Advance HE Equality Charters...advance gender equality, recognising that initiatives and actions that support individuals alone will not sufficiently advance equality. 10. All individuals

Advance HE | Equality Charters Awards Ceremony

www.advance-he.ac.uk/charters

Advance HE Equality Charters

Awards Ceremony24 June 2019

Athena SWAN + REC 2019 Award booklet v10.qxp_) 14/06/2019 17:18 Page 1

Advance HE Equality Charters

Awards Ceremony24 June 2019

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Equality Charters Award Ceremony 24 June 2019 - Roger Kirk Centre, University of York

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10:30 Registration, refreshments, networking and photos

11:00 Welcome Professor Deborah Smith, Acting Deputy Vice-Chancellor and Pro-Vice-Chancellor for Research, University of York

11:10 Open Ammara Khan and James Greenwood-Lush, Advance HE

11:15 Professor Kevin Hylton

Race Equality Charter Patron

11:30 Race Equality Charter award presentations

Ammara Khan, Advance HE

11:40 New Race Equality Charter award winners

Clare Matysova and Professor Marcia Wilson, University of East London

Cat Hallam, Dr Sammyh Khan and Nicola Ratcliffe, Keele University

12:10 Lunch

13:10 Update from Advance HE

Gary Loke, Advance HE

13:20 Professor Dame Julia Higgins

Athena SWAN Charter Patron

13:35 Athena SWAN Charter institutional award and Gold departmental award presentations

James Greenwood-Lush, Advance HE

13:40 Athena SWAN Charter Gold award winners

Professor Nia Bryant, Angela Lipscomb and Professor James Moir,

Department of Biology, University of York

Dr Helen Coombs, Dr Leonie Jones and Dr Derek Wann,

Department of Chemistry, University of York

14:25 Athena SWAN Bronze and Silver departmental award presentations

James Greenwood-Lush, Advance HE

15:25 Close

Ammara Khan and James Greenwood-Lush, Advance HE

15:30 Depart


Introduction

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We are delighted to celebrate the presentation of 95 UK Athena SWAN Charter

and five Race Equality Charter awards today. It is the culmination of many

months of work for institutions and departments. We held 49 review panels in

total, and would like to offer heartfelt thanks to panellists from across the sector

for taking part. This work enables the charters to be used as such powerful

frameworks for change. We are seeing a real step-change in the ambition and

innovation of initiatives that institutions are implementing. Our congratulations go

to the sector for its on-going commitment and achievement, and for the hard

work to improve gender and race equality for their colleagues, students,

collaborators and the next generation. Our heartfelt thanks to the University of

York for hosting this awards ceremony.

James Greenwood-Lush

Head of Athena SWAN

Advance HE

Ammara Khan

Head of Race Equality Charter

Advance HE


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Advance HE’s Equality Charters

Our Charters are catalysts for change

– encouraging higher education

institutions, research institutes and

others to transform their cultures and

make a real impact on the lives of staff

and students.

90% of institutional champions

agreed Athena SWAN had impacted

positively on gender issues

(Evaluating the Effectiveness and

Impact of Athena SWAN – 2014)

There are currently 56 members and

12 award holders of the Race Equality

Charter - May 2019


About Athena SWAN

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The Athena SWAN Charter is a framework which is used

across the globe to support and transform gender equality

within HE and research. Established in 2005 to encourage and

recognise commitment to advancing the careers of women in

science, technology, engineering, maths and medicine

(STEMM) employment, the charter is now being used to

address gender equality more broadly, and not just barriers to

progression that affect women.

Athena SWAN Principles

1. We acknowledge that academia cannot reach

its full potential unless it can benefit from the

talents of all.

2. We commit to advancing gender equality in

academia, in particular, addressing the loss of

women across the career pipeline and the

absence of women from senior academic,

professional and support roles.

3. We commit to addressing unequal gender

representation across academic disciplines and

professional and support functions. In this we

recognise disciplinary differences, including:

• the relative underrepresentation of women in

senior roles in arts, humanities, social

sciences, business and law (AHSSBL)

• the particularly high loss rate of women in

science, technology, engineering,

mathematics and medicine (STEMM)

4. We commit to tackling the gender pay gap.

5. We commit to removing the obstacles faced by

women, in particular, at major points of career

development and progression including the

transition from PhD into a sustainable academic

career.

6. We commit to addressing the negative

consequences of using short-term contracts for

the retention and progression of staff in

academia, particularly women.

7. We commit to tackling the discriminatory

treatment often experienced by trans people.

8. We acknowledge that advancing gender

equality demands commitment and action from

all levels of the organisation and in particular

active leadership from those in senior roles.

9. We commit to making and mainstreaming

sustainable structural and cultural changes to

advance gender equality, recognising that

initiatives and actions that support individuals

alone will not sufficiently advance equality.

10. All individuals have identities shaped by several

different factors. We commit to considering the

intersection of gender and other factors

wherever possible.


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The Athena SWAN Charter is based on ten key principles. By being part of Athena SWAN, institutions are

committing to a progressive charter; adopting these principles within their policies, practices, action plans

and culture.


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About the Race Equality Charter

The Race Equality Charter is one of the frameworks provided

by Advance HE that aims to improve the representation,

progression and success of black and minority ethnic staff and

students within higher education. It provides a framework

through which institutions work to self-reflect on institutional

and cultural barriers standing in the way of black and minority

ethnic staff and students. Member institutions develop

initiatives and solutions for action, and can apply for a Bronze

or Silver REC award, depending on their level of progress.

Race Equality Charter Guiding Principles

The Race Equality Charter is underpinned by five fundamental guiding principles:

1. Racial inequalities are a significant issue within higher education. Racial inequalities are not

necessarily overt, isolated incidents. Racism is an everyday facet of UK society and racial

inequalities manifest themselves in everyday situations, processes and behaviours.

2. UK higher education cannot reach its full potential unless it can benefit from the talents of

the whole population and until individuals from all ethnic backgrounds can benefit equally

from the opportunities it affords.

3. In developing solutions to racial inequalities, it is important that they are aimed at achieving

long-term institutional culture change, avoiding a deficit model where solutions are aimed at

changing the individual.

4. Black and minority ethnic staff and students are not a homogenous group. People fromdifferent ethnic backgrounds have different experiences of and outcomes from/within

higher education, and that complexity needs to be considered in analysing data and

developing actions.

5. All individuals have multiple identities, and the intersection of those different identities should

be considered wherever possible.

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Kevin Hylton is Head of the Research Centre for

Diversity, Equity and Inclusion at Leeds Beckett

University. Kevin is the first Black academic to hold

the position of Professor in Carnegie history. Kevin

is also Visiting Professor at the University of South

Wales and Honorary Fellow at Leeds Trinity. His

early work focused on race equality in local

government and has continued into the salience of

‘race’ and racism in sport, leisure and education.

Kevin’s research centre is the lead research partner

for race equality in sport organisation, Sporting

Equals, with whom he has collaborated to develop

the recently launched Sporting Equals Charter.

Kevin also chaired the Leeds Beckett Race Equality

and Diversity Forum for six years.

Professor Hylton is internationally renowned for his

work on Critical Race Theory (CRT). He authored

‘Race’ and Sport: Critical Race Theory (Routledge,

2009), Contesting ‘Race’ and Sport: Shaming the

Colour Line for Routledge (2018) and co-edited

Atlantic Crossings: International Dialogues on

Critical Race Theory (CSAP/Higher Education

Academy, 2011). Kevin is co-editor of the Routledge

Critical Perspectives on Equality and Social Justice.

Kevin is Patron of the Race Equality Charter,

Patron of Black British Academics and member of

the Sport England Talent Inclusion Advisory Group.

Professor Kevin Hylton Race Equality Charter Patron

Speaker Biographies

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Deborah Smith trained as a biochemist (BSc, PhD)

at the University of Southampton and carried out

post-doctoral research at MRC Mill Hill, NIH

Bethesda (USA) and Imperial College London before

joining the academic staff of the Imperial

Biochemistry Department. She moved to the

University of York in 2005 to establish the Centre for

Immunology and Infection and further her research

interests in neglected tropical diseases, with a

particular focus on the leishmaniases.

Deborah was Head of the Biology Department at

York before appointment as Pro-Vice-Chancellor for

Research in 2014, with responsibility for research

strategy and policy across the University. She sits on

the University Executive Board, the University

Council and is York lead for Athena-Swan activities.

Externally, Deborah has chaired the Medical

Research Council Infection and Immunity Board and

the Wellcome Trust Science Interview panel, and is

currently chair of the Academic Advisory group of the

World Universities Network. She is also a member

of the Wellcome Trust/Royal Society Sir Henry Dale

Fellowships committee and the Council of Research

England. She has participated extensively in

evaluation of international research, working for

organisations including Genome Canada, the

Canadian Institutes of Health Research, the Institut

Pasteur and FCT Portugal. Deborah was awarded

an OBE for Services to Biomedical Sciences in 2010.

Professor Deborah Smith University of York


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University of East London signed up to and started

working towards the Race Equality Charter

submission in early 2017. Their successful submission

was the culmination of a two year consultation and

cross-institutional collaborative effort. Equality and

inclusion has historically been core to the university's

values and the self-assessment process has enabled

the institution to understand and highlight racial

inequalities both in relation to student attainment and

progression gaps and staff progression.

Professor Marcia Wilson, Acting Dean of the College

of Applied Health and Communities, led UEL's Race

Equality Charter self-assessment team. She has

taught and researched in higher education for 28

years, as well as working for the Football Association

for 8 years. Her recent scholarship focuses on equity

issues in Higher Education. More specifically, the

underrepresentation of Black women in senior

positions in the academy.

Clare Matysova is the Equality, Diversity and Inclusion

Manager at University of East London and has been

working in EDI related roles within HE for the past 12

years. Working at UEL for the last four years, Clare

was responsible for project managing the submission.

Clare was also responsible for project managing the

institution’s successful Athena SWAN submission.

Previously, Clare worked at the University for the

Creative Arts as Disability Support Services Manager.

Clare is also a PhD researcher focusing gender

equality and exploring the impact of the UK’s shared

parental leave policy from the perspective of couple’s

decision-making.

Professor Marcia Wilson and Clare Matysova University of East London

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Sammyh Khan, Nicola Ratcliffe and Cat Hallam Keele University

Keele University is one of only twelve Race Equality

Charter (REC) Bronze award holders. They have a

strong institutional commitment to embedding equality,

diversity and inclusion (EDI) into everything we do,

and the work undertaken in relation to our REC

submission has had a very significant impact,

facilitating vibrant and self-critical reflection across the

campus through a variety of open, interactive events

and initiatives.

Sammyh Khan is a senior lecturer in social

psychology at Keele University, with expertise in group

processes, intergroup relations, and health outcomes.

He serves as the co-chair of the REC Self-

Assessment Team and co-lead of the Black Asian and

Minority Ethnic (BAME) staff network at Keele

University.

Nicola Ratcliffe is Head of HR (Strategy & Policy) and

leads on staff related EDI strategic developments.

Nicola was chair of the University’s REC Staff Data

Working Group, a member of the REC Self-

Assessment Team, and is a member of both the

University’s EDI Steering Group and Oversight Group.

She has recently developed and launched LGBTI+

allies training at Keele University

Cat Hallam is a Faculty Learning Technology Officer

and is a strong advocate of using innovative

educational technology to enhance learning and

teaching practice. She is a member of the University’s

REC Self-Assessment Team, Race Equality Culture

and Communication Group, Faculty EDI Champion

and part of the LGBTI+ ally network.9




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Professor Dame Julia Higgins is Emeritus Professor

of Polymer Science in the Department of Chemical

Engineering in Imperial College, London, her

research career has focussed on the application of

scattering techniques, notably neutron scattering, to

the understanding of polymer behaviour.

Julia was Chair of EPSRC from 2003 to 2007, Vice

President and Foreign secretary of the Royal Society

2001 to 2006. She was the founding Chair of the

Athena Project from 1998 to 2003, and continues to

support the careers of women in academic science as

Patron of the Athena Swan awards.

She is a past President of the IChemE and is

currently President of the Institute of Physics.

Gary Loke Advance HE

Professor Dame Julia Higgins DBE FRS FREng Athena SWAN Charter Patron

Gary Loke is Director of Knowledge, Innovation and

Delivery at Advance HE where he is responsible for

leading on research, thought leadership and content

delivery of Advance HE’s services. Prior to his

current role and the formation of Advance HE, Gary

was Deputy Chief Executive at Equality Challenge

Unit, which he joined in 2008.

Gary’s careered has centred on higher education and

equality policy and public affairs. He is currently a

member of the gender equality commission of the

Swiss National Science Foundation and has most

recently contributed to Arday, J. and Mirza, H. S.

(2018) ‘Dismantling Race in Higher Education:

Racism, Whiteness and Decolonising the Academy‘.

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York Chemistry Group University of York

Dr Helen Coombs has an understanding of the

issues faced by science postdoctoral researchers

having been one herself before re-training and now

works as Departmental Manager, leading on HR

strategy, sharing best practice and ideas across the

University. She worked part-time while her children

were young and now to help with care for her

mother.

Dr Leonie Jones is the Employability and Diversity

Officer in the Department of Chemistry. She takes a

key role in the Chemistry Equality and Diversity

group and Athena SWAN activities including running

the Unconscious Bias Observer training, equality and

diversity training for students as well as being

graduate student support officer.

Dr Derek Wann is a Senior Lecturer in Physical

Chemistry. He is acting chair of the Chemistry

Equality and Diversity Group, Co-Chair of the

University of York LGBTI+ Matters staff network and

Chemistry Postdoc Champion; representing

postdocs on Research Committee, supporting them

with career development and promotion.

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Nia Bryant was appointed Chair of Cell Biology in

2014, having previously worked as Professor of

Molecular Cell Biology at the University of Glasgow.

Nia brings experience of working in a variety of

research and HE institutions in the UK, the USA and

Australia to the Biology Equality and Diversity Group

(BioEDG) where she champions Athena SWAN

activities.

Angela Lipscomb is Departmental Administration

Manager and plays a key role on BioEDG. Angela is

lead administrator for Athena SWAN in the

department and represents Biology on the Science

Faculty Athena SWAN Committee and University

LGBTI + Matters Forum.

James Moir is Deputy Head of Department

(Teaching & Staff). James has worked in the

Department as an academic since 2002 and is now

Professor of Microbiology. He has been involved in

managing and leading teaching in the department,

and retains research interests linked to microbiology

in medicine and the environment both in the UK and

in Less Economically Developed Countries. James

chairs the BioEDG committee, is departmental

Equality & Diversity Champion.

York Biology Group University of York

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Bronze Awards

Race Equality Charter February 2019 round

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Keele University – Bronze

Good practice example: the Programme Design

Consultancy, which links expert teams of

educational development and learning

technologists with course leaders when new

programmes of study are being designed. This

consultancy works through a series of core

questions, with some focussed on race.

Kingston University – Bronze Renewal

Good practice example: the Inclusive Curriculum

Framework, which considers multiple factors of

disadvantage and intersectionality in order to

address differentials in the progression and

attainment of BME students.

Royal Holloway University – Bronze Renewal

Good practice example: the Introduction of

“Mandala”, a BAME staff development

programme that includes a Pipeline to Professor

component and is also open to staff from

neighbouring institutions.

University of East London – Bronze

Good practice example: anonymous shortlisting

has been introduced for academic and

professional services staff recruitment.

The University of Manchester – Bronze

Renewal

Good practice example: the introduction of the

Lemn Sissay Law Bursary, supporting the Black

Lawyers Matter project.


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Bournemouth University

Good practice example: gender decoder software

used to identify gendered language in job

descriptions and adverts.

British Geological Survey

Good practice example: flexi-time scheme

extended to all staff to ensure staff did not feel

they had to choose between flexible working and

career progression, which resulted in increased

participation from senior staff.

Cardiff University

Good practice example: each protected

characteristic is personally championed by a

member of the senior management team.

Durham University

Good practice example: introducing a job families

framework to provide more transparent and

logical career paths for professional and support

staff.

Edge Hill University

Good practice example: Wonder Woman

campaign ran with 12 months of events to mark

the centenary of some women gaining the right to

vote.

Nottingham Trent University

Good practice example: the 'Respect at NTU'

video is part of all staff and student induction.

The James Hutton Institute

Good practice example: six-weekly "Open House"

sessions with the CEO on organisational

developments, with questions invited.

United Kingdom Atomic Energy Authority

Good practice example: all employees, including

the senior management team, have at least one

EDI objective.

University of York

Good practice example: planning to triple the

capacity of the on-campus nursery and extend

opening hours.

Athena SWAN Charter November 2018 round | Institutional Awards

Bronze Institutional Awards

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Silver Institutional Awards

Athena SWAN Charter November 2018 round | Institutional Awards

University of Cambridge

Good practice example: launched “Breaking the

Silence”, a campaign to recognise and prevent

sexual assault and harassment, including an

anonymous reporting portal for staff and students.

University of Sheffield

Good practice example: continued investment in

the Women Academic Returners' Programme to

support research assistance or other research-

related activity.

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University of York

Department of Biology

Good practice example: outreach activities of

academics and researcher are recorded and

acknowledged in workload, and considered in

promotion applications.

University of York

Department of Chemistry

Good practice example: sharing of good practice

externally through talks and advice to other UK

departments, professional societies, and

international institutions.

Athena SWAN Charter November 2018 round | Departmental Awards

Gold Departmental Awards

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Birkbeck, University of London

Department of Psychological Sciences

Good practice example: development of a Talent

Management Framework, which identifies

behaviours across nine competencies at all PSS

grades so staff can identify career opportunities.

Bournemouth University

Department of Life and Environmental

Sciences

Good practice example: competitive funding

strand introduced to support PhD students to write

papers after submission.

Bournemouth UniversityDepartment of PsychologyGood practice example: department supports a six-month period free from teaching and administration upon return from maternity leave.

Canterbury Christ Church University

School of Psychology, Politics and Sociology

Good practice example: Supporting Progression in Academic Research Careers programme for early

career researchers, with protected monthly

afternoons for research management-related

learning and dedicated research mentorship.

Cardiff University

School of Computer Science and Informatics

Good practice example: Deputy Director roles

introduced to support but not overburden early

career and underrepresented staff in advancing to

senior roles.

Cardiff University

School of History, Archaeology and Religion

Good practice example: supported a student-led

project to investigate the role played by gender in

module choice and the impact of gender

‘segregation’ on the learning experience.

De Montfort University

Leicester School of Pharmacy

Good practice example: "Tea with Tony" monthly

informal gatherings with the Head of School to

openly discuss issues.

Durham University

Department of Classics and Ancient History

Good practice example: supporting teaching-only

career progression by allocating administrative

duties to help promotion case and by providing

innovative promotion support letters highlighting

teaching contributions.

Durham University

Department of Biosciences

Good practice example: introduced a new

promotions process, later adopted by the entire

institution, with all staff asked to submit

standardised CVs annually for promotion

consideration.

Durham University

Department of Engineering

Good practice example: probationary

administrative role shadowing, where all new staff

in their first year shadow a number of existing

major administrative roles.


Department of Computer Science

Good practice example: planning peer-mentoring

with postgraduates supporting female

undergraduates to increase awareness of

progression opportunities.


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Bronze Departmental Awards


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Faculty of Health and Social Care

Good practice example: making Athena SWAN a

standing agenda item on all faculty committees to

embed principles.

Heriot-Watt University

School of Mathematical and Computer

Sciences

Good practice example: PDR reviewers given

explicit guidance to discuss long-term career

development and priorities for promotion.

Imperial College London

Department of Life Sciences

Good practice example: introducing targeted

mentoring for postdocs and research fellows to

increase their benefit from appraisals.


National Heart & Lung Institute

Good practice example: NHLI Fellowship scheme,

with targeted invitation of candidates wanting to

return to research following career-break.


School of Public Health

Good practice example: the SPH Career

Continuity Scheme offers bridging funding for

fixed- and short-term contracted staff when

returning from parental leave.

Keele University

School of Geography, Geology and the

Environment

Good practice example: Return to Research Fund

to support research-development of staff returning

from career break.

Keele University

School of Nursing and Midwifery

Good practice example: staff who are partners of

pregnant women are supported to attend routine

antenatal appointments.

Kingston University

School of Computer Science and Mathematics

Good practice example: introducing innovative

learning and teaching approaches, including

problem-solving and project-based learning

sessions.

Lancaster University

Lancaster Institute for the Contemporary Arts

Good practice example: a peer-to-peer handover

period of mentorship for staff assuming a new

administrative role.

Loughborough University

School of Social Sciences

Good practice example: the Barbara Bagilhole

Memorial Award for the best student paper in the

area of equality and diversity.

Newcastle University

Newcastle Law School

Good practice example: all academics and

postdocs have a mentor to support career-

progression.

Swansea University

School of Management

Good practice example: defined individual

personal development allowance for conferences,

development, and training activities.

University College London

Institute of Epidemiology and Health Care

Good practice example: monthly career advice

surgeries for professional staff, delivered by senior

staff.


London Centre for Nanotechnology

Good practice example: ‘Where Do You Draw the

Line?’ workshops on bullying and harassment co-

led by expert trainer and Head of Department,

with attendance mandatory for all staff and

students.

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Bronze Departmental Awards (cont.)


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Division of Surgery and Interventional Science

Good practice example: away days for doctoral

students, the entire division, and for professional

and support staff, featuring talks by staff and

personal development sessions.

University of Aberdeen

Institute of Dentistry

Good practice example: prospective staff are

given the option of attending interviews via video-

conferencing.

University of Aberdeen

School of Language, Literature, Music &

Visual Culture

Good practice example: implemented blind review

at the first stage of the promotion application

process

University of Bath

Department of Physics

Good practice example: tripled uptake of doctoral

development opportunities after targeted

advertising of these.

University of Bath

Department of Electronic & Electrical

Engineering

Good practice example: introducing policy to

encourage staff choosing to work out-of-hours to

use 'delay-send' email function.

University of Bath

School of Management

Good practice example: introduced mentoring

circle led by a professor and open to all staff to

share and discuss issues such as promotion.

University of Birmingham

Chemical Engineering

Good practice example: Work Experience

Wednesday for Engineers, where emails are

circulated offering graduate roles, internships, and

placement opportunities.


School of Geography, Earth and

Environmental Sciences

Good practice example: increased gender parity

in recruitment by developing a comprehensive

standardised protocol, including the use of

gender-neutral language and monitoring shortlist

compositions.


School of Mathematics

Good practice example: all staff can access one-

to-one coaching through the internal Coaching

Academy.

University of Brighton

School of Sport and Service Management

Good practice example: introduced initiative for

academics to apply for release from teaching to

write and submit grant applications.

University of Bristol

School of Cellular and Molecular Medicine

Good practice example: Developed an

Acceptable Behaviour Flowchart displayed on

posters by lifts.


Department of Computer Science and

Technology

Good practice example: Women@CL Committee

work supported through recognition in workload

and dedicated administrator support.


Faculty of English

Good practice example: SAT members completed

EDI training on implicit bias and stereotype threat

in preparation for the self-assessment.


Faculty of Music

Good practice example: student-initiated

curriculum survey results incorporated into the

development of a new degree programme.



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Department of Plant Sciences

Good practice example: "I've done it" board

displayed in busy corridor, with staff encouraged

to share professional and personal successes.

University of Dundee

School of Education and Social Work

Good practice example: in-house academic

research showed male attainment issues, with

actions developed from findings.

University of East Anglia

School of Computing Sciences

Good practice example: supporting technician

careers through the Technicians Commitment,

representation on SAT, and encouraging doctoral

study.

University of East Anglia

School of Mathematics

Good practice example: gendered student

recruitment data analysed by geographical area

and grade attainment to inform future targeted

outreach.

University of Glasgow

School of Chemistry

Good practice example: introduced annual PhD

focus groups to discuss imposter syndrome,

mental health, work-life balance, lack of female

role models, and misconceptions of postdoc and

academic workloads as barriers to academia.

University of Hertfordshire

Hertfordshire Business School

Good practice example: introduced competitive

scheme for six 6-month sabbaticals, with recent

maternity leave returners being among successful

applicants.

University of Kent

School of European Culture and Languages

Good practice example: participated in institutional

pilot project to reduce reliance on zero-hour

contracts.

University of Leicester

School of Archaeology and Ancient History

Good practice example: away days used to discuss

workplace culture and work-life balance, with follow-

up actions introduced.

University of Lincoln

Health and Social Care

Good practice example: support for PhD student

maternity leave, with institutional regulations on

interruption of studies subsequently improved in

response

The University of Manchester

Alliance Manchester Business School

Good practice example: organised events on sexual

harassment awareness in response to feedback,

with a panel on #MeToo and the workplace and a

learning lunch on inappropriate behaviours and

definitions.

The University of Manchester

School of Mechanical, Aerospace & Civil

Engineering

Good practice example: introduced the Behaviour

Charter detailing school values and how to uphold

these.

University of Nottingham

School of Cultures, Languages and Area Studies

Good practice example: introduced a reading group

for language teaching staff to develop confidence in

reading and producing research.

University of Plymouth

School of Art, Design and Architecture

Good practice example: ran three two-hour

mandatory training sessions for SAT members in

preparation for the self-assessment.



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University of Portsmouth

Department of Psychology

Good practice example: run ‘Boys into

Psychology’ open days for male pupils to

encourage them to consider studying psychology.

University of Portsmouth

Department of Sport and Exercise Science

Good practice example: introduced an award

scheme to recognise 'excellent' contributions to

Athena SWAN activities.

University of Salford

Salford Business School

Good practice example: ran the Future Females

student mentoring programme, linking final-year

female undergraduates with female industry

mentors.

University of Sheffield

Advanced Manufacturing Research Centre

Good practice example: improved personal

protective equipment to better meet the needs of

female staff.

University of Southampton

Zepler Institute for Photonics and

Nanoelectronics

Good practice example: support for Lightwave

outreach programme, with doctoral students

leading science experiements for local school

children.

University of St Andrews

School of Classics

Good practice example: introduced an annual

Accessibility Fund for initiatives that its equality

and diversity commitee identifies as important.

University of St Andrews

School of International Relations

Good practice example: committed to protect

research time for teaching-focused staff to enable

promotion to the teaching-and-research pathway.

University of Stirling

Division of Biological and Environmental

Sciences

Good practice example: introduced return-to-work

sabbaticals to provide 6-month teaching cover for

lecturing staff returning from parental leave.

University of StirlingFaculty of Health Sciences and SportGood practice example: planning to create a family-related leave champion to provide confidential support before, during, and after leave.

University of Strathclyde


Good practice example: encourages peer

shadowing for key administrative roles.

University of Surrey

School of Psychology

Good practice example: introducing the Athena

SWAN Student Forum for continued discussion

and evaluation of gender equality.

University of Warwick

Institute for Employment Research

Good practice example: preparing to support

female staff experiencing any negative

menopausal symptoms, by manager training on

the work-effects of menopause.

University of Warwick

School of Law

Good practice example: using in-house family

law expertise to feed into institutional Athena

SWAN work on maternity leave provision.



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Department of Bioengineering

Good practice example: working with girls facing

intersection inequalities, particularly in local

community around the new Research Hub in

White City.



Good practice example: insights scheme bringing

underrepresented pupils into the department for

one week of work experience.


Department of Surgery and Cancer

Good practice example: Leading Lights initiative

on departmental website to highlight female role

models through interviews.

King's College London

Florence Nightingale Faculty of Nursing,

Midwifery & Palliative Care

Good practice example: appointed external

publications coach to support teaching staff and

students in producing scholarly outputs.

Queen Mary University of London

Institute of Dentistry

Good practice example: improved pastoral

support from student support team in response to

doctoral student feedback.

Ulster University

School of Nursing

Good practice example: introduced direct entry for

undergraduates into doctoral study to enable

earlier career progression.

University of Bath

Department of Architecture & Civil

Engineering

Good practice example: reduced the student

gender attainment gap by changing forms of

assessment, anonymising marking, and

increasing the proportion of female examiners and

tutors.

University of Bath

Department of Chemistry

Good practice example: improved career

development support through the PGR Network

for doctoral students and postdocs in response to

feedback, with new annual careers day and the

Bolland symposium.

University of Bristol

Bristol Dental School

Good practice example: funded gardening project

for staff and students to enhance outside space

used for time out and socialising, providing green

space in city centre.

University of Edinburgh

Royal (Dick) School of Veterinary Studies

Good practice example: introduced the Family

Support Award that covers childcare for training

and conference events.

University of Edinburgh

School of Physics and Astronomy

Good practice example: provides comprehensive

training in diversity, unconscious bias, PhD

supervision, recruitment and selection, responding

to disclosures of sexual violence, and mental

health first aid.


Silver Departmental Awards

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University of Glasgow

School of Veterinary Medicine

Good practice example: established a menopause

working group that proposed an informal

menopause café and manager guidance on

managing the menopause at work.

University of Leeds

Psychology

Good practice example: School Contract

Research Staff Champion appointed, following

which all research staff survey respondents report

being encouraged to engage in career and

professional development.

University of Liverpool

School of Environmental Sciences

Good practice example: operate a policy of re-

advertising vacancies if no women were

shortlisted.

University of NottinghamSchool of PharmacyGood practice example: school-funded maternity leave for home and EU postgraduate students.

University of Oxford

Department of Biochemistry

Good practice example: runs the senior women's

network that meets termly.


Nuffield Department of Population Health

Good practice example: expanded locally the

institutional Returning Carer's Fund beyond

researchers to professional staff.


Nuffield Department of Women's &

Reproductive Health

Good practice example: funds the annual

Graduate Studies Symposium for postgraduate

students.


Sir William Dunn School of Pathology

Good practice example: launched peer-mentoring

for postdocs and maternity mentoring to pair

soon-to-be-mothers with experienced mothers.

University of YorkDepartment of PhysicsGood practice example: Research Fellow mentoring scheme.


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Silver Departmental Awards (cont.)


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Find out more

For more information about Advance HE’s equality charters visit:

www.advance-he.ac.uk/charters

or email [email protected]

www.advance-he.ac.uk

@AdvanceHE


Documents

Advance HE Equality Charters...advance gender equality, recognising that initiatives and actions that support individuals alone will not sufficiently advance equality. 10. All individuals