emphasis on inclusivity: We are examining methods of advertisement and application, criteria for appointment, length of tenure, potential for renewal, and feedback to staff, with a view to ensuring fairness while meeting the Faculty’s needs. In consultation with staff, we will improve transparency of the process and emphasise the development opportunities these roles present for all academics (SAP B1.3).

4.1 b) (ii) Support for staff at key career transition points

All staff have support to help them progress in their careers. In the 2014 staff survey a small minority (5%) felt that women were treated less favourably in training and development. To investigate whether this was the case we undertook further analysis by reviewing spend on staff training (2014 BAP C3, objective 20) which showed there was no difference between the genders. We also examined the processes by which schools manage their staff development budgets. These actions have resulted in our 2016 survey showing a 13% increase amongst women (to 77%) feeling that men and women are equally treated, with 16% responding “don’t know”. Amongst men, 81% agreed both sexes were equally treated (13% didn’t know). (440)

“(In future) I’ll be more highly aware of my own potential unconscious bias and be able to highlight this to others”

“The course helped reiterate where unconscious bias may occur and made me more aware that I need to think carefully if there may be any such bias in my decisions”

Anonymous feedback xxxx xxx xxxxxxx xxxxxxxxxx xxx xxxxxxx xxxx xx xxxxx xxxx.

Page 36 of 101

All staff can access the PU development and training programme and are encouraged by managers and mentors to take advantage of relevant opportunities, including face-to-face courses and online learning specifically for new staff, leaders and potential leaders. The leadership development package includes communication skills, employee relations, recruitment and selection training and personal development tools such as 360-degree feedback. Recognising the need for more significant resource to be dedicated to aspiring mid-career women, we identified staff for external leadership training (2015 BAP B4.5). We also put forward candidates for a pilot internal development programme for those aspiring to Associate Head of School/Director roles.

We launched our mentoring programme in September 2015 (2014 BAP B4, objective 14) with an equal split of female and male mentors but had greater numbers of women mentees (2015 BAP B4.1). Feedback from the formal evaluation in February 2016 (2015 BAP B4.2) was very positive so further staff volunteers were trained to increase capacity (2015 BAP B4.3) to 5 male and 7 female mentors.

The scheme is promoted through a dedicated webpage, and any staff member can request a mentor via the scheme coordinator at any point during the year. Due to our success in establishing our programme, PU has established its own, cross-faculty mentoring scheme, modelled on similar principles.

4.2 Career development

4.2 a) (i) Promotion and career development

In 2016 audit data showed that 95% of eligible staff - including clinical supervisors and honorary contract holders – participated in the annual PDR process (2015 BAP C3.7).

In the 2016 staff survey 87% confirmed that they had discussed career development in their PDR; sustaining improvements made over the years (2015: 87%. 2014: 75%. 2013: 63%). Having identified the importance of the quality of these discussions, since 2015 we have asked more probing survey questions about the experience (Table 12). This year shows a marked improvement for female academics: (346)

“It’s been useful to have someone outside of my core working environment to discuss things with, and get advice from” – xxxx xxxxxx, xxxxxxxxxxxx xxxxxxxx

“The boost in confidence (gained from mentoring) enabled and encouraged me to apply for posts – I was able to select a promotion, still keeping to part time hours that better suit my out of work life and obligations”– xxxxxx xxxxxx, xxxxxxxxxx

Page 37 of 101

Table 12: Staff survey responses about career development discussion during PDR, by gender

% Strongly Agree/Agree 2015 2016

with following statements about PDR Female (n=49)

Male (n=35)

Female (n=57)

Male (n=48)

I felt encouraged to think about my career development

65% 75% 74% 77%

I received useful critical feedback about what I need to do to progress in my career

59% 65% 72% 73%

My line manager/reviewer was supportive of my aspirations

76% 83% 88% 90%

We are delighted that the additional support for managers in identifying and supporting staff (2015 BAP C3.9, C3.10) to realise their career potential has had an impact, notably for women but also for men.

Clinical consultant staff receive joint appraisals with a trained NHS appraiser in accordance with the Follett Review Principles. This aims to ensure that staff have clearly integrated clinical and academic duties and that Universities and the NHS support the individual’s career appropriately. In our 2016 staff survey, 18 staff reported on their experience of their joint PU/NHS appraisals as clinical academics (2015 BAP C3.15) (Table 13). Further detail will be sought through a discussion group with female clinical academics (SAP C3.1).

Table 13: Clinical and Non-Clinical staff survey responses about PDR

% Strongly Agree/Agree 2016

with following statements about PDR Clinical (n=18)

Non-Clinical (n=87)

I felt encouraged to think about my career development

83% 74%

I received useful critical feedback about what I need to do to progress in my career

80% 72%

My line manager/reviewer was supportive of my aspirations

89% 86%

Increased visibility of role models (2015 BAP D5.13) and discussion topics at the ADWW group (2015 BAP C3.1) have had an impact as female awareness of the academic promotions process has increased:

Table 14: Staff survey responses about academic promotion, by gender

% Aware (Slightly, Aware, Moderately, Extremely)

2015 2016

Female (n=61)

Male (n=42)

Female (n=53)

Male (n=48)

Academic promotions process

61% 71% 77% 81%

Requirements for academic promotion

59% 74% 81% 75%

% Strongly Agree/Agree (n=49) (n=36) (n=57) (n=48)

I felt encouraged to consider applying for a higher grade post/promotion

47% 47% 54% 49%

(132)

Page 38 of 101

PU is introducing a new promotions process from 2016/17, designed to recognise core academic activities of teaching, research, enterprise / external engagement and leadership within three new pathways (Table 15). The annual process will form an integral part of PU’s calendar, ensuring that all academic staff are aware of the key deadlines and can plan sufficient time to prepare. Additional support and training about the new pathways is being offered through TOD, including interview training for those aspiring to professorial level (SAP B2.2-4). Our SAT was consulted during the development of the new process. This led to directly leading to the inclusion of wording within the promotions policy referring to where individual circumstances (e.g. absence or restrictions on working related to pregnancy, maternity/paternity/adoption leave, caring responsibilities) had significantly constrained an applicant’s ability to produce the quantity of evidence that would normally be expected, an appropriate reduction will be accepted. Thus individuals can apply for promotion on the basis of the quality of evidence they are able to present rather than quantity which is usually proportionate to time in post and therefore may discriminate against women who take career breaks.

Table 15: PU academic career pathways from 2016/17

GRADE

PATHWAYS

Balanced Education Research

Professorial Professor

Professor of

Discipline

(Education)

Professor of

Discipline

(Research)

9 Associate

Professor

Associate Professor

(Education)

Associate Professor

(Research)

8 Lecturer B Lecturer B

(Education)

Senior Research

Fellow

7 Lecturer A Lecturer A

(Education) Research Fellow

(187)

Page 39 of 101

4.2 a) (ii) Induction and training

All new staff attend a ‘Welcome’ event scheduled throughout the year, which provides information about PU, its values, the student experience and signposting to key information. In the faculty, staff are introduced to colleagues, local policies such as clinical and laboratory health and safety arrangements, and given organisational and professional information about their role. They are also briefed on taking leave (annual and statutory) as well as other forms of leave available (e.g. parental), and flexible working. A staff induction checklist ensures that all necessary areas are covered by line managers, including online access to University policies, processes and training and development opportunities.

New staff are also required to undertake online E&D training (2015 BAP D5.1) and all staff must repeat it every three years: 97% of our staff done so. Online UBT was launched in October 2015 for new staff and recruitment panel members, and we strongly recommended it for all of our staff (2015 BAP D5.2): So far 94% have completed it, the highest percentage of any faculty.

Line managers provide support, information, guidance about development opportunities - including external training and networking such as conferences - on an ongoing basis. New staff are emailed to invite them to sign-up to the Faculty mentoring scheme (2015 BAP C2.1). The PU Researcher Forum allows any staff member working in research to join discussions, hear developments, share practice, connect and be consulted on relevant issues. For teaching staff, PU provides free accredited training and registration with the Higher Education Academy. It also holds teaching and learning and programme leaders’ forums twice a year.

4.2 a) (iii) Support for female students

All undergraduate students receive online induction information about PU and their specific programme prior to arrival. During the first week, students attend School-organised presentations where the full range of PU and Faculty support services are described. This year we took the opportunity to introduce students to Athena SWAN during induction and conduct our awareness survey to establish baseline measurements about their perceptions of the Faculty (2015 BAP D5.15).

All undergraduate students have both an academic and a pastoral tutor to support them with their studies, and personal issues, respectively. Importantly, students have the choice of a female or male pastoral tutor and can change tutors if required. PU will be trialling the Sprint development programme for female students in 2016-17, to help with careers advice and support. This will be advertised through University notifications, social media and via tutors to ensure uptake by those who wish to use this service. Expert advice regarding clinical careers is provided by the local Deanery who have experience in helping trainees find less-than-full-time NHS positions locally to help manage caring responsibilities. In 2015, a voluntary PG(T) mentoring scheme was established for Clinical Education students who are mainly part-time, combining study with full-time employment: So far 20% of the cohort have signed up.

Research students attend University and Faculty induction days where they meet academic and support staff, current students, and receive briefings on key policies and procedures. The Director of Studies and supervisory team provide academic and pastoral support to students. Day-to-day support is provided by the Faculty Senior Administrator, who provides a point of contact and signposting to resources and information. The PU Researcher Development Programme offers PG(R) students skills and development sessions (e.g. knowledge and intellectual abilities, personal effectiveness) and training workshops including careers in Science, Technology, Engineering, Mathematics and Medicine (STEMM) academia, career planning, leadership and management. (557)

Page 40 of 101

Our PG(R) students are provided desk/bench space amongst established researchers enabling them to interact with colleagues at all career stages and gain informal mentoring from peers and seniors. Earlier (section 3b) (v)) we noted that our PG(R) application process had revealed a number of single-gender interview panels. Having addressed this (2015 BAP A1.8), we have also provided students formal access to a PG(R) pastoral tutor of the same gender to provide additional support outside of the supervision team (2015 BAP C1.4).

PSD graduation

ceremony 2016

(75)

Page 41 of 101

4.3 Organisation and culture

4.3 a) (i) Male and female representation on committees

Table 16: Number of male and female members and chairs of committees

2014 2015 2016 2014 2015 2016

Committee M F

Ch

air gend

er

M F

Ch

air gend

er

M F

Ch

air gend

er

Dep

uty C

hair gen

der

% female membership

Faculty Board 14 7 M 12 6 M 12 8 M F 33% 33% 40%

Faculty Strategy Group 7 <5 M 9 <5 M 8 <5 M X* 13% 25% 27%

Research Committee 18 5 M 9 <5 M 12 6 M M 22% 25% 33%

Research Degrees Committee 8 5 M 10 7 M 8 8 M F 38% 41% 50%

Teaching and Learning Quality Committee 6 <5 M 5 8 M 7 8 M F 40% 62% 53%

PSM Teaching and Learning Quality Committee 6 <5 F 5 8 M 8 10 M M 40% 62% 56%

PSD Teaching and Learning Quality Committee 12 13 F 15 9 M 11 5 F M 52% 38% 31%

SBHS Teaching and Learning Quality Committee 8 9 M <5 <5 M <5 <5 M F 53% 50% 33%

PSM Programmes Committee 22 14 M 22 13 F 22 14 F M 39% 37% 39%

PSD Programmes Committee 12 7 M 13 14 F 11 15 F F 37% 52% 58%

SBHS Programmes Committee 10 6 M 17 9 M 12 9 F M 38% 35% 43%

PG Taught Programmes Review Committee 9 10 F 8 9 F 53% 53% N/A

Faculty Culture, Inclusion and Diversity Committee <5 10 F M N/A N/A 71%

F=

F=

F=

F=

Total 132 85 3 128 92 3 119 98 5 5 61% 39% 25% 58% 42% 25% 55% 45% 42% 42%

*Deputy Chair rotates

Page 42 of 101

Since 2015 committee membership has been reviewed annually and we have introduced formal chair rotation. We had aimed for the percentage of women chairs of our most senior committees to be 40% by 2016, so we are very pleased to have exceeded this (42%) and are on course to achieve parity in 2017. This change is also becoming evident elsewhere in sub-committees, working groups and informal meetings where the convention of senior male academics taking the chair by default has changed.

The total number of individual women on the main committees has increased by 15% (from 85 to 98) since 2014. The data shows that this is not simply due to additional women being appointed: The percentage of females on committees is now 45% compared to 39%, whilst the average committee size (18) has stayed the same. We have implemented chair training (2015 BAP D2.1) for all Chairs of committees in order to increase the skill base of all our staff. All faculty committees (except FSG) have appointed formal deputies, many of whom are women (2015 BAP D2.2). Nine out of 12 Faculty committees have either a female chair or deputy.

4.3 a) (ii) Female:male ratio of academic and research staff on fixed-term contracts (FEC) and open-ended (permanent) contracts (OEC)

Table 17: Numbers of FTC and OEC by gender since 2014

2014 2015 2016

Contract F M F M F M

Fixed-term 23 28 30 28 37 34

Open-ended 50 61 45 62 47 62

Total 73 89 75 90 84 96

Figure 23: Percentage of academic staff by gender, as at 1st January, since 2014

32% 31%40%

31%44%

35%

68% 69%60%

69%56%

65%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Female Male Female Male Female Male

2014 2015 2016

FTC OCE

“There are noticeably more women chairing committees”– xxxxxx xxxxxxxx, xxxxx xxxxxx xxxx

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In 2016, 40% (71) of academic and research staff were employed on fixed-term or temporary contracts compared to 60% on open-ended (109). FTC are often linked to time-limited external research funding: The data (Table 18) show that the majority of these posts are held by women.

Table 18: Numbers and percentage of research assistants and fellows on FTC and OEC by gender

Year FTC OCE Totals

Total F M F M F M

Research Assistants

and Research Fellows

2013-14 20 17 10 6 30 23 53

54% 46% 62.5% 37.5% 57% 43% -

2014-15 28 22 10 5 38 27 65

56% 44% 67% 33% 58% 42% -

2015-16 34 19 10 8 44 27 71

64% 36% 56% 44% 62% 38% -

Figure 24 shows the ratio of females to males on both types of contract where, in last year women were more likely to be on FTC.

Figure 24: Percentage of female Research Assistants and Fellows on FTC and OEC

In 2015/16, PU held focus groups of fixed-term contract researchers to understand more about the personal and career development needs of these staff. This identified a number of interlinked challenges impacting on early - and mid-career academics – researcher professional development, transparency of policies and procedures, career pathways and routes to progression, and support from managers. With their AS action plan, PU are planning a number of initiatives around it’s HR Excellence in Research action plan and considering if and how use of the FTCs could be reduced, whilst maintaining financial sustainability. We are lobbying to ensure a statement reflecting E&D considerations is included in the standard contract extension request form (SAP D1.1). (379)

54% 56%

64%62.5%67%

56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2013-14 2014-15 2015-16

FTC OCE

Page 44 of 101

4.3 b) (i) Representation on decision-making committees

As a result of our Bronze Action Plan we almost have M:F parity on our committees. This year, we introduced open advertisements for committee vacancies, undertaking an anonymous selection process to choose to the best applicants (2015 BAP D2.5). This practice will be included in a guide on the constitution and management of committees which is being produced for chairs and secretaries (SAP D2.2) with the aim of encouraging greater turnover and diversity amongst membership.

The ambience of a committee can be a barrier to participation for new members, particularly those from underrepresented groups. We therefore implemented training for our Faculty committee chairs and deputies (2015 BAP D2.1) to ensure that committees are well and equitably facilitated. Our FSG, Faculty Board, CDIC and AS SAT have incorporated the PU Behaviours and Nolan Principles of Public Life into their Terms of Reference as a framework for the standards it expects members to uphold (2015 BAP D2.6). Additionally, we will install permanent (wall-hung) reminders of appropriate behaviours for meetings in our main committee rooms at JBB (SAP D2.4).

Due to the small number of women in senior roles, we recognised the need to bring more early career staff onto committees so that overload does not become an issue. Open advertisement when vacancies arise encourage junior staff to join committees. The new central online committee calendar is also reducing the incidence of clashes and ensuring all meetings take place within core hours (9-4) and outside school holidays.

4.3 b) (ii) Workload model

We uphold the PU policy that all staff have an appropriate workload allocation (2015 BAP D3.1). Hours and points-based systems are in place to help plan teaching activity which, for clinical programmes, requires close liaison with honorary staff and their employers. Clinical academic staff jointly agree job plans with their line managers covering their research, teaching, administrative and NHS commitments. Staff record and plan their annual workload using a template which describes many specific roles and duties including management, mentoring, pastoral work, widening participation, social engagement and committee work (including AS and CDIC commitments). This information is collated centrally by each School. At PDR, workload distribution is discussed with the specific purpose of balancing it in line with staff aspirations. School roles have a tenure of 1-3 years, which allows rotation of staff into positions of responsibility.

When asked about managing workload (Table 19), the majority of staff feel they can discuss this with their line manager and feel supported. We are pleased there are improving levels of support reported by both genders and are confident that continual improvements in the PDR process (SAP C3.2), will encourage all staff to aspire to fulfil their career potential.

Table 19: Staff survey responses about managing workload, by gender

2015 2016

% Agree/Strongly Agree F (n=61)

M (n=42)

F (n=66)

M (n=45)

Feels supported by manager in fulfilling work commitments

75% 83% 80% 87%

Has opportunity to discuss workload levels with manager

80% 83% 82% 87%

Similar proportions of male and female staff are reporting a suitable work-life balance for the majority of the time with an improvement for women over the past year (Table 20). (452)

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Table 20: Staff survey responses about work-life balance, by gender

2015 2016

“I feel I have a suitable work-life balance…” F (n=61)

M (n=42)

F (n=66)

M (n=45)

% Always/Usually 46% 52% 54% 52%

We highlighted these findings via the staff weekly newsletter during National Work Life Balance week as well as encouraging all staff to observe Go Home on Time Day on 5th October. The ADWW will be holding a discussion session this year with an external speaker focusing on addressing work-life balance issues (SAP D3.4). We will provide more support in managing workload by hosting sessions on managing time effectively (SAP D3.2) and stress management (SAP D4.2).

Our 2016 staff survey indicated that 35% felt pressured to respond to emails outside of working hours (45% did not). A senior male academic therefore initiated the usage of an email footer “You may receive this email outside office hours. Please be assured that there is no expectation for you to reply until normal working hours.” Over the past few months many staff have spontaneously adopted it which has been welcomed by SAT and CDIC. We expect to see a notable difference in the response to the question about emails in our 2017 survey.

4.3 b) (iii) Timing of departmental meetings and social gatherings

Our formal meetings are currently held between 9.00am and 4.00pm to facilitate easier participation for those who work part-time and/or have caring responsibilities. We are working towards reducing this time window following consultation with staff and students (SAP D4.3), by rationalisation and improved meeting management (SAP D2.2). Meetings are usually arranged using Outlook and Doodle polls to find out when the majority of staff and students can attend. This includes making a concerted effort to avoid school holidays which has been facilitated by a new centrally coordinated online committee calendar that is visible to all staff.

The Dean’s termly briefings are an integral part of Faculty life, taking place in the middle of the day with lunch provided to enable staff to network and meet socially afterwards (SAP D4.2). These are video-conferenced between our two main sites so staff at either location can attend without making special arrangements to travel. The success of this policy led to us to set up livestreaming via the Internet so staff away from the office or working from home can participate remotely, or view the recording at a later date (2015 BAP E3.6). We will also encourage wider use of new online meeting software (SAP D4.4).

Major social occasions such as the Faculty Summer Barbeque and Christmas Lunch also take place in the middle of the day. Parents, including those on maternity, paternity or adoption leave, are actively encouraged to bring their children to these events to meet colleagues. Through the weekly staff e-newsletter we publicise the wide range of social opportunities organised by staff and students including charity fundraising activities, sports, graduation-related events and evenings out, which are well supported. When planning away days, internal events and conferences, we announce the date as far as possible in advance to help staff plan attending around family responsibilities. For the Faculty Awayday we offered crèche facilities (2015 BAP E3.5) which was well received by parents and non-parents alike: (505)

“…I thought the crèche was a brilliant idea. It was really great that staff with children could come

along without having to worry about child care”

xxxxxxx xx xxxxxxx xxxxxxx xxxxxxxx xxxxxx, xxxx

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4.3 b) (iv) Culture

PUPSMD’s reputation as a welcoming department is borne out by positive comments in staff surveys. We are delighted to have evidence that our AS activities are now making additional positive impact on our culture:

We are cementing these improvements for the long term by formally establishing appropriate behaviours in meetings and requiring Faculty committees to reflect these in their Terms of Reference (2015 BAP D2.6). This year, 63% of females and 67% of males agreed that staff behaviour in committee meetings is appropriate and contributes to a positive environment (with 7% and 6% respectively disagreeing). Our students sign a commitment to honesty, respect and politeness in dealing with colleagues, staff and (where relevant) patients.

To facilitate networking, information-sharing and help sustain the sense of community, several faculty events are arranged each year. In line with our policy for equal gender representation at seminars and events (2015 BAP C1.1), these feature female and male leaders (2015 BAP D5.13). Our main office has a large central café area, providing a relaxed environment for staff, students and visitors. Our new Research Facility building opening in 2017 - which will lead to the co-location of the majority of our research staff – is designed to allow free-flow of our people into this space. Staff and students on the main campus have many informal places to meet.

Since 2015, staff and student parents have access to a family room next to the JBB café (2014 BAP E3 objective 40). This provides a play area for babies and toddlers and a quiet space for nursing/feeding for those who wish to have such an environment. We also have a baby changing area and ‘family’ parking spaces. It has proved difficult to capture direct feedback from users but anecdotal evidence from staff suggest that it has been appreciated. In addition, having visible examples of considering the needs of parents sends a strong message to all that we are striving to be family-friendly. (383)

“Gender equality has improved at PUPSMD since the initial application for an Athena SWAN award“- xxxxxx, xxxxx xxxxxx xxxx

“Athena SWAN is a positive, excellent thing!” – xxxxxx, xxxxx xxxxxx xxxx

“(We should) continue embedding of actions and cultural change beyond the Silver application, whether it is successful or not.” – xxxx, xxxxx xxxxxx xxxx

“The space now provided for (nursing mothers) is a move in the right direction.” – xxxx xxxxxxx xxxx xxxxxx, xxxxx xxxxxx xxxx

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4.3 b) (v) Outreach activities

Our outreach activities, led by x xxxxxx xxxxxxxxx xxxxxxxxx (xxxxxx xxxxxxxx) are primarily focused on WA as part of our commitment to strong social engagement. We undertake a series of initiatives in order to raise aspirations and awareness in the local community, and to also help target and support the ‘least likely, but most able’ students. Although our medical and dental schools are relatively new we have some evidence of impact in that our medical student population is 79% state school educated, and Index of Multiple Deprivation (a composite score of neighbourhood-level factors) quintile 5 of 8.4% (averages for 2013 and 2014 cohorts).

We run a broad range of events designed to promote health, science and academia for primary schools upwards. We work with younger children through schemes such as Children’s University and Teddy Bear Hospital and provide workshops, work experience, e-mentoring, and mock interviews for secondary school pupils. In total, we currently work with 82 schools/colleges across the South West.

We participate in various ways in British Science Week: A professor has run a SoCool for Science event for Year 9 pupils from local schools over the past five years. This event is hosted and run by both male and female laboratory heads, involving many of the PhD students and post-doctoral staff who run the activities. In March 2016 144 pupils were invited from 12 schools, three of which were single-sex (female) institutions. We also host Nuffield Research Placements for Year 12 students who are interested in a STEMM career to work alongside our scientists during the summer on an independent project. This gives these school pupils an opportunity to meet staff from a wide range of backgrounds and at different points in their research careers. In 2015/16, five summer studentships were awarded to pupils.

Outreach activities are supported by both students and staff; volunteers are sought via email invitations, notices in the staff e-newsletter and through existing networks. The majority of student volunteers tend to be female. Outreach and WA form part of the workload allocation for staff, and are discussed as part of PDR and career development (including promotion).

(424)

“I found it very interesting and it has given me a better insight into what dentistry is like. It has confirmed that this is the profession I’d like to pursue” xxxxx, Year 10, 2015/16 work experience programme participant

“This experience has made me even more interested in medicine and I would love to come back again” xxxxx, Year 10, 2015/16 work experience programme participant

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4.4 Flexibility and managing career breaks

4.4 a) (i) Maternity return rate

PU’s maternity leave policy, details of pay and leave entitlements, advice regarding antenatal appointments, health and safety, community and Keeping in Touch (KIT) days are signposted at induction and accessible thereafter online and via TOD.

Table 21: Total numbers of returners/leavers following maternity leave

Took maternity

leave Returned Left

2012/13 <5 <5 <5

2013/14 5 <5 <5

2014/15 <5 <5 <5

11 women took maternity leave over the past three years with 8 returning to employment. xx those who left, one left the UK for family reasons and two had completed fixed-term contracts. In the 2016 staff survey, most mothers (7 out of 9) felt they had been supported in their return to work. We have an academic point of contact to give informal support to pregnant women, and will expand this initiative to include all staff and extended leave/career breaks for other reasons (SAP E1.1).

4.4 a) (ii) Paternity, adoption and parental leave uptake

No paternity, adoption or parental leave has been taken during the last three years. However, we are pleased to see that, as a result of internal communications and wider discussion about new legislation, awareness levels about family-related leave have increased in the past year (Table 22).

Table 22: Staff survey responses about awareness of family-related leave

2014 2015 2016

F (n=33)

M (n=42)

F (n=60)

M (n=42)

F (n=70)

M (n=53)

Maternity Leave

73%* 62%*

63% 52% 73% 65%

Paternity Leave 50% 57% 63% 59%

Adoption Leave 45% 21% 54% 38%

Parental Leave 52% 50% 40% 37% 65% 51%

Shared parental leave and pay (from April 2015) N/A N/A 37% 24% 51% 43%

*asked as one option

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

In 2015/16, 9 applications for flexible working were made which are presented by school (Table 23). As has been the case for the past three years, all applications were approved. More women have applied for flexible working than men. The majority of requests (x) were related to childcare, the remaining xxx related to requests for flexibility/reduction in hours due in order to improve work-life balance. (229)

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Table 23: Numbers of applications for formal flexible working by gender and school

4.4 b) (i) Flexible working

The PU Flexible Working Procedure is available online or via TOD, all staff having the right to make a formal request after 26 weeks’ employment. It provides information on eligibility, guidance and the template request form. Managers can access PU’s Essential Employee Relations training which covers the process, and TOD’s team of Employee Relations Specialists for specific advice. In our 2016 survey, nearly all staff (95%) who wanted to change their work pattern stated that they had been able to do so, whether regularly or on an ad-hoc basis:

As part of this year’s National Work-Life Balance Week in October, we highlighted family-friendly and flexible working policies via the staff weekly brief, as well as additional support available to help everyone achieve a better work-life balance. An Employee Relations Specialist offered an open surgery at JBB to anyone with questions about PU policies.

Our staff survey results (Table 24) show that more women than in previous years felt that they were able to change their work arrangements in various ways, whether for caring commitments or to achieve a better work-life balance. (227)

Table 24: Staff survey responses about types of flexible working used, by gender

2014 2015 2016

F M F M F M

Formal flexible working <5 <5 <5 <5 <5 <5

Informal flexible working <5 <5 10 <5 11 <5

Working from home <5 <5 <5 <5 <5 6

Certain times kept free for caring commitments <5 <5 <5 <5 7 <5

Total (all responses) 8 11 20 6 25 13

2013/14 2014/15 2015/16

School All Female Male Female Male

PSM Not

available by School

<5 0 <5 <5

PSD 0 <5 <5 0

SBHS <5 0 <5 0

Total 5 7 <5 7 <5

“On a few occasions I have worked from home for specific reasons e.g. taking a child for a hospital appointment and having an appointment myself that day.”– xxxx, xxxxx xxxxxx xxxx

“I'm part time, flexible working arrangement (was) agreed from the start” – xxxxxx, xxxxx xxxxxx xxxx

Page 50 of 101

4.4 b) (ii) Cover for maternity and adoption leave and support on return

Information regarding support available during pregnancy and maternity leave is made available to staff by line managers, supported by a dedicated online resource which is open to all and has links to the relevant policies and forms. The policies encourage open communication with TOD and/or the line manager relating to return-to-work timings and flexible working. We encourage use of KIT days to help ease the return-to-work process for women.

Decisions regarding cover for maternity leave are taken with consideration of the needs of the staff member, their colleagues and the Faculty, taking into account factors such as teaching commitments, supervisory responsibilities and ongoing scholarly and research activity. TOD offers advice regarding different models of cover, such as using funding to recruit to a specific role or project the individual is involved in, combining term-time only teaching cover with reallocation of management responsibilities to colleagues, and advertising externally for full cover. Direct costs of maternity leave are covered centrally.

PU is part of the national Childcare Voucher scheme and TOD records show that 5% of staff use them. PU also runs its own nursery on main campus and, although, not convenient for all staff (due to office and/or home location), xxxxxx women and xxxxxx men have children registered there. Feedback from students has highlighted that the nursery hours are 8.15 - 5.45 whilst timetabled sessions sometimes finish after this. We will gather data from current and potential staff and student users to determine whether there is a need for extended opening hours. (SAP E3.1). (251)

(5000 plus 182 additional words)

Neuroscience research team xxx

xx xx xxxxxxx xxxxxx (xxx xxxx xxxxx)

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5 Any other comments

We believe we have made very significant progress since beginning our AS journey and are delighted with the impact it has had across the faculty.

In March 2016 we hosted a Women in Science and Healthcare event (BAP C1.3), for International Women’s Day, which featured staff and student presenters sharing inspirational stories and keynote speaker Parveen Kumar CBE.

Overall, respondents’ satisfaction levels for the event were scored, on average, 8 out of 10 (with 10 being very satisfied and 1 being very dissatisfied). The event received positive feedback from those that attended with 96% either agreeing or strongly agreeing that “the speakers and panellists represented a diverse range of valuable perspectives”. We have already begun preparation for the 2017 International Women’s Day event (SAP D5.2.

This event reached out to staff and students both in the faculty and from the wider University. We were encouraged that this event inspired most attendees – 79% of those who responded to our feedback survey felt inspired. The event has been an important part in raising the profile of women in science and AS activities, and promoting female role models, within the faculty and wider.

We think that reaching beyond PU to those who have been champions for gender equality in related academic and clinical settings is important. As well as Parveen Kumar speaking at the Women in Science and Healthcare event, xxx xxxx xxx xxxxxxx xxxxxxxxx xxxxxxx xxxx, xx xx xxxxxxxxxx xxxxxxx xxxxxx xx xxx xxxxxxxxxxx, xx xxxx xx xxx xxxx xxxxx xx xxxxxxxx xxxx xxxxx xxxxx xxxxxxxxxx xx xxxxxxxxxxx x xxxxx’x xxxxxxx xxxx xxxxx xxxxxxxxxxxx.

We are also seeing the impact of our profile-raising in the external Faculty press releases (Figure 25, overleaf). Our SAT has ensured that the number of female-led articles have increased. The ADWW’s impact training and self-promotion workshops (2015 BAP C3.3) gave more women the confidence in themselves to raise their personal profiles, leading in turn to more publicity for their achievements. The number of female-led press releases – whether featuring individuals, describing their work or quoting a woman directly - doubled in the last year, and now represents 40%. We are therefore now more appropriately reflecting the gender balance of our staff profile (F:M 47:53) externally.

“(The event was) Excellent and inspiring – thank you very much.” – xxxx xxxxxxxx, xxxx xxxxxxx, xxxxx xx xxxxxxx xxx xxxxxxxxxx xxxxx xxxxxxxx xxxxxx.

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Figure 25: Gender analysis of PUPSMD press releases since 2013

Adoption of the AS principles in our Faculty has led to a change in culture and confidence. Our surveys and feedback show that staff have noticed, understand and benefitted from the changes introduced, and students are increasingly engaged in the agenda. The embedding of a new culture in PUPSMD was the SAT’s aim and we truly believe that we have achieved this. Our task going forward is to ensure that our new ways of working become embedded in our culture and continue to have a positive effect on our whole Faculty community.

Screenshot of PU website frontpage on 19/10/16, showing example of female-led PUPSMD press release.

(475 words)

45 6567

18 2551

7 11 10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2013/14 2014/15 2015/16

Male Female Neutral voice

Page 53 of 101

6 Action plan

6.1 Structure

All actions are referenced and numbered using the headings below, which broadly follow the main sections of the application:

A About the department B Supporting and advancing women’s careers

C Career development D Organisation and culture E Flexibility and managing career breaks

1 Student data 1 Applications 1 Support for female students and staff

1 Fixed term contracts 1 Maternity and other family-related leave

2 Student applications 2 Promotion 2 Induction and training 2 Committees 2 Flexible working

3 Student progression 3 Recruitment 3 Promotion and career development

3 Workload modelling 3 Support for returning staff

4 Staff data 4 Support

4 Timing of meetings/gatherings

5 Staff turnover

5 Culture

The column headings used in the Action Plan are as follows:

Objective – what is to be achieved: these are monitored on an annual basis

Indicators – how achievement of the objective will be measured, using routinely collected data, staff and student survey results etc.

Assessed– including the month (end of) and year when progress against the objective will be measured.

2015/16 RAG rating: Red-Amber-Green assessment by SAT of progress towards objective (see also next section, Progress against Bronze Action Plan 2015-16)

Activity – specific action designed to help deliver the overall objective

Responsibility – role(s) who is tasked with ensuring is the actions are taken forward

SAT champion – the SAT member who is the advocate for this activity, working with those with responsibility for delivery (but not necessarily on SAT)

to report back on progress.

Success measures – how progress against the action will be assessed

Start / Finish – month and year when work on the action will begin and end

The Silver Action Plan contains new objectives and activities, alongside activities carried over from the 2015-16 Bronze Action Plan. We have separated our objectives and key indicators with supporting activities and their success measures underneath. Timelines now include a start and finish date, which may pre-date or finish after the three years of the plan.

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6.2 Silver Action Plan 2016-2019

A Athena SWAN and the department

Objective Indicator Start Finish 2015/16 RAG

To fully embrace and embed the principles of the ECU’s Gender Equality Charter

Silver award achieved. Gold award achieved.

Nov-15 Nov-16

Apr-17 Apr-21

Activity Responsibility SAT champion Success measure Start Finish

A1 Realign the AS SAT terms of reference and membership to reflect the expanded Gender Equality Charter

SAT Chair SAT Secretary Post-event feedback Jun-17 Sep-17

The following objectives and activities are intended to help our Faculty to achieve this overarching ambition:

A1 Student data

Objective Indicator Assessed 2015/16 RAG

No gender imbalance in student numbers. Proportions of male and female students registered on UG, PG(T) and PG(R) programmes assessed against national benchmarks.

Annually in Dec: 2016 2017 2018


A1.1 Collect qualitative evidence from potential UG SBHS students of different genders about:

What attracts them to specific programmes and why

Perceptions of current marketing

Expectations of the recruitment process

Head of SBHS Head of Administration

Liaise with PU Marketing Research regarding data collection methods

Jan-17 Feb-17

Reports considered by SAT and relevant Programme Committees

Mar-17 Oct-17

Based on findings, develop action plan for 2018/19 entry to address any issues raised regarding:

Marketing approach

Recruitment process

Programme-level application data show improved gender balance.

Nov-17 Dec-18

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A2 Student applications

Objective Indicator Timeline 2015/16 RAG

Potential students are aware of our commitment to the AS Charter. 100% of first year students (UG, PG(T) and PG(R)) aware of Faculty AS activities as measured by annual student survey

Annually in Sep 2017 2018 2019

40% student awareness

Our admissions processes are fair and equitable. Proportion of male and female students offered places on UG, and PG(T) programmes and PG(R) studentships reflects the gender balance of applications. (This is monitored using our Threshold for Action policy)



A2.1 Implementation of online E&D training for non-staff interview panel members for UG Medicine and Dentistry programmes to support ongoing training

Student Support and Admissions

Coordinator

Head of Administration

100% of non-staff panel members involved in 2017 entry interviews complete training

Nov-16 Jan-17

A2.2 Produce gender equality and diversity awareness stand/materials for PU Open Days


Equality and Inclusion

Coordinator

Post-event feedback Jan-17 May-17

A2.3 Feature PUPSMD Athena SWAN award at regional UCAS Higher Education Conventions to raise awareness amongst 16-17 year olds

Post-event feedback including numbers of contacts made

Mar-17 Jul-17

A2.4 Deliver gender equality and diversity awareness session as part of first year UG, PGT and PGR induction

Heads of Schools


Coordinator

+10% increase in new first years’ awareness of AS activities

Jun-17 Sep-17

A2.5 Examine application process for the MSc Biomedical Science to determine the reasons why male and female applications did not result in admission at equal rates.

Head of SBHS Programme Lead

Report to SAT and SBHS Programme Committee

Sep-17 Dec-17

A2.6 Based on findings, develop action plan for 2018/19 entry to address any evidence of bias within the process.

Proportions of offers reflect gender balance of applications

Jan-18 Sep-18

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A3 Student progression

Objective Indicator Assessed RAG 2015/16

Student attainment is unaffected by gender bias Proportion of male and female students achieving “good degrees” (2:1 or higher) is gender balanced.


Proportion of male and female students on BMBS and BDS receiving honours, merit or distinction is gender balanced


A3.1 To examine the overall gender profile of BMBS, BDS, SBHS UG internal prize winners for the past three academic years (2014/15, 2015/16 and 2016/17)

Chair of Prizes and Awards


Report to SAT Sep-17 Nov-17

A3.2 If overall profile of prize winners does not reflect gender balance of cohort, develop proposals for changes to prizes available to increase opportunities for both genders to succeed.

Report to PRAC Dec-17 May-18

A3.3 Implement new/amended prizes for academic year 2017/18. Gender balance of the BMBS and BDS internal prize winners reflects that of overall student profile.

Aug-17 Sep-18

A4 Staff data


No evidence of gender imbalance in staff numbers across grades. Ratio of females:males across academic and research roles more gender balanced than national benchmarks for the discipline.

Annually in Mar: 2017

2018 2019


A4.1 Work with PU Equality and Diversity and Corporate Information to improve staff data categories to align more appropriately with roles being undertaken and with benchmark data available through HEIDI.

PU Diversity and Inclusion Lead


Coordinator

New categories available via Gender Equality Mark data hub

Mar-17 Mar-18

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A5 Staff turnover


Gender inequality in staff turnover rate is minimised. No difference in staff turnover rate between female and males comparable to national benchmarks.

Annually in May: 2017

2018 2019

Average staff turnover rate

11% (below national

benchmark)

Gender-related issues do not contribute to staff members leaving PUPSMD.

No PUPSMD leavers identify gender-related issues in exit surveys Annually in Nov: 2017

2018 2019

No gender-related issues

in 11 exit surveys

received

B Supporting and advancing women’s careers

B1 Applications

Objective Indicators Assessed RAG 2015/16

There is a strong pipeline of female applicants applying for academic and research posts.

Equal gender balance of applications for posts at Lecturer/ Research Fellow and above Increase in numbers of female applicants for posts at Associate Professor and above

Annually in Jul: 2017 2018 2019


B1.1 To work with TOD to emphasise the key features that attracted recently appointed women to PUPSMD in recruitment materials and on the website

Heads of Schools /

Associate Dean (Research)

SAT media lead Increase in percentage of female applicants for academic and research posts

Aug-17 Jul-18

B1.2 To ensure that chairs of search committees for externally advertised senior posts (Associate Professor and above) identify potential female candidates.

Associate Dean (Equality and

Inclusion)

Confirmation from recruiting managers that potential female candidates identified and approached

Identified candidates apply for role(s)

Sep-16 Aug-17

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B1.3 To review the internal recruitment process for academic roles with an emphasis on inclusivity and transparency

Head of PSM Director of Professionalism,

Small Group Learning and

Social Engagement /

Deputy Director for Assessment

Report to SAT

New process implemented

Improved satisfaction of PSM staff, as measured by staff survey

Sep-16 Sep-17

B2 Promotion


All staff members are aware of the process and requirements for academic promotion.

100% staff awareness of process and requirements for academic promotion

Annually in Sep: 2017 2018 2019

No evidence of gender balance in academic promotions process. Females promoted in the same proportions as males Annually in May: 2017

2018 2019


B2.1 To identify recently promoted staff willing to act as peer mentors and provide case studies, publicising details to staff.

Heads of Schools,

Associate Dean (Research), HR Business

Partner

Director of Professionalism,


Social Engagement

PU PSMD staff details to appear in new TOD academic promotions information

Nov-16 Jan-17

B2.2 To organise and publicise local workshops focused on the new process and requirements of academic promotion, working with PU Learning Development.

Session planned and date communicated.

Event held with positive feedback

Nov-16 Dec-16

B2.3 To include contributions in the session from recently promoted PUPSMD women.

Women speakers at event.

B2.4 To ensure membership of promotion assessment panel is gender balanced

Dean of PUPSMD


Inclusion)

Confirmation of make-up of panel to SAT

Jan-17 May-17

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B3 Recruitment


Gender has no effect on the probability of success at interview The gender balance of invitations to interview and appointments is the same as applications.

Increase in female applications translated into increase in female appointments.

Annually in Jul: 2017 2018 2019


B3.1 Liaise with PU Equality Manager and TOD to obtain data regarding gender of shortlisted candidates for all academic appointments.


Inclusion)


Coordinator

Enhanced dataset made available to SAT for 2016 recruitment

Apr-17 Jul-17

B4 Support


PUPSMD proactively identifies and develops potential female leaders for senior roles.

20% annual increase in number of females in Associate Professor and Professor roles.


2018 2019

Increase in number of applications for promotion from female staff. Annually in May: 2017

2018 2019

X xxxxxx xxxxxxx xx xxxx

(x xx xxxx, x xx xxxx)


B4.1 Further develop the mentoring programme and refine training. Associate Dean (Equality and

Inclusion)

LSRC Manager (CPT)/Senior

Research Fellow (CQ)

Positive feedback from all mentors and mentees.

10% increase in uptake (number of mentees)

Dec-16 May-17

B4.2 Support aspiring lecturers/researchers through leadership training

Heads of PSD and SBHS

Deputy Head of SBHS /Associate Dean (Equality and Inclusion)

Report to SAT to include feedback from participants about impact of training

Sep-17 Dec-17

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B4.3 In light of these findings and working in conjunction with TOD, present proposals to FSG for ongoing programme of development

Heads of Schools /



Inclusion)

Report to FSG

Inclusion of activity in Faculty Business Plan

Jan-18 May-18

C Career development

C1 Support for female students and staff


PUPSMD has visible female role models for staff and students. 100% of staff and students respond positively to statement “PUPSMD has visible female role models” in annual survey.

Annually in Sep: 2017

2018 2019

62% staff and 88% students

agreed

Students are aware of where to seek advice/support around family/caring responsibilities.

100% student satisfaction with signposting to advice and support as measured by student survey.


2018 2019


C1.1 Implement a policy which ensures a fair representation of female speakers at events, actively encouraging colleagues to suggest diverse speakers/guest lecturers.

Head of PSD Equality and Inclusion

Coordinator

Policy approved and communicated to all staff via weekly newsletter

Sep-16 Jan-17

C1.2 Collect data in line with new Gender Equality Charter mark requirements on speakers at workshops, seminars etc.

Heads of Schools /


Gender balance of internal speakers reflects staff profile

Sep-16 Aug-17

C2 Induction and training


All staff have access to appropriate induction, training and professional development to enable them to fulfil their potential within their career.

100% of staff feel both genders treated fairly with regard to training and development


2018 2019

77% women and 81% men

agreed

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C3 Promotion and career development


To reduce barriers to women in terms of career development. 100% of staff discuss career development during PDR Annually in Sep: 2017

2018 2019

87%

100% of staff discuss promotion/progression during PDR 54%

100% of staff feel their manager is supportive of their aspirations 88%

The staff development programme is improved to ensure support is in place to enable career progression for all staff.

100% of staff feel they have access to appropriate staff development activities to enable career progression


2018 2019

63%


C3.1 Explore the joint PU-NHS PDR experience for female clinical academics through a facilitated discussion group


Inclusion)

Clinical Postdoctoral

Research Fellow

Report to SAT and FSG

Recommendations to be incorporated into Action Plan

Sep-17 Dec-17

C3.2 Actively support PU in reviewing the PDR process by highlighting findings from past staff surveys and liaising with TOD


Inclusion)

Director of Professionalism,


Social Engagement

Input of PUPSMD SAT into review process

During 2017: exact timescales to be agreed

D Organisation and Culture

D1 Fixed term contracts


No gender imbalance in use of fixed-term contracts. Proportion of women and men on fixed term contracts are the same. Annually in Mar: 2017

2018 2019

Females 44% Males 35%


D1.1 To include a statement reflecting E&D considerations on the PU extension of contracts form to ensure decisions are taken without prejudice


Inclusion)

Business Improvement

Manager

Form amended for use from start of financial year

Jan-17 Aug-17

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D1.2 To improve understanding of employees and managers, hold an awareness raising session with TOD about employment rights and staff benefits for fixed-term and zero-hour contract staff

HR Business Partner

Senior Research Fellows (CQ/SA)

/ Clinical supervisor (LC)

Session held with 10 staff attending

Post-event feedback

Jun-17 Oct-17

D2 Committees


A woman is as likely to be a committee chair in PUPSMD as a man is. 40% of Faculty committees have female Chairs by 2016. 50% of Faculty committees have female Chairs by 2017.

Audited annually in

Oct: 2017 2018 2019

42% of Faculty committees have female

chairs

Women are as likely to be committee members in PUPSMD as men. Committee membership will be gender balanced Audited annually in

Oct: 2017 2018 2019

Committee membership

45:55 female:male

To ensure the committee environment does not act as a barrier to participation for new members and those from underrepresented groups.

100% agreement in staff survey that behaviours within faculty committees are appropriate and conducive to a positive environment for all.

Annually in Oct: 2017

2018 2019

63% agreed


D2.1 Make online chair training available to all staff and carry out evaluation of impact for participants.


Inclusion)

SAT secretary Report to SAT 100% of staff who complete training feel better able to chair meetings

Jan-17 Sep-17

D2.2 Develop a best practice guide developed for committee planning and management including all policies relating to increasing diversity of membership and chairs



Manager

Document circulated to all professional services staff

Sep-16 Jan-17

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D2.3 Audit of faculty committees to include compliance with membership and chair-related policies


Equality and Inclusion Officer

100% of faculty committees with appointed deputy chair of opposite gender (8/12 in 2016)

100% instances of openly advertised vacancies on committees (2 in 2016)

Aug-17 Dec-17

D2.4 Install wall-hung reminders in main meeting rooms at JBB to remind participants of appropriate behaviours

Installation in main meeting rooms Jan-17 Aug-17

D3 Workload modelling


All academic staff have an up-to-date workload allocation 100% of academic staff confirm they have a current work plan (workload allocation model/clinical job plan) including all key responsibilities


2018 2019

N/A

Workload planning results in fair, manageable and achievable workloads. 100% positive response in staff survey that workloads are fair, manageable and achievable


2018 2019

67% agreed


D3.1 Include questions in the staff survey on experience and perceptions of workload planning for academic and research staff

Dean of PUPSMD

AS coordinator Questions included in survey

Action Plan revised in light of results

Jul-17 Dec-17

D3.2 Support staff in dealing with workload by hosting a workshop/training session on time management skills.

Director of Small Group Learning, Professionalism

and Social Engagement

SAT secretary Session attended by minimum 10 staff

Positive post-course feedback

Mar-17 Oct-17

D3.3 Hold wellbeing sessions for staff, in conjunction with the University Wellbeing Centre, on issues such as mental health and stress management.

Head of Employee

Relations and Wellbeing


Session attended by minimum 10 staff

Positive post-course feedback

Sep-17 Aug-18

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D3.4 Run a ADWW session on work-life balance issues with an external speaker

Director of Small Group Learning, Professionalism

and Social Engagement

SAT secretary Session held

At least 20 staff attend

Positive post-session feedback

Sep-17 Aug-18

D4 Timing of meetings/gatherings


‘Sharing and networking’ sessions are available regularly for all staff. 100% awareness of, and satisfaction with, sharing and networking opportunities, as assessed in staff survey


2018 2019

52% staff satisfied

PUPSMD supports staff who work flexibly/part-time to participate as fully as possible in key Faculty events/meetings

100% of staff who work flexibly/part-time feel PUPSMD make it possible for them to participate in Faculty events


2018 2019

76% agreed


D4.1 Where opportunities/space for regular social gatherings/networking are limited, promote and support “pop-up” activities targeted at priority groups e.g. coffee morning for new Derriford Research Facility occupants

Heads of School / Associate Dean

(Research)


Two events held in first AY

Post-event feedback

Feb-17 Sep-17

D4.2 To promote greater participation in the networking opportunities for all staff (lunch) around termly Faculty updates hosted by the Dean

Dean of PUPSMD

Increased uptake of lunch

Staff satisfaction survey

Mar-17 Nov-17

D4.3 Carry out a staff consultation exercise around whether current core hours for meetings are appropriate, balancing individual, team and Faculty needs

Dean of PUPSMD


50% staff response to consultation

If appropriate, revision of core hours agreed and communicated to staff

Mar-17 Aug-17

D4.4 Work with PU’s Technology and Information Services and the Faculty’s Technology Enhanced Learning team to promote wider use of online meeting software (Skype for Business) with local training and support



Manager

Baseline data collected from staff on current usage

10% improvement following training/marketing

Apr-17 Nov-17

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D4.5 Promote research and education seminars more pro-actively as opportunities for staff to network

Heads of School / Associate Dean

(Research)


Increased seminar attendance

Feedback from seminar organisers

Sep-17 Aug-18

D4.6 Incorporate networking opportunities around Professional Services Update meetings


Improved Professional Services staff survey results about networking

Sep-17 Aug-18

D5 Culture


Equality is an inherent part of our culture, as a core value shared by staff and students.

No staff to feel they have experienced discrimination of any kind within PUPSMD, as assessed in staff survey


2018 2019

13% staff have

experienced discrimination

The faculty as a whole is aware of gender equality. 100% staff and student awareness of PUPSMD gender equality activities Annually in Oct: 2017

2018 2019


aware of AS activities

PUPSMD has visible female role models for staff and students. 100% response in staff survey that women are appropriately represented and visible across all parts of PUPSMD.


2018 2019


agree


D5.1 Promote the broader agenda of the Gender Equality Mark, using past AS activities (“You Said, We Did” format) to identify key issues (“What more can we do?) to encourage greater engagement by staff and students


Inclusion)

PR Lead Development of communications strategy and selection of key messages

Programme rolled out to students and staff

Nov-16 Sep-17

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D5.2 Organise an event as part of International Women’s Day celebrations.

Head of SBHS SAT secretary Event held with > 150 registered attendees

Jul-16 Mar-17

Overall satisfaction > 80% measured by post-event survey

Apr-17 May-17

D5.3 Run the PUPSMD E&D staff survey. Dean of PUPSMD

AS Co-ordinator for PUPSMD

Survey conducted. Improved response rate to 75% of core staff

Annually: Jul-17 Jul-18 Jul-19

Sep-17 Sep-18 Sep-19

D5.4 To run the PUPSMD E&D student survey Survey conducted. Annual improvement in response rate of +10%.

Annually: Sep-17 Sep-18 Sep-19

Nov-17 Nov-18 Nov-19

D5.5 To consult with the Faculty CDIC to develop of a trans policy. Associate Dean (Equality and Inclusion)


Faculty trans policy approved by Faculty Board and disseminated to staff and students

Feb-17 Sep-17

E Flexibility and managing career breaks

E1 Maternity and other family-related leave


PUPSMD provides an environment that facilitates and supports return from maternity/paternity/adoption leave.

100% of open-ended contract staff on maternity leave return to PUPSMD. Annually in Oct: 2017

2018 2019

x xxx xxxxx xxxxxxxx

100% positive response in staff survey of individuals feeling supported in their return to work following a period of family-related leave/career break

78% felt supported on

return to work


E1.1 Establish appropriate points of contact amongst academics, researchers and professional services staff (including technical staff) for those going on and returning from maternity/paternity/adoption leave or career breaks

Deputy Head of School, SBHS


Manager

Points of contact identified and profiles featured on faculty equality web page

Sep-17 Aug-18

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E2 Flexible working


PUPSMD staff applying for flexible working are treated fairly and equitably.

100% positive response in staff survey that the flexible working policy is implemented fairly and consistently


2018 2019

50% agreed

All staff are aware of the schemes available to facilitate the balance between work and personal commitments (e.g. maternity/ paternity/ adoption/ parental leave/ flexible working).

100% positive response in staff survey of awareness of schemes available


E2.1 Ensure flexible working policy is available for all staff, by circulation/reminders throughout the academic year.


Inclusion)


Increase in awareness of different schemes measured by staff survey

May-17 Sep-17

E2.2 Gather feedback from staff about workplace solutions to help manage changes in family life (including flexible working), to identify reasons why individuals do not choose formal routes to do so.



Manager

Discussion group held with min. 10 staff attending

Online staff survey with min 30% response

Jan-18 Jul-18

E3 Support for returning staff


There is a reduction in the impact that pregnancy/caring responsibilities have on career progression for female staff.

100% positive response in staff survey that having a child has no impact on career progression in PUPSMD.


2018 2019

50% agreed

All staff feel enabled to fulfil both caring and work commitments 100% positive response in staff survey that PUPSMD enables them to fulfil carer and work responsibilities.

85% agreed

PUPSMD provides a family-friendly physical environment for staff, students and visitors.

100% of staff and students respond positively to statement “PUPSMD has provided a family-friendly physical environment” in annual survey


agreed


E3.1 Consult with staff and students regarding extended opening hours for PU Freshlings nursery and provide information to Nursery Manager



Online consultation carried out with minimum 100 responses

Findings passed to Nursery Manager and communicated to staff

Jan-17 Sep-17

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6.3 Progress against Bronze Action Plan in 2015-16

RAG (Red-Amber-Green) rating has been used to visually indicate progress: this is the SAT’s assessment whether the objective and associated actions have been achieved, is in progress or has not been achieved.

A Athena SWAN and the department

Objective Indicator Timeline

To fully embrace the principles and practices which promote the Athena SWAN agenda.

Silver award achieved. Apr-16

Progress report RAG

We made an application for a Silver award in November 2015 but it was not successful, mainly because we had been unable to adequately demonstrate the impact of our activities in the year since the Bronze award. We received very positive and encouraging feedback indicating that we were making good progress. We now have good evidence that our activities have had an impact across the Faculty. Further activities have been included in the SAP.

A1 Student data


No gender imbalance in student numbers. Proportions of male and female students registered on UG, PG(T) and PG(R) programmes assessed against national benchmarks.

Annually in Dec: 2015

Progress report RAG

Nationally in 2013/14, 55.7% of students studying UG medicine and dentistry courses full-time were female, compared to 51% in PSM/PSD. SBHS programmes are categorised as either subjects allied to medicine or biological sciences. Nationally in 2013/14, 60.6% of full-time biological sciences students were females, and 79.7% of students allied to medicine were female, compared to 55% in the school. Further activities have been included in the SAP.

Until 2014/15, all PG(T) students studied on a part-time basis. Our programmes include a wide range of clinical and non-clinical subjects, making it difficult to compare against national benchmarks: In 2013/14, part-time PG(T) medicine and dentistry students were 50.9% female and for subjects allied to medicine 66.0% female, compared to 56% in PSM.

For PG(R), in 2013/14 59.3% of full-time medicine and dentistry students were female, for subjects allied to medicine 58.3% were female and for biological sciences 59.6% were female. Overall our percentage of female students was 65%. A small number of PSM and PSD PG(R) students are part-time: in 2013/14, 50.9% of part-time medicine and dentistry students nationally were female compared to 43% (x xxx xx x).

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Activity Responsibility Success measure

A1.1 To ensure that annual data on AS progress are included in the PU Annual Equality Report.

All SAT Report published.

A1.2 To annually collect, monitor, and report on PUPSMD student data for the Faculty Board, to include: i) UG students, ii) PG students, iii) PG(R) students.

Dean of PUPSMD Agenda item for Faculty Board. Full dataset available for FSG.

A1.3 Any inequalities highlighted in Faculty Board report to be communicated to SAT.

SAT agenda item to receive report and update on Faculty Board discussion.

A1.4 SAT to address any issues identified by updating Action Plan. All SAT Actions taken to address or mitigate imbalances.

Progress report RAG

Following consideration by the University Culture, Inclusion and Diversity Committee, the Employment Committee and approval by the Board of Governors, the 2014/15 Equality Report was published online at https://www.plymouth.ac.uk/uploads/production/document/path/6/6647/Annual_Equality _Report_2014-15.pdf. Faculty Board collects and reports on student data throughout the year: A detailed report on applications, enrolments and progression was considered in November 2015 which included gender alongside other protected characteristics (disability and ethnicity). In February 2016, a report on degree classification presented two years of comparative data –i.e. since the establishment of the PUPSMD - across all three Schools. In future a single report covering the student journey from application through to final degree outcome, including prizes and awards, will be considered at the Autumn meeting.

The data highlighted apparent gender inequality in PDS application process; FB requested a further analysis of applications and interview outcomes by gender which was completed (and also reported to SAT, see A1.6 below)


A1.5 To document and critically examine the selection processes for SBHS programmes to identify any areas where this may be contributing to gender imbalance.

Head of SBHS Report to SAT. No evidence of gender imbalance in data. Mitigating actions instigated if required.

Progress report RAG

The Head of SBHS provided a report on SBHS selection processes to the January SAT. Gender ratios of SBHS UG programmes were reflective of applications received which, in turn, mirrored that expected given the different emphases of the courses on offer (e.g healthcare, fitness). No further mitigating actions were required but the data will continue to be monitored. Further activities have been included in the SAP.


A1.6 To carry out an analysis of invitations to interview, candidate performance and offers made for the BDS to identify any areas of gender bias.

Head of PSD Report to BDS Programme Committee and SAT. Confirmation that the interview process does not introduce gender bias. Mitigating actions instigated if required

https://www.plymouth.ac.uk/uploads/production/document/path/6/6647/Annual_Equality_Report_2014-15.pdf

https://www.plymouth.ac.uk/uploads/production/document/path/6/6647/Annual_Equality_Report_2014-15.pdf

Page 70 of 101

Progress report RAG

A report was presented by the BDS programme lead in April 2016 which showed little change in the trend of more women choosing to apply for dentistry. Although we demonstrated no gender bias in our admissions process, additional work by the PUPSMD psychometricians was needed to ascertain whether there was statistically significant bias in favour of women in admission to dentistry. This analysis showed that, in 2014/15, gender was significantly associated with the overall probability of an applicant being made an offer of a place for entry to the BDS, due to women outperforming men at interview. However, this was not the case in either 2013/14 or 2015/16. PUPSMD’s Threshold for Action policy requires that where a significant difference associated with a protected characteristic reoccurs in three consecutive years then this is scrutinised and appropriate action to be taken. No mitigating action was therefore instigated but the data will continue to be monitored.


A1.7 To investigate the decreasing proportion of women registered on PG(T) programmes.

Chair of Postgraduate Programmes Review Committee

Report to Postgraduate Programmes Review Committee and SAT. Mitigating actions instigated when required Gender balance in registrations across PG(T) programmes.

Progress report RAG

In May 2016, it was reported that there was no single factor or clear evidence to explain why, overall, the percentage of women registered on PG(T) programmes declined over the three-year period to 2013/14. The numbers of students registered on individual PG(T) programmes –available as Postgraduate Certificate, Diploma and Masters, in part-time and full-time modes – are relatively small, which makes it difficult to identify patterns. In addition, there are two course start dates within a standard academic year (in September and January). The Postgraduate Programmes Review Committee includes Equality and Diversity as a standing item on its agenda and discussed the issue of gender balance across its programmes at its meeting on 18/05/16: Gender balance on individual programmes will continue to be monitored annually.


A1.8 To provide a report on the applications, offers and acceptances by gender for the past year of PUPSMD studentships, and an analysis of the make-up of interview (supervisory) panels.

Chair of Research Degrees Committee (RDC) / Head of Administration

Report to RDC and SAT. Gender balance in offers made and supervisory teams. Mitigating actions instigated when required.

Progress report RAG

Information collated on an ongoing basis as studentships are advertised, interviews held and offers made for the two start dates in the year. No interview panels – and hence, supervisory teams – are single gender. The proportion of female applicants, interviewees and appointments in 2015/16 was greater than in the previous year.

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A2 Student applications


Potential students are aware of our commitment to the AS Charter. 100% of new first years (UG, PG(T) and PG(R)) aware of Faculty AS activities as measured by annual student survey.

Annually by Apr: 2016

Students applying to PUPSMD receive a fair and equitable admissions process.

Proportion of male and female students offered places on UG, and PG(T) programmes and PG(R) studentships equivalent to gender balance of applications.


Progress report RAG

1st year PUPSMD students were surveyed at the beginning of the academic year. Of those that responded to the survey 66% were female and 34% were male. 40% either agreed or strongly agreed or agreed that they were aware of AS activities. Further activities have been included in the SAP.

In 2014/15, in PSM and SBHS the percentage of UG offers made to women compared to applications received from women were within one percentage point in both cases. In PSD, there is a greater gap with more offers being made to women. We examined the data to check whether this imbalance related to higher female examination grades or interview performance: Women outperformed men at interview in only one year and there was no evidence to indicate bias in the process. We will however continue to monitor our data in this way. There were no significant gender differences in our PG(T) intake in medicine and dentistry but females were more likely to be made an offer in Biomedicine. Further activities have been included in the SAP.


A2.1 To brief the admissions team on an annual basis so they are aware of the AS Charter and our goal to promote the principles, so that this may be relayed to potential students.

Head of Administration Report to SAT: Audit carried out annually of team’s training and awareness, including identification of any gaps in knowledge.

A2.2 To include an additional information sheet with application packs for PG(R) students.

Chair of RDC Up-to-date information sheet included with all application packs 100% of PG(R) students aware of Faculty AS activities.

A2.3 To ensure that all student interview panel members have completed the required E&D training (as often the panel members are not core staff).

Head of Administration 100% of student interview panel members have completed the training.

Progress report RAG

The Head of Administration has met with the whole Admissions Team to review the 2016 entry cycle. As part of this, we discussed a gender balanced Chair/Deputy Chair of the Admissions Advisory Panel and had a wider discussion about Athena Swan, progress with our Action Plan and the Charter in general. The admission teams are all up to date with the University E&D training. xxx xx the team attended the specialised E&D training session on Unconscious Bias at the 2015/16 UCAS Conference. The training session, delivered by Supporting Professionalism in Admissions (SPA) included a number of useful online resources. A training video on UB created by SPA is now embedded in our interview training sessions delivered to existing and new interview panellists. Further activities have been included in the SAP.

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Progress report RAG

The additional information sheet, with details about our commitment to AS, E&D and relevant contacts was refreshed specifically for PGR students in August and has been included in all application/interview packs.

PUPSMD now have access to the University E&D training packages for non-university staff. This is being rolled out to all of our interview panellists in 2016/17. The admissions team have already started to approach panellists; for those panellists who are still unable to access the online training package, due to any limiting issues that they may have, we will continue to use the hard-copy information packs used in previous years. Further activities have been included in the SAP.

A3 Student progression


Student attainment is unaffected by gender bias in the assessment system. Proportion of male and female students achieving “good degrees” is gender balanced.


Progress report RAG

Our BMBS and BDS degrees are not classified but BMBS with merit or distinction are awarded. In 2014/15, 24% of female and 23% of male students received BMBS with merit or distinction, whilst 5% of females (x) and 20% (x) of male students received BDS with honours. In SBHS, 68% of female and 63% of male students achieved good degrees. Further activities have been included in the SAP.


A3.1 To provide a report on the gender of BMBS and BDS internal prize winners for the past three academic years, to ascertain if there is any imbalance compared to the overall student profile.

Chair of Prizes and Awards / Head of Administration

Report to SAT.

Progress report RAG

Recognising that students can gain advantage over their peers through prizes and awards, we analysed winners’ data from the past 2 years. Prizes are awarded on the basis of assessed academic achievement. We have overseen an improvement in the gender balance of programmes. Further activities are included in our SAP.

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A4 Staff data


No evidence of gender imbalance in staff numbers across grades. Ratio of females:males across academic and research roles equivalent to national benchmarks for the discipline.


Progress report RAG

National benchmark data for clinical academics in medicine and dentistry are available annually in the form of the Surveys of Medical and Dental Clinical Academics published by the Medical and Dental Schools Council. However, small numbers of core clinical staff in our two schools makes it difficult to compare. We intend to improve gender balance in senior posts to reach the level of the national staff benchmarks across all disciplines published by ECU and a number of actions to further support women’s careers are planned: Further activities are included in our SAP.

A5 Staff turnover


Gender inequality in staff turnover rate is minimised. No difference in staff turnover rate between female and males comparable to national benchmarks.


Gender-related themes do not contribute to staff members leaving PUPSMD. No PUPSMD leavers identify gender-related issues during exit process. Annually in Nov: 2016

Progress report RAG

According to national benchmark data for 2013/14, the percentage of leavers amongst female staff was 17.7% and amongst male staff 16.0% - overall 16.8%. For women (13%), and overall (16%) PUPSMD staff turnover is lower at 11%.

According to TOD data, 11 exit surveys were received from 28 PUPSMD staff who left in the past year. The majority of whom were female, evenly split between research and professional services staff categories. No respondent felt they had been discriminated against. The main reason given for leaving was career progression. There was insufficient evidence of clear gender-related issues relating to the decision to leave e.g. other reasons given included “parenting” or “relationship with manager”. However, colleagues/teams or line managers were most commonly mentioned as the main thing leavers valued about PU.

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A5.1 To enhance the exit process to improve the quality and value of the data received to enable easier identification of any gender-related issues (as, currently, data collected via the exit questionnaire provide little insight into the true reasons for leaving).


Report to SAT. Anonymised data from exit process made available to SAT.

Progress report RAG

A new exit questionnaire process was implemented at the end of May 2016, with all leavers now being sent an electronic leavers survey form to complete. The structure of the new survey is such that cumulative data can be analysed annually based on gender. When developing the new exit questionnaire, the working group reviewed questions that are included in the AS Leaver’s surveys that both PUPSMD and PU have conducted, the intent being to create a number of ‘baseline’ questions that appear in both of these surveys to help us identify if there were any particular themes emerging in the leavers data.

B Supporting and advancing women’s careers

B1 Applications


There is a strong pipeline of female applicants applying for academic and research posts.

There is an equal gender balance of applications for posts at Lecturer/ Research Fellow and above.

Annually in Jul: 2016

Progress report RAG

There was an increased proportion of women applying across all roles in 2015. Lecturer applications were close to equal gender balance. The female: male ratios applications were as follows:

Research Fellow: 57:42

Lecturer: 49:51

Associate Professor: 34:66

Senior Manager Academic: 37:63

Further activities have been included in the SAP.


B1.1 To provide an additional work-life balance information sheet in job application packs for all research and academic posts.


All applicants provided with information.

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B1.2 To ensure that chairs of search committees for externally advertised senior posts (Associate Professor and above) identify potential female candidates.

Associate Dean (Equality and Inclusion)

Audit information provided to SAT Increase in numbers of female applicants for senior posts.

B1.3 To hold a focus group of recent externally appointed female lecturers and research fellows and above to identify what attracted them to apply to PSMD and what could be improved to encourage other women to do so.

Report to SAT. Identification of appropriate improvements to be made.

Progress report RAG

An additional sheet is included with all PUPSMD research and academic jobs advertised – spot checks throughout the year confirmed this. A revised version for 2016 reflecting recent policy changes has been forwarded to Recruitment Services.

In 2015, the gender split of applicants for Associate Professors roles (x) was 34:66, female:male and for Senior Manager Academic roles (x) 37:63. Search committees were not used. There was no recruitment at this level in 2014. More work is required to encourage and support women to apply for senior posts. Further activities have been included in the SAP.

Qualitative research with recent female joiners identified a number of key features which had attracted them to PUPSMD – a friendly environment (including working with specific female academics, flexible working and the focus on quality (as opposed to quantity) and the bigger picture. We will work with TOD to highlight these features more prominently in our recruitment materials. Further activities have been included in the SAP.

B2 Promotion


All staff members are aware of the process and requirements for academic promotion.

100% staff awareness of process and requirements for academic promotion Annually in Sep: 2016

No evidence of gender balance in academic promotions process. Females promoted in the same proportions as males. Annually in May: 2016

Progress report RAG

Awareness of the process for promotion has increased from 65% (F: 61%, M:71%) in 2015 to 78% (F: 77%. M: 81%) this year. Further activities have been included in the SAP.

In 2015, only xxxxx staff (all male) applied for promotion – x xx xxxxxx xxxxxxxx, x xx xxxxxxxxx – xxx x xxx xxxxxxxxxx. No females applied in this year, therefore it was not possible to assess whether female staff are promoted in the same proportion. However, internal data collected for 2016 shows x xxxxxxxxx xxxxxxxx xxxx x xxxxxxxxxxxx (xx (x xxxxxx xxxxxxxx, x xxxxxxxxx) xxx xx (xxxxxx); all were successful. Further activities have been included in the SAP.

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B2.1 To identify recently promoted staff willing to act as peer mentors and provide case studies, publicising details to staff.


List of potential peer mentors available.

B2.2 To organise and publicise a workshop focused on the process and requirements of academic promotion with PU Learning Development.

Associate Dean (Equality and Inclusion) / PU Diversity and Inclusion Lead

Session planned and date communicated to staff at least 4 weeks in advance. Report to SAT: Event held.

B2.3 To ensure the organisation of the session maximises the opportunity for junior staff to attend.


At least 75% of attendees Researcher/Lecturer level or below.

B2.4 To include contributions in the session from recently promoted PUPSMD women.

Women speakers at event.

B2.5 To include questions in the next staff survey regarding perceptions of the academic promotions process.

Dean of PUPSMD / AS Co-ordinator for PUPSMD

New questions included.

Progress report RAG

Activities around promotion were deferred in the light of the new Vice-Chancellor’s decision to revise the process for 2016/17. Additional support and training about the new pathways is being offered through TOD, including interview training for those aspiring to professorial level. Further activities have been included in the SAP.

New questions were included in the staff survey regarding intention to apply for promotion and perceived barriers to doing so.

B3 Recruitment


Both genders have a fair chance of success within the recruitment process. The gender balance of invitations to interview and appointments is the same as applications.

Increase in female applications translated into increase in appointments.


Progress report RAG

In 2015, female applicants for research assistant and lecturer posts had a better success rate than males. At other grades, the gender balance of applications was mirrored in appointments. Further activities have been included in the SAP.

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B3.1 To ensure that all interview panel members have completed the recruitment and selection training.


100% of interview panellists have completed the recruitment and selection training.

B3.2 To liaise with PU Recruitment Services to ensure all PUPSMD interview panels are provided with a copy of the AS principles with their interview packs.


Audit information provided to SAT. All interview panels see AS principles prior to interviews.

B3.3 To continue to monitor to ensure proper balance, as opposed to single token female/male members on interview panels.

All SAT members Data shows all interview panels to be 50:50 female:male. Audit information provided to SAT.

Progress report RAG

According to audit information from TOD, 55 interviews were carried out in PUPSMD last year. All had carried out recruitment and selection training.

All PUPSMD interview panels are now provided with a copy of the AS principles with their interview packs – this has been facilitated by Recruitment Services and the Faculty Business Support Team.

Progress report RAG

Where information regarding panel make-up was received, 145 staff were involved in interviews with an overall gender split of 50:50, female to male (This compares with 49:51 last year).

B4 Support


PUPSMD proactively identifies and develops potential female leaders for senior roles.

20% annual increase in number of females in Associate Professor and Professor roles.

Increase in number of applications for promotion from female staff.

Increase in number of internal applications from female staff.




Progress report RAG

Recent promotions have increased the number of female Professors and Clinical Associate Professors (Senior Lecturers). Further activities have been included in the SAP.

xxxxx xxxx, xxxx xxx xxxxx xxx xxxxxxx xxx xxxxxxxxx xxx xxxx xxxxxx xx xxxx xxxx xx xxxxxxx xxxxxxx: xxxxxxx, xxxxxxxx xxxx xxxxxxxxx xxx xxxx xxxxx x xxxxxxxxx xxxxxxxx xxxx x xxxxxxxxxxxx, x xx xxxxxx xxxx xxxx xxxxxxx.

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Progress report RAG

Data is available for the number of PUPSMD applicants for all PU roles (i.e. as internal candidates), but not at the level of detail required for progress against this indicator to be assessed.


B4.1 To evaluate the initial round of the Faculty mentoring programme (using mentor and mentee feedback and outcomes) against the baseline measures.


Report to SAT: Mentors and mentees report benefit.

B4.2 To produce an evaluation report on the mentoring programme for FSG.

Report to FSG.

B4.3 To use findings to further develop programme and refine training. Second round of mentoring launched. Positive feedback from all mentors and mentees.

Progress report RAG

The first round was launched via the PUPSMD staff weekly e-newsletter in September 2015 offering six mentors (xx, xx). In order to manage capacity, a deadline for expressions of interest was set in October. In that time, six staff expressed an interest. Although the intended target group for the scheme was academic and research staff, professional services staff also responded. To address this, it was agreed that at least one other professional services staff member would be included in a second mentoring group. It was reported to FSG on behalf of the AS SAT in February 2016 that feedback had been collected from the first mentoring group. Positive comments received were:

- Good to have someone (outside of normal work) to talk to - Emphasis on confidentiality reassuring - Helps to bring clarity, think things/options through - Has increased confidence/assertiveness - Flexible with timings, open to make contact - Encouraging and positive, good to talk to, helpful and supportive

Improvements suggested were:

- Match individuals by expertise/background - Simple written record of expectations and reflections (mentor/mentee choice to do this) - Make regular appointments (to help maintain the relationship) The second round was launched in February 2016: The mentors from the original group who did not have a mentee from the first round were included with the new group, giving a total of 12 individuals (5F, 7M). This group, being larger, provided a wider range of background and experiences for potential mentees to choose from. Practical changes implemented to the programme for the second round were, advertising the scheme in the Weekly Brief for 4 weeks (extended for the half-term break), the Dean promoting it in his termly update to staff, specifically target recent joiners by sending them a tailored email. With ongoing and recent established mentoring relationships, as of August 2016, a total of 10 (5F, 5M) staff being mentored by 6 (xx, xx) others. We are transferring to a rolling programme supported by online mentor profiles where people will be able to request a mentor at any point in the year. Further activities have been included in the SAP.

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B4.4 To develop a formal succession plan for PSM that takes into account potential female senior leaders and actively prioritises their development to ensure the widest pool of internal candidates are prepared for when opportunities arise.

Head of PSM Report to School Management Team and SAT.

Progress report RAG

The Heads of Schools meet with all academic staff every 6 months to discuss their roles and aspirations and has been pro-actively encouraging specific development activities accordingly, such as the Leadership in Higher Education courses, and raising questions about progression and promotion and how the school can support through the staff development budget. Staff progression is discussed regularly at management meetings, and additionally, a PDR wash-up meeting is held at the end of the annual cycle.


B4.5 Aspiring lecturers/researchers for leadership training, which will be financed by the Faculty, nominated.

Heads of PSD and SBHS Minimum of 2 individuals per school identified during PDR process. Appropriate training identified and budget allocated for individuals to complete in 2016/17.

Progress report RAG

Following this year’s PDR process, xxx female staff were nominated for leadership training. The Associate Dean for Equality and Inclusion met with them to discuss their training needs and preferences, to help identify the most appropriate development opportunities for them. All individuals have identified and booked suitable courses – the Leadership Foundation’s Aurora and Transition to Leadership programmes.

xxx staff per School (xx, xx xxxx) have been nominated to take part in a pilot training programme for Associate Heads of School/Directors, roles which have pan-school and/or devolved responsibility for a particular area. This PU initiative -facilitated by Organisational Development and developed in consultation with Deans, Heads of Schools and Associate Heads - includes leadership and engagement training, coaching sessions and HR essential modules (processes and tools). Additional PUPSMD staff at this level, or aspiring to such roles, have been added to a waiting list in anticipation of the programme being rolled out in 2016/17. Further activities have been included in the SAP.

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C Career Development

C1 Support for female students and staff


PUPSMD has visible female role models for staff and students 100% of staff and students respond positively to statement “PUPSMD has visible female role models” in annual survey.


Students are aware of where to seek advice/support around family/caring responsibilities

100% satisfaction with advice and signposting as measured by student survey.


Progress report RAG

62% of staff and 88% of students responded positively to the statement “PUPSMD has visible female role models” in their respective surveys. Since the close of the staff survey there has been qualitative feedback from staff members on recent female academic promotions and academic/research achievements. Staff have stated how encouraging and positive it was to see these achievements highlighted on the PU website home page. Further activities have been included in the SAP.

Students were asked how much they agreed with the following statements about advice and support:

I know who I can approach if I need help with my studies: 76% agreed

I know who I can approach if I need personal advice, 66% agreed

Information about student services is easy to find, 66% agreed.

Students with caring responsibilities get good support here 40% of students strongly agreed or agreed, but 60% had no opinion

The opinions of this cohort will be captured towards the end of the academic year to measure if their experience has altered their perceptions. These results will also be compared with subsequent incoming cohorts to assess the effectiveness of our admissions and inductions processes. Further activities have been included in the SAP.


C1.1 To implement a process that ensures a fair representation of female speakers at events, actively encouraging colleagues to suggest diverse speakers/guest lecturers.

Head of PSD Process implemented.

C1.2 To monitor gender balance of speakers at PUPSMD seminars, conferences and Awaydays.

Data shows 50/50 representation of female and male speakers at all PUPSMD events, conferences and Awaydays.

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C1.3 To organise a Women in Biomedical Science, Medical and Dental Education event.

Women in Biomedical Science, Medical and Dental Education event held with positive feedback received from attendees.

C1.4 To establish a male and female pastoral tutor for PG(R) students to provide additional support outside of the supervision team.

Chair of RDC Male and female pastoral tutors appointed and publicised to students. Report to RDC and SAT.

Progress report RAG

A draft “fair representation of speakers” policy was considered by SAT in Autumn 2016. Further activities have been included in the SAP.

Data collection has started to support the requirements of the new Gender Equality Charter concerning internal chairs and speakers of seminars, workshops and other relevant activities. The most regular activities with chairs and speakers are research seminars: From the data recorded so far, the overall speaker profile is approaching gender balance (F:M 53:47). Further activities have been included in the SAP.

The 2016 Women in Science and Healthcare Event, “Be the change you want to see”, organised by PUPSMD, featured speakers sharing their academic, personal and life experiences in the week of International Women’s Day. Professor Parveen Kumar, previously President of the British Medical Association and of the Royal Society of Medicine, was the keynote speaker, with PUPSMD staff and students also giving speeches/presentations. There was a lot of positive verbal feedback on the day but subsequently a survey was sent to those who had registered to attend (133): 32 responded, a response rate 42.5%. Of the respondents 65% were female and 34% were male. 43% of respondents were students, 50% were academic staff, and 6% were professional service staff. There was an even split of responses the three Schools. The aim of the survey was to understand satisfaction levels. The survey asked, "On a scale of 1 to 10, what were your satisfaction levels with the event?" Amongst those who responded, the average satisfaction level was 8 out of 10, with 28% of respondents scoring the event 10 out of 10 and 24% scoring the event 9 out of 10. 93% were happy with the variety, quality, and content of the event and 86% said they would attend future PU and PSMD Women in Science events.

All PG(R) students can have access to a pastoral tutor outside of their supervisory team.

C2 Induction and training

Objective: Indicator: Timeline

All staff have access to appropriate induction and training to enable them to fulfil their potential within their career.

100% of women feel both genders treated fairly with regard to training and development


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Progress report RAG

77% of women feel both genders are treated fairly/equally in regards to training and development. This is a 13% increase from the previous year. (81% of men feel both genders are treated equally.) Opportunities for new training and development relating to career progression will increase over the next academic year with the introduction of a new promotions process. Further activities have been included in the SAP.


C2.1 All new staff are given the opportunity to take part in the mentoring scheme.


New starters within the previous six months invited by targeted email to sign up to scheme.

Progress report RAG

11 staff who had started working at PUPSMD in the past six months were sent a targeted email during the second round of mentoring. This resulted in xxx requests for mentors.

C3 Promotion and career development

Objective: Indicators: Timeline

The staff development programme is improved to ensure support is in place to enable career progression for female staff.

100% of women feel both genders treated fairly with regard to training and development


100% of staff feel they have access to appropriate staff development activities to enable career progression.

To reduce barriers to women in terms of career development. 100% of staff report career development was discussed during PDR

100% of staff report promotion was discussed during PDR

100% of staff feel their manager is supportive of their aspirations

Progress report RAG

77% of women feel both genders are treated fairly/equally in regards to training and development, an improvement on 2015 when only 64% agreed.

63% of staff agree or strongly agree that they have access to appropriate staff development activities to enable career progression.

87% of staff reported that career development was discussed during their PDR, the same level as 2015. 54% of staff reported that promotion was discussed during their PDR (compared to 56% overall in 2015).

88% of staff felt that their line manager was supportive of their aspirations, an improvement on 2015 (79%). Further activities have been included in the SAP.

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C3.1 To develop, proactively promote and run termly meetings entitled ‘Academic Development for Women by Women’

Associate Dean (Equality and Inclusion) / Director of Small Group Learning, Professionalism and Social Engagement

Dates, times and rooms booked/diarised for future meetings on an annual basis, three sessions per year. Programme of meetings circulated to female staff.

C3.2 To run an ADWW session on "Navigating Unconscious Bias", to help challenge individual and organisational perceptions about women.

Session held

C3.3 To run an ADWW session on "Communicating your Value", to help address issues of confidence and challenging conversations.

Session held.

C3.4 To ensure that these are held at times that will maximise the opportunity for attendance.

At least 10 female staff members attend each meeting.

C3.5 To actively encourage attendance by female research (early-career) staff.

At least 3 early-career staff attend each meetings.

C3.6 To collect confidential feedback to review the value of the meetings for female staff and provide further opportunity to comment.


To receive 90% positive feedback from attendees as to the value of the meetings.

Progress report RAG

Three sessions of the ADWW group were held in 2015/16. At least 10 females staff members attended each meeting and, although not expressly targeted, each session included professional services staff alongside academics. On average, the number of early career staff were double that anticipated at 6 per session. Feedback from the sessions has been overwhelmingly positive: “I just wanted to say a massive thank you for facilitating/co-ordinating such an inspiring session…. I am not sure whether to call it a development/ mentoring/ motivation session as it was certainly all 3 and much more.” “(The trainer) was so warm, so inspiring and I came away really appreciating the time and energy that she invested in all of us.”


C3.7 To monitor that all eligible staff have received an annual PDR. Dean of PUPSMD Audit information reported to FSG 100% of eligible staff to have received a PDR.

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C3.8 To add a specific section to the PDR template form for reviewers to confirm that promotion has been discussed.

Dean of PUPSMD Audit information provided to SAT.

Progress report RAG

In 2015/16, 94.6% of eligible staff received a PDR.

There are several templates in use within PUPSMD for different staff groups e.g. research, professional services but individual staff are also entitled to use the suggested University template or one of their own choice. The Faculty is continually reviewing its templates in the light of experience and to take into account changes to University processes e.g. academic promotions and will do so in the context of PU’s PDR review. Further activities have been included in the SAP.


C3.9 To work with PU Learning Development to identify and implement specific training for managers to help them better support staff to realise their career potential.

Dean of PUPSMD / PU Diversity and Inclusion Lead

Training identified, organised and promoted to PUPSMD staff.

50% of managers to have taken part in training.

C3.10 To offer a workshop for managers on recognising and encouraging staff to seek promotion at the Faculty Awayday.

Workshop planned and organised for Faculty Awayday. At least 20 managers attend.

Progress report RAG

The PU Diversity and Inclusion Lead, reported to SAT in October that, as part of ongoing course development, the Organisational Development team have been actively working to weave unconscious bias themes into existing training programmes for staff and managers as one of our central measures to address perceptions as a potential barrier in career development. Data has been requested regarding PUPSMD staff uptake of specific training courses for ongoing monitoring.

Two externally facilitated workshops “Getting the best out of people you manage” were offered to staff at the Faculty Awayday. These offered pragmatic and realistic advice and solutions in dealing with potentially challenging workplace situations (such as encouraging staff to seek promotion), exploring tools and techniques to tackle conversations and improve on your skills and confidence. 57 staff registered for one of the two sessions; 58% academic staff (including x honorary contracts) and 42% professional services. Amongst academic staff, the gender balance was 45:55 female:male and the majority (97%) had management responsibilities.


C3.15 To include questions in the staff survey relating to the joint (Follett) appraisal.

Dean of PUPSMD Questions included.

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Progress report RAG

New questions regarding perceptions of the academic promotions process were included and are referred to in section 4.1 a) (iii).


C3.16 To develop and implement an open, transparent and well-publicised system for staff development requests for academics and researchers

Director of Small Group Learning, Professionalism and Social Engagement / Head of Administration

System implemented and publicised to all staff.

C3.17 To conduct a survey of staff to identify what activities and opportunities would best support their career development and personal development

Director of Small Group Learning, Professionalism and Social Engagement

Report to SAT. Identification of appropriate new activities required. Feedback to Organisational Development team.

Progress report RAG

Staff development requests are discussed with line managers/reviewers during PDR, and then discussed at the school PDR wash-up meeting. The Head of Schools also meet with all academic staff every six months to discuss their roles have been pro-actively encouraging specific development activities, such as the Leadership in Higher Education courses, and how the school can support through the staff development budget. Line managers have been encouraging junior staff to undertake any training opportunities provided via PU, and to complete HEA recognition awards and develop educational scholarship/research. The ADWW conducted their own survey of career and personal development needs which directly fed into the year’s programme of activities.

D Organisation and Culture

D1 Fixed-term contracts


No evidence of gender imbalance in use of fixed-term contracts. Percentage of females with fixed-term contracts the same as men. Annually: Mar-16

Progress report RAG

The percentage of females with fixed-term contracts was 44%, compared to 35% of males. Further activities have been included in the SAP.


D1.1 To lobby PU via key committees (e.g. Research and Innovation Committee, CIDC) to establish a bridging fund to support fixed-term junior researchers.

Associate Dean (Equality & Inclusion) / Associate Dean (Research)

Report to SAT.

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D1.2 To carry an option appraisal to explore the financial and human resource implications of using OECs as opposed to FTCs for grant-funded researchers.

Associate Dean (Equality & Inclusion) / Finance and HR Business Partners

Minutes record discussion and next steps.

Progress report RAG

The issue of a bridging fund for fixed-term junior researchers has not been discussed again at PU Research and Innovation Committee in 2015/16, although in January the Associate Dean (Research) for PUPSMD did raise the issue of a clear progression route for such staff. This is being addressed through the new Academic Promotions process. PU are also planning a number of initiatives to support FTCs around its HR Excellence in Research action plan as well as considering if and how use of these contracts could be reduced whilst maintaining financial sustainability.

The Associate Dean (Equality & Inclusion) met with the Finance Business Partner to discuss use of fixed-term contracts, in particular whether there are any aspects of how they are currently used that could be improved to ensure as level playing a field as possible. There is an expectation that fixed-term contract staff seek funding during their post, although it is recognised that this can be very challenging even for more senior staff in an increasingly competitive funding environment. Extension of fixed-term contracts requires a business case, which is considered by a referral board and ultimately the Deputy Vice Chancellor for academic posts.

It was queried whether there was anything during the process which flagged consideration of any reasonable circumstances that could have impacted on a researchers' opportunity to obtain funding during their contract e.g. absence for maternity leave. Recent discussions about the new academic promotions process resulted in the inclusion of a statement (modelled on the Research Excellence Framework 2014 guidance) to this effect, noting that this could only apply to quantifiable outputs and not quality of work. We have asked via our HR Business Partner if a similar statement could be included on the standard University form for extension of fixed-term contracts (SAP D.1.1). Further activities have been included in the SAP.

D2 Committees

Objectives: Indicators: Timeline

A woman is as likely to be a committee chair in PUPSMD as a man is. 40% of Faculty committees have female Chairs. Annually: Sep-16

Women are as likely to be committee members in PUPSMD as men. Committee membership will be gender balanced: (In 2014/15, 42:58 female:male).

To ensure that behaviours, formality and shared cultural practices do not act as barriers to participation in committees for new members, particularly those from underrepresented groups.

100% agreement in staff survey that behaviours within faculty committees are appropriate and conducive to a positive environment for all.

Progress report RAG

42% of Faculty committees have female chairs.

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Progress report RAG

The gender balance in committees is now 45:55 female:male. 63% of staff agree that behaviours within faculty committees are appropriate and conducive to a positive environment for all. This has also led to committees adopting ground rules for behaviour in their terms of reference, and these will be displayed in meeting rooms. Further activities have been included in the SAP.


D2.1 To develop a mandatory Chair training programme to be completed by all current and new Chairs.

Associate Dean (Equality & Inclusion)

Programme in place.

100% of Chairs have attended the mandatory training.

D2.2 To ensure all faculty committees formally appoint a deputy chair of the opposite gender to the current chair.

Dean of PUPSMD Audit information provided to SAT

D2.3 To ensure faculty committees stipulate in their Terms of Reference roles open to anyone who meets appropriate criteria.

Communication sent to current chairs requiring action.

Audit information provided to SAT including criteria for appointment and selection process.

D2.4 To advertise these open roles to all staff on a fixed-term basis, carry out an appropriate selection process, and publically announce the new members.

Report to SAT detailing numbers of roles advertised for each committee and outcome of selection process.

D2.5 To ensure faculty committees incorporate agreed standards of behaviour for its members to uphold into their Terms of Reference.

Head of Administration Audit information provided to SAT with examples.

D2.6 To include committee membership and/or chairing aspirations in PDR discussions.

Dean of PUPMSD Audit information provided to SAT.

Progress report RAG

19 chairs and deputy chairs of key faculty committees were provided with access to the online Chair training package during 2015/16, prior to distributing this to all staff. Individuals who successfully complete the package are issued with a certificate.

Nine out of 12 faculty committees have confirmed that they have a chair or deputy chair of the opposite gender, although three still have deputies with the same gender (xx, xx). No vacancies have occurred on these committees in the past year so no selection process has taken place. One committee has defined their process for appointing new members within their Terms of Reference.

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Progress report RAG

Acceptable standards of behaviour and meeting etiquette guidance will be included as part of a best practice guide for the management of committees Further activities have been included in the SAP.

D3 Workload modelling


All workload responsibilities are considered as part of the workload modelling process, thus ensuring fair, manageable and achievable workloads.

100% positive response in staff survey that workloads are fair, manageable and achievable.

Annually: Sep-16

Progress report RAG

67% of staff felt that their workload was fair, manageable and achievable. Further activities have been included in the SAP.


D3.1 To use a structured system within the three schools to ensure fair workload allocations, comprising all responsibilities including teaching, research, committees, administration, pastoral, outreach, external engagement, AS commitments and being a role model.

Heads of Schools and Associate Dean (Research)

Details of models/templates and overall data available.

D3.2 To investigate the issue of a low percentage of female staff (2014: 22%) feeling they have a suitable work–life balance.


Survey carried out amongst ADWW attendees and work-life balance issues identified.

Progress report RAG

All academic staff have a clear contract e.g. 80% Teaching and 20% Scholarly activity which is monitored using a standardised PU workload planning model (with minor modifications as appropriate to each School) and checked at each PDR. The yearly PDR provides the opportunity to explore and agree any changes in work pattern required to ensure appropriate areas are supported. Every attempt is made to try and ensure this is an open and transparent process and is checked by line manager and then HoS or Deputy Head of School (who has resource management responsibility) for every member of staff to try and ensure fair, manageable and achievable workloads.

Recent staff survey results show an improvement in female perception of their work-life balance, an increase of 8% from 2015 to 2016 (46% to 54%) saying they usually or always have a suitable work-life balance, whilst the percentage of those feeling like this seldom or never has remained the same (20%): However, the ADWW will run a workshop on work-life balance with an appropriate speaker, exploring the issues and agreeing actions where necessary (SAP).

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D4 Timing of meetings/gatherings


‘Sharing and networking’ sessions are available regularly for all staff. 100% awareness of, and satisfaction with, sharing and networking opportunities, as assessed in staff survey.

Annually: Sep-16

Progress report RAG

52% of staff have awareness of, and satisfaction with, sharing and networking opportunities. Further activities have been included in the SAP.


D4.1 To include a ‘sharing and networking’ session as part of the annual faculty Away Day.

Dean of PUPSMD / Head of Administration

At least 50% of staff registered to attend.

D4.2 To continue to gather feedback about whether staff find the ‘sharing and networking’ sessions valuable and how they should be arranged.

Positive response to the value and organisation of individual sessions.

Progress report RAG

The majority of feedback gathered from attendees from the Faculty Away Day relating to sharing and networking opportunities were positive – 91 responses were received out of over 200 registered attendees (out of a core staff of over 300): When asked what was the best part of day comments regarding networking included: “We rarely have the time to meet and catch up-with colleagues and I think this is very valuable”, “Networking ranked top (for me) as it enables me to gain knowledge about other areas from the people involved.” “Great to see everyone together and get an opportunity to speak with those senior members that are more difficult to get time with”. “Great chance to see people in an environment when not under pressure” and “Good chance to have a natter with colleagues you do not see day to day”. The Dean and Head of Administration are considering the feedback with the Marketing and Events team in planning of future events, including next year’s Education Conference.

D5 Culture

Objectives: Indicators: Timeline

Equality is an inherent part of our culture, as a core value shared by staff and students.

No staff to feel they have experienced discrimination of any kind within PUPSMD, as assessed in staff survey.

Annually: Sep-16

The faculty as a whole is aware of AS 100% staff and student awareness of PUPSMD AS activities

PUPSMD has visible female role models for staff and students 100% response in staff and student survey that women are appropriately represented and visible across all parts of PUPSMD.

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Progress report RAG

13% of staff either agreed or strongly agreed that they experienced discrimination within PUPSMD.

81% of staff were aware of AS activities, compared to 71% in 2015. In our first year of surveying students, 40% were aware of AS activities.

37% of staff feel that women are appropriately represented in senior roles in PUPSMD, compared to 80% of students. 62% of staff feel that there are visible female role models. By contrast, 88% of students felt that there were. Further activities have been included in the SAP.


D5.1 All staff complete mandatory E&D training Dean of PUPSMD 100% of staff have completed E&D training.

D5.2 All staff to take the new PU unconscious bias online training package, launched in October 2015.

Dean of PUPSMD / PU Diversity and Inclusion Lead

100% of staff to have taken training. Audit information provided to SAT.

D5.3 To provide face-to-face unconscious bias training for senior managers. PU Diversity and Inclusion Lead

100% of faculty senior managers to have completed training.

Progress report RAG

As of 31/10/16, 97% of staff had completed mandatory E&D training. FSG, which includes the Dean, Associate Deans, Heads of School and Head of Administration – had a face-to-face unconscious bias training from an external expert in April 2016. In addition, as of 31/10/16, 94% of all staff had completed online unconscious bias training. This is being proactively monitored on an ongoing basis by the Equality and Inclusion Officer.


D5.4 To identify and promote communications training to staff which supports the use of appropriate language and behaviours.

Associate Dean (Equality and Inclusion) / PU Diversity and Inclusion Lead

Report to SAT on suitable communications training.

Communications training available to all staff.

Progress report RAG

Communications training is freely available to all staff via the PU Learning Development programme, which includes face-to-face, online packages and downloadable guides. In the past year PU have offered sessions entitled “Handling Challenging Conversations” where an external facilitator with actors help staff practice managing different scenarios they may encounter in the workplace. This was run additionally as two sessions for our staff at the Faculty Awayday and is now available throughout the year as part of PU’s Learning Development programme.

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D5.5 To include an AS presentation at the annual faculty Away Day to highlight the current situation, Action Plan and progress to colleagues.

Dean of PUPSMD / AS Co-ordinator for PUPSMD

Session included in Faculty Awayday.

D5.6 To provide AS updates as a standing item at staff briefings. Dean of PUPSMD 100% of staff feel they receive regular updates regarding AS activities.

D5.7 For Heads of School and Associate Dean for Research, to add local progress on AS plans as a standing item for local meetings.

D5.8 For AS to feature as an standing agenda item for faculty committee meetings.

Audit information from minutes provided to SAT.

Progress report RAG

The programme for this year’s Faculty Awayday included a presentation from the Dean which highlighted Athena SWAN. In addition, there was be a “Did you know” stand covering AS and E&D issues which attendees had the chance to view during the extended lunch period set aside for sharing and networking.

This is now a regular item of discussion in faculty and school meetings. 9 out of 11 faculty committees (excluding CDIC) have AS and/or E&D as standing agendas items and 7 have raised additional agenda items related to these areas in the past year. The AS SAT used the staff weekly brief to update colleagues and invite them to raise issues. In the 2016 staff survey, 68% felt that they receive regular updates regarding AS activities.


D5.9 To invite feedback and suggestions, both open (through questions) and anonymous (through comments box/event feedback survey) at staff briefings and awaydays/conferences.

Dean of PUPSMD Feedback channels established

D5.10 To share this feedback, and actions taken in the light of it, through staff e-newsletter.

100% of staff feel they are able to provide feedback on AS and gender equality issues which is acted upon.

Progress report RAG

Feedback mechanisms for both students and staff are well established within PUPSMD, with extensive use made of questionnaires, comment boxes/walls and interactive voting at events, and post-events surveys distributed using our Survey Monkey account and other online tools. 42% felt that they could provide feedback on issues which relate to AS and 34% agreed that PU PSMD management generally respond to feedback from staff about gender equality.

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D5.11 To run annually the PUPSMD staff survey. Dean of PUPSMD / AS Co-ordinator for PUPSMD

Survey conducted. Improved response rate to 70%, then 75% of all staff

D5.12 To analyse the data by gender, to be presented to the senior management team.

Feedback shared and analysed. Report presented to SAT and FSG.

Progress report RAG

The 2016 staff survey was run between July and September with an improved response core staff response rate of 69% (compared to 61% in 2015). Analysis has informed this application – further detail will be considered by SAT and FSG after the submission deadline. Further activities have been included in the SAP.


D5.13 To ensure the programme for Faculty Awaydays include appropriate representation from male and female senior leadership.

Dean of PUPSMD Programme to include 50:50 female:male split of speakers and session-leads.

D5.14 To review marketing materials and materials displayed in faculty offices/buildings to ensure non-biased representation of females.

Heads of Schools At least 50/50 female gender representation in all PUPSMD marketing materials.

Progress report RAG

The gender balance of presenters across the Faculty Awayday programme, including breakout session leads, was 50:50 female:male with a broad range of role represented including the most senior (Vice Chancellor and Dean), academics, researchers, professional and technical services staff. Marketing materials produced by the faculty marketing team are audited to ensure gender balance in use of imagery and follow the PU brand guidance for tone of voice and language.


D5.15 To run a PUPSMD AS student survey. Dean of PUPSMD / AS Co-ordinator for PUPSMD

Survey conducted. Initial response rate of 50% with year-on-year improvements.

Progress report RAG

Surveys were run following Athena SWAN presentations during student induction sessions in September and October: The response rate was 34%. Further activities have been included in the SAP.

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E Flexibility and managing career breaks

E1 Maternity and other family-related leave


PUPSMD provides an environment that facilitates and supports return from maternity/paternity/adoption leave.

100% of open-ended contract staff on maternity leave return to PUPSMD. Oct-16

Progress report RAG

xx xxxx/xx, xxx xxxxx xxxx xx xxxxxxxxx, xxx xx xxxx xxx xx x xxxxx-xxxx xxxxxxx xxx xxx xxx xxxxxx, xxx xxxxx xxx.


E1.1 To identify and publicise a key academic point of contact for informal support and advice for pregnant women.


Individual identified and announced to all staff via e-newsletter.

E1.2 To assess whether returning female staff felt supported by PUPSMD after a period of maternity leave.

100% positive response in staff survey of staff feeling supported in their return to work following a period of maternity leave

Progress report RAG

An individual was identified as a suitable point of contact for pregnant women. In the 2016 staff survey, 7 out of 9 women (78%) felt they were supported in their return to work after maternity leave. (2015 staff survey: 88%). Further activities have been included in the SAP.

E2 Flexible working


PUPSMD staff applying for flexible working are treated fairly and equitably. 100% positive response in staff survey that the flexible working policy is implemented fairly and consistently.

Annually: Sep-16

Progress report RAG

50% of staff feel that flexible working is implemented fairly and consistently. Further activities have been included in the SAP.

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E2.1 To gather feedback from staff about workplace solutions to help manage changes in family life (including flexible working), to identify reasons why individuals do not choose formal routes to do so.


At least 50% response rate to survey about workplace solutions to help manage changes in family life.

Report to SAT. Identification of further action plan items as required to encourage use of formal routes.

E2.2 To examine the current flexible working request form to ascertain if there is anything in the format or language which is discouraging staff from using it. and correct as necessary.

Report to SAT. Identification of appropriate mitigating actions to improve uptake and hence data capture.

20% increase in number of formal flexible working requests reported (was 8 in 2014/15).

Progress report RAG

TOD’s Employee Relations Specialist team advised that the flexible working request form and process reflects the University’s legal requirements and has been reviewed for appropriate language to cover all staff across all grades. The number of new formal flexible working requests in 2015/16 remained at 8 (x xxxxxx, x xxxx). Further activities have been included in the SAP.

E3 Support for returning staff


There is a reduction in the impact that pregnancy/caring responsibilities have on career progression for female staff.

100% positive response in staff survey that (a) pregnancy and (b) caring responsibilities (for children/dependents) has no impact on career progression.

Annually: Sep-16

PUPSMD provides a family-friendly physical environment for staff, students and visitors.

100% of staff and students respond positively to statement “PUPSMD has provided a family-friendly physical environment” in annual survey.

Annually: Sep-16

PUPSMD supports staff who work flexibly/part-time to participate as fully as possible in key Faculty events.

100% of staff who work flexibly/part-time feel PUPSMD make it possible for them to participate in Faculty events.

Annually: Sep-16

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Progress report RAG

50% of staff feel that pregnancy/having caring responsibilities has no impact on career progression.

47% feel that PUPSMD has provided a family-friendly physical environment. However further comments in the survey did question what was meant by family-friendly physical environment, which may have led to a disproportionate number of responses stating “neither agree nor disagree” (52% of respondents). By contrast 84% of first year students agreed that the faculty provided a family-friendly physical environment.

76% of staff feel PUPSMD make it possible for participation in key events for the faculty, particularly considering flexible working. Further activities have been included in the SAP.


E3.1 To ensure that female staff feel enabled to fulfil both caring and work commitments.

All SAT 100% positive response in staff survey of females feeling PUPSMD enables them to fulfil carer and work responsibilities

E3.2 To work towards zero impact of pregnancy and caring responsibilities. 20% increase in proportion of staff feeling there is neutral or positive impact of a pregnant women being interviewed and a women in the department becoming pregnant.

E3.3 To ensure that female staff are fully aware of the schemes available to facilitate the balance between work and personal commitments (e.g. maternity/ paternity/ adoption/ parental leave/ flexible working).

100% positive response in staff survey of female awareness of schemes available.

Progress report RAG

In the 2016 staff survey, 95% of females felt that PUPSMD enabled them to fulfil carer and work responsibilities, the same as in 2015. Following feedback and discussion at SAT, the questions in the staff survey regarding perceptions of pregnancy during recruitment and within departments were removed. Therefore, a comparison cannot be made with past years. However, staff were asked how much they agreed with the statement “From what I’ve seen here, having a child does not seem to impact on career progression”, and 50% of females and 48% of males agreed or strongly agreed. (37% of women and 40% of men neither agreed or disagreed)

The levels of awareness amongst women about schemes available to facilitate the balance between work and personal commitments were as follows: Flexible working (85%), Maternity leave (75%) and Parental Leave (68%). Further activities have been included in the SAP.


E3.4 To provide a feedback facility in the family room and for users of the parents parking.

Head of Administration Report to SAT on feedback received. 100% of users who leave feedback rate facilities as “good” or better.

E3.5 To provide creche facilities at the next Faculty Awayday. Report to SAT on take-up and feedback from staff.

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Progress report RAG

A guest book has been introduced in the family room to collect feedback from users. 10 staff (xx, xx) with 14 children registered for crèche places at the Faculty Awayday. Qualitative feedback after the event was overwhelmingly positive. Provision of childcare at future events will be one of the selection criteria in determining a venue.


E3.6 To livestream termly Faculty briefings via the internet to enable staff away from the office to participate remotely or view recording at a later date.

Dean of PUPSMD / Head of Administration

Systems and software in place for Spring Faculty Briefing to enable livestreaming.

E3.7 To promote use of online meeting software to enable remote participation by staff.

Updated software in place for all staff to facilitate multi-person meetings. Staff e-newsletter item providing guidance and support.

Progress report RAG

All termly Faculty briefings held this year have been recorded for and made accessible to staff who were not able to attend the meeting. Unfortunately due to delay of the implementation of Office 365 and new video-capture software, livestreaming was not possible.

Skype for Business, as part of the Collaboration project/Office 365 implementation, has now been rolled out. Practical training has been made available to staff and the Faculty has purchased headsets and webcams for staff to borrow at either of our main sites. Further activities have been included in the SAP.

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7 Case studies: impacting on individuals

Dr Cathy Coelho is a Clinical Senior Lecturer in the Peninsula School of Dentistry

“I hold a number of positions in PUPSMD, the main one being the

Year 4 Lead for the BDS. I am Module Lead for the Clinical Audit

Module, Remediation Lead, Evidence-Based Learning Lead and

Senior Pastoral Tutor. I chair the Dental Programmes Committee

and Faculty CDIC.

Since PUPSMD embraced AS I have noticed many changes and

improvements relating to gender equality. For example: meetings now take place within family

friendly hours; E&D are an agenda item at all committee meetings I attend; and there are more

opportunities for flexible working, to name just a few.

This is important to me not just as a female academic, but also as the mother of an adult with

learning disabilities. I am very pleased that there are no 8.00am meetings anymore: As a carer

these were especially difficult because it is hard to organise care so early in the day. Having

meetings between 9.00am and 4.00pm relieves some of my stresses around this. I also feel

happier about saying I cannot attend a meeting if it is held at unsuitable hours and feel this will

not be considered a weakness on my part but an acceptable thing to request.

Even small changes are making a difference to me and to my colleagues. I like the email footer we

use saying a reply is not to be expected outside working hours. This has resulted in me feeling OK

about not emailing at the weekends or in the evenings, but that if I choose to do so, then that is

my choice.

I have been well supported in my successful application for promotion to senior lecturer. Our

school rotates management roles and responsibilities across the team which enabled me to

enhance my attributes prior to applying for promotion. I liaised closely with my Head of School

takes a personal interest in anyone considering applying for promotion; he gave me sound advice

and supported me well. My line manager discussed promotion with me at my annual PDR and we

looked closely at the relevant sections of the application.

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My promotion and recent Association of Dental Education in Europe Excellence in Teaching Award

were published on the PU website and further afield. This generated many congratulatory

comments and has raised my profile enormously. I have also been told by other women that this

has spurred them on to thinking about applying for promotion and getting their CVs in order.

I became an academic at PSD in August 2012 and have achieved a lot in just over four years. I

could not have achieved this without the support of a faculty team who have the insight to invest

in nurturing and developing staff.”

Dr Carol Price-Thomas is the Life Sciences Resource Centre Manager

“I currently have two jobs in PUPSMD which have been designed

to not only accommodate my requirements but also those of my

colleagues.

I share the role of Life Sciences Resource Centre Manager with

another colleague, working two days a week. I am Life Sciences Resource Centre Senior Technician

for the remaining three days. Both roles involve organising teaching sessions and the teaching

environment in the Centre. My jobshare colleagues and I act as a reception point for all Year 1 and

year 2 medical and dental students. We handle staff queries and manage all teaching resources.

I have come back into Higher Education four years ago via a long route: I did a degree in Marine

Biology, a PhD, and a postdoctoral fellowship in Florida. I then married someone in the military

and moved many times around the world with his work. This necessitated a change in career; I

worked as a management trainee for a building society before having my children. I then retrained

as a teacher of secondary science.

The Senior Technician role is based on flexi-time which allows me to coordinate my work schedule

with my husband. He works in Devonport Dockyard for the Navy and his hours are 7.30 – 4pm. As

we live about an hour from work, I have been able to adjust my hours, with the support of my line

manager, so we can travel together. If this hadn’t been feasible it would have affected my work

life balance: If I had to travel independently, the commute would be longer as I would have to park

and walk or park and ride, also there are the additional costs and environmental impact of running

two cars. But most importantly we enjoy the daily chat when travelling together (although you

may have to ask my husband about that!). Flexi-time also gives me the option of leaving early on

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one day a week. This is becoming increasingly important as it gives me greater flexibility to visit

and support aging family in Surrey.

This year my job-share colleague and I successfully applied for the advertised vacancy on the

faculty’s SAT where we are representing technical and specialist staff – an increasingly important

group given the expanded AS Charter.

I have been able to put the AS principles into action as a manager by giving flexibility to my

colleagues who have childcare responsibilities. As one example, a colleague who is a single mother

had no other help with her child over the summer, so was taking a significant proportion of her

leave. After discussion we organised a number of jobs that could be carried out from home whilst

she could supervise her child. This allowed her to keep leave for other emergencies or for

vacation. We have also put in place facilities so that staff can bring children to events which

otherwise they might not have been able to attend: In one instance we arranged for a child to

come to a training session. By embedding AS within the culture of PUPSMD, the environment and

structures now give me the support as a manager to make a difference for my staff.”

991words

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List of figures

Figure 1: PUPSMD SAT reporting lines to Faculty and University committees ................................. 10

Figure 2: PU faculty structure ............................................................................................................ 12

Figure 3: PCMD disaggregation timeline ........................................................................................... 13

Figure 4: Total number and percentage of faculty full-time UG male and female students ............ 14

Figure 5: Total number and percentage of full-time UG male and female students in PSM ............ 15

Figure 6: Total number and percentage of full-time UG male and female students in PSD ............. 15

Figure 7: Total number and percentage of full-time UG male and female students in SBHS ........... 16

Figure 8: Total number and percentage of part-time UG male and female students in SBHS ......... 16

Figure 9: Total number and percentage of all PG(T) male and female students in PSM .................. 17

Figures 10 a-c: Total numbers of full-time PGR students by school by gender ................................. 18

Figures 11 a-b: Total numbers of part-time PGR students by school by gender ............................... 19

Figure 12: Total numbers and percentage by gender of UG applications, offers and acceptances in PSM .................................................................................................................................................... 20

Figure 13: Total numbers and percentage by gender of UG applications, offers and acceptances in PSD ..................................................................................................................................................... 21

Figure 14: Total numbers and percentage by gender of UG applications, offers and acceptances in SBHS ................................................................................................................................................... 21

Figures 15 a-c: Total numbers by gender of PG(T) applications, offers and acceptances by school by gender ................................................................................................................................................ 22

Figure 16 a-d: Total numbers and percentage by gender of PG(R) applications, interview invites and appointments .............................................................................................................................. 23

Figure 17 a-b: Number and percentage by gender of each degree classification of BMBS and BDS 24

Figure 18: Number and percentage by gender of each degree classification of SBHS degrees ........ 25

Figure 19: Total number and percentage of faculty staff by gender ................................................. 26

Figure 20: Percentage of females in academic and research roles since 2014 ................................. 26

Figure 21 a-c: Numbers of staff by gender and role by School ......................................................... 28

Figure 22: Turnover percentage for all roles by gender (and combined total) ................................. 31

Figure 23: Percentage of academic staff by gender, as at 1st January, since 2014 ........................... 42

Figure 24: Percentage of female Research Assistants and Fellows on FTC and OEC ........................ 43

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Figure 25: Gender analysis of PUPSMD press releases since 2013 ................................................... 52

List of tables

Table 1: About the Self-Assessment Team .......................................................................................... 7

Table 2: Number of academic and research staff survey responses, by gender, since 2014 ............ 10

Table 3: Dates,times and key items of business for SAT meetings in 2016/17 ................................. 11

Table 4: Number of all other PG(T) male and female students, by school and programme ............ 17

Table 5: Number and percentage of prizes by gender and school .................................................... 25

Table 6: Numbers of faculty academic and research staff by role and gender ................................. 27

Table 7: Academic and research staff headcount and leavers by gender and role........................... 30

Table 8: Application and appointment success rates by gender by calender year ........................... 32

Table 9: Applications and promotions for a) females and b) males by role ...................................... 33

Table 10: Staff survey responses about reasons for not applying for promotion ............................. 34

Table 11: Gender of staff interview panels by year ........................................................................... 35

Table 12: Staff survey responses about career development discussion during PDR, by gender .... 37

Table 13: Clinical and Non-Clinical staff survey responses about PDR .............................................. 37

Table 14: Staff survey responses about academic promotion, by gender ........................................ 37

Table 15: PU academic career pathways from 2016/17 .................................................................... 38

Table 16: Number of male and female members and chairs of committees .................................... 41

Table 17: Numbers of FTC and OEC by gender since 2014 ................................................................ 42

Table 18: Numbers and percentage of research assistants and fellows on FTC and OEC by gender 43

Table 19: Staff survey responses about managing workload, by gender .......................................... 44

Table 20: Staff survey responses about work-life balance, by gender .............................................. 45

Table 21: Total numbers of returners/leavers following maternity leave ........................................ 48

Table 22: Staff survey responses about awareness of family-related leave ..................................... 48

Table 23: Numbers of applications for formal flexible working by gender and school ..................... 49

Table 24: Staff survey responses about types of flexible working used, by gender ......................... 49

Athena SWAN Silver department award application...ADWW Academic Development for Women by Women AS Athena SWAN BAP Bronze Action Plan (either 2014 or 2015 version) BDS Bachelor of Dental

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