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Athena SWAN Bronze institution award application – Ireland

Name of institution: Trinity College Dublin

Date of application: 30 April 2015

Contact for application: Professor Eileen Drew, Director, Centre for Women in Science and Engineering Research (WiSER)

Email: edrew@tcd.ie

Telephone: +35318963415

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Glossary of Acronyms AS Athena SWAN AURORA Developing future leaders for higher education CAO Chief Academic Officer COO Chief Operating Officer DCU Dublin City University ECF Employment Control Framework ECU Equality Challenge Unit FAHSS Faculty of Arts, Humanities and Social Science FEMS Faculty of Engineering, Mathematics and Science FESTA Female Empowerment in Science and Technology Academia (FP7) FHS Faculty of Health Sciences FTEs Full-time Equivalents GEM Gender Equality Mark GENOVATE An action-research project to promote a Gender Equality Action Plan (FP7) HEA Higher Education Authority HEI Higher Education Institution HR Human Resources INTEGER INstitutional Transformation for Effecting Gender Equality in Research (FP7) IOTI Institutes of Technology Ireland IRC Irish Research Council IUA Irish University Association JAPC Junior Academic Progressions Committee JUNO Institute of Physics Award LEAD Living Equality and Diversity eLearning Programme MU Maynooth University NUIG National University of Ireland QUB University Belfast RCSI Royal College of Surgeons Ireland RIA Royal Irish Academy RIA Royal Irish Academy SAT Self-Assessment Team SFI Science Foundation Ireland SPC Senior Academic Promotions Committee STEMM Science, Technology, Engineering, Mathematics and Medicine SU Student’s Union TCD Trinity College Dublin TGAPs Transformational Gender Action Plans TRSA Trinity Research Staff Association UCC University College Cork UCD University College Dublin UL University of Limerick UU University of Ulster VP CAO Vice Provost/Chief Academic Officer WiSER Centre for Women in Science and Engineering Research WITS Women in Technology and Science

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Contents

1 Letter of endorsement from the head of institution ................................................................... 8

2 The self-assessment process ...................................................................................................... 10

2.1 Description of the self-assessment team ............................................................................ 10

2.2 Account of the self-assessment process ............................................................................. 15

2.3 Plans for the future of the SAT ............................................................................................ 17

3 A picture of the institution and its composition ........................................................................ 19

3.1 Brief description of the institution ...................................................................................... 19

3.2 Staff data ............................................................................................................................. 20

3.2.1 Proportion of all categories of academic staff by gender............................................ 20

3.2.2 Leavers by grade and gender ....................................................................................... 27

3.2.3 Academic and Research Staff by Contract Type .......................................................... 30

3.2.4 Equal Pay Audits/Reviews ............................................................................................ 32

4 Supporting and advancing women’s careers ............................................................................. 36

4.1 Key career transition points ................................................................................................ 36

4.1.1 Recruitment ................................................................................................................. 36

4.1.2 Staff Induction .............................................................................................................. 39

4.1.3 Personal Development Review .................................................................................... 39

4.1.4 Promotion .................................................................................................................... 39

4.1.5 Selection committees................................................................................................... 43

4.2 Career development ............................................................................................................ 43

4.2.1 Support given to postdoctoral researchers for academic career progression ............ 43

4.2.2 Training ........................................................................................................................ 44

4.3 Flexible working and managing career breaks .................................................................... 45

4.3.1 Cover and support for maternity and adoption leave ................................................. 45

4.3.2 Maternity return rate ................................................................................................... 45

4.3.3 Paternity, adoption and parental leave uptake ........................................................... 46

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4.3.4 Flexible working ........................................................................................................... 47

4.4 Organisation and culture ..................................................................................................... 47

4.4.1 Proportion of Heads of School/Faculty/Department by gender ................................. 47

4.4.2 Gender balance on the senior management team at institution level ....................... 48

4.4.3 Representation of men and women on committees ................................................... 50

4.4.4 Workload model .......................................................................................................... 51

4.4.5 Timing of institution meetings and social gatherings .................................................. 51

4.4.6 Visibility of women as role models .............................................................................. 52

4.4.7 Childcare ...................................................................................................................... 54

4.4.8 Outreach activities ....................................................................................................... 55

4.4.9 HR policies .................................................................................................................... 56

5 Any other comments ................................................................................................................. 57

6 Action Plan – Trinity College Dublin ........................................................................................... 59

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List of Tables

Table 1 Membership of SAT .............................................................................................................. 12

Table 2 Academic and Support Staff in STEMM Departments 2014 (FTEs) ..................................... 20

Table 3 Gender Breakdown of Academic Staff, by STEMM School .................................................. 23

Table 4 Academic and Research Staff by Grade and Gender - University Total ............................... 25

Table 5 Academic and Research Staff by Grade and Gender - STEMM Schools .............................. 26

Table 6 All Leavers/Turnover among Academic and Research Staff by Gender and Grade – University Total .................................................................................................................................. 28

Table 7 All Leavers/Turnover among Academic and Research Staff by Gender and Grade – STEMM ............................................................................................................................................................ 29

Table 8 Number and Percentage of Academic and Research Staff by Contract Type and Gender - University Total .................................................................................................................................. 30

Table 9 Number and Percentage of Academic and Research Staff by Contract Type and Gender - STEMM Schools .................................................................................................................................. 31

Table 10 Average Annual Pay of Academic Staff by Gender and Grade (adjusted with multiplier), 2012-14 .............................................................................................................................................. 34

Table 11 Academic Recruitment Details by Gender (Headcount) - University & STEMM ............... 37

Table 12 Weightings for Promotion Criteria according to Grade ..................................................... 40

Table 13 Senior Academic Promotions by Gender - University Totals ............................................. 40

Table 14 Senior Academic Promotions by Gender - STEMM Schools .............................................. 41

Table 15 Number of Academic Staff on Maternity Leave & Return Rate .......................................... 45

Table 16 College Officers by Gender .................................................................................................. 48

Table 17 Senior Management Team by Gender ................................................................................ 49

Table 18 Representation on Committees and College Board/Council .............................................. 50

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List of Figures

Figure 1 INTEGER Transformational Gender Action Plan Framework ............................................... 11

Figure 2 Students' Union Election Candidates 2015 ......................................................................... 16

Figure 3 Internal Reporting Structure ................................................................................................ 17

Figure 4 Faculty & School Structure ................................................................................................... 19

Figure 5 Academic Pipeline by Gender and Grade across All Faculties (2014)................................. 21

Figure 6 Academic Pipeline by Gender and Grade, STEMM 2014 .................................................... 22

Figure 7 Academic Pipeline by Gender and Grade, Non-STEMM 2014 ............................................ 22

Figure 8 Female Academic Staff as a Percentage of Total, by STEMM School ................................. 24

Figure 9 Female Academic & Research Staff as Percentage of Total, by Grade ............................... 25

Figure 10 Female Academic and Research Staff as Percentage of Total, by Grade - STEMM Schools ............................................................................................................................................................ 26

Figure 11 Turnover Rate by Gender and Grade among All Academic and Research Staff 2012-14. 28

Figure 12 Turnover Rate by Gender and Grade among Academic and Research Staff in STEMM 2012-14 .............................................................................................................................................. 29

Figure 13 Proportion of Academic staff by Gender and Contract Type - University Total ............... 30

Figure 14 Proportion of Academic staff by Gender and Contract Type - STEMM Schools ............... 31

Figure 15 Average Annual Pay of Academic Staff by Gender and Grade (adjusted) - 2012 ............. 32

Figure 16 Average Annual Pay of Academic Staff by Gender and Grade (adjusted) - 2013 ............. 33

Figure 17 Average Annual Pay of Academic Staff by Gender and Grade (adjusted) - 2014 ............. 33

Figure 18 Academic Recruitment Stages by Gender - University Total ............................................ 38

Figure 19 Academic Recruitment Stages by Gender – STEMM ........................................................ 38

Figure 20 Uptake of Parental Leave by Gender, 2012-14 ................................................................. 46

Figure 21 Advertising Poster for Students' Union Mentoring Event for Women Students.............. 53

Figure 22 Women and Film Lecture Series 2014-15 .......................................................................... 54

Figure 23 Trinity Walton Club Event (i) ............................................................................................. 55

Figure 24 Trinity Walton Club Event (ii) ............................................................................................. 55

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Figure 25 Bridge21 Activities............................................................................................................. 56

Figure 26 Screenshots from Video Pledge to Gender Equality by Provost and Vice Provost........... 58

1 Letter of endorsement from the head of institution

Ms Sarah Dickinson Athena SWAN Charter Equality Challenge Unit 7th Floor Queen’s House Lincoln’s Inn Fields London WC2A 3LJ United Kingdom

27th April 2015

Re: Athena SWAN Bronze Award Application

Dear Ms Dickinson,

As Provost, I am delighted to endorse Trinity College Dublin’s first application for an Athena SWAN Bronze

Award. In our new Strategic Plan 2014-2019, we made specific commitments to advancing gender equality

at all levels, and thereby to enhance the quality of our institutional decision making. Pursuing Athena

SWAN awards and embedding good practice throughout the university is explicitly set out as one of these

core commitments. Achieving this is central to our vision for the University’s future success. I am

particularly proud of the fact that Trinity College played an instrumental role in bringing the Charter to the

Irish Higher Education sector.

Happily, I have seen improvements in the participation of women in STEMM subjects since my own

undergraduate engineering days - and this is something we celebrate and will build a brighter future on. I

am impressed by the data presented in this application which shows a degree of progress (particularly in

STEMM) for women up to Associate Professor level. However, I fully recognise that at only 18% there

remains an unacceptably low number of women full professors. To address this critical imbalance the

university has approved the setting of targets.

Trinity has been actively improving its structures and practices in order to advance gender equality for a

number of years, and I have overseen this work with great personal interest and involvement. I advocated

and participated in the roll-out of Unconscious Bias Awareness training for all levels in the College – starting

with the senior decision-making body, Executive Officer Group. Since then, this has been provided for

Senior and Junior Promotion Committees.

Trinity is home to WiSER, the Centre for Women in Science & Engineering Research, which is the first (and

still only) dedicated centre for women in STEMM in an Irish university. Though WiSER was initially

established via external funding in 2006, I ensured that the College took over its funding, guaranteeing its

continuation.

It is important that the leadership and world-class research of our women academics be acknowledged and

recognised, and the visibility of this work is central to the College’s image of itself as a global leader. On

being elected as Provost in 2011, one of my first actions was to have the portraits of two of our first women

Fellows hung in the Board Room. I hope that more will follow. At the earlier end of the academic pipeline, I

particularly applaud the Students Union in promoting Leadership for Women workshops to encourage

more women students to run for office. This year is the first in which female candidates matched males in

number – and elected a female President for 2015/16. This is also the first year in the university’s history

that more women than men were elected to Fellowship.

We are now at the start of our Athena SWAN journey and already it has highlighted the acute need for

interventions, notably for postdocs, promoting work/life balance and providing a stimulating and nurturing

environment in which all staff can contribute toward excellence in teaching and research. I look forward to

steering the university along this path and to the strong advances we will make.

With best regards,

Dr Patrick Prendergast

PROVOST

Word count: 519

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2 The self-assessment process

2.1 Description of the self-assessment team

This application is led by the Centre for Women in Science and Engineering Research (WiSER), supported by the Director of Diversity and Inclusion.

The SAT evolved from the College’s pre-existing INTEGER Implementation Team, established in April 2013 to implement the FP7 Project INTEGER (INstitutional Transformation for Effecting Gender Equality in Research) through Transformational Gender Action Plans (TGAPs) (Figure 1). Its composition was modelled on good Athena SWAN (AS) practice observed during site visits to the University of Edinburgh and Queens University Belfast (QUB). A major INTEGER action was to negotiate, with Equality Challenge Unit, to extend the Athena SWAN Charter into the Irish higher education sector, a process that commenced in June 2013. The former INTEGER Teams are now AS SATs – for College and the Schools of Chemistry, Natural Sciences and Physics.

The SAT is composed of high-level decision-makers (Table 1) representing a range of expertise. It has representatives from STEMM Faculties, Postdoctoral researchers, the Equality Office and WiSER, and maintains gender balance (9 women; 8 men). Most members have combined career and family formation. A smaller number have specialist gender expertise. Three members have AS experience in UK institutions in which they were previously employed. Convenors of the School SATS are members and provide links between College/School SATs.

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Figure 1 INTEGER Transformational Gender Action Plan Framework

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Table 1 Membership of SAT

INTEGER/SAT Members University Role (and Work/Life Balance experience?)

Prof Jane Grimson

SAT Convenor. First female engineering graduate, Dean of Engineering, and Vice Provost. Member of AS Working Group. Took a 5-year career break to raise 3 children.

Prof John Boland

Chemistry SAT Convenor. Director of the Centre for Research on Adaptive Nanostructures and Nanodevices (CRANN).

Ms Niamh Brennan

Programme Manager for Research Informatics. Niamh is the mother of three daughters: one in school, one in theatre/film, one in the fashion industry.

Prof Vinny Cahill

Dean of Research since 2011. Responsibility for coordinating and overseeing the university’s research, innovation, technology transfer, and entrepreneurship strategies.

Mr John Coman

College Secretary. Oversees university matters, including Equality. Married to Geraldine, he takes an active leadership role in the sporting activities of their two teenage children.

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Prof Eileen Drew

Professor in Computer Science & Statistics, Director of WiSER. Fellows’ representative on Board. Member of the AS Working Group. Two grown-up children.

Mr Luke Field

Equality Officer. Promotes equality in College through information campaigns and outreach, assisting in policy development and research, and promoting equal opportunities compliance.

Mrs Paula Kennedy Hogan

HR Services Manager and a mother of two teenage daughters. She took a one year career break for family reasons.

Prof Eithne McCabe

Convenor of the Physics SAT. Member of the College Equality Committee, and the Irish Executive Women in Technology and Science (WiTS). Parent/caring responsibilities, dual-career family.

Mr Tony McMahon

Director of Diversity and Inclusion. Member of the AS Working Group. His wife, a teacher, currently job shares and they have three children.

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Ms Claire Marshall

Programme Manager for WiSER and member of the AS Working Group. She has worked on various gender equality projects since 2008.

Dr James Murray

School of Biochemistry and Immunology. Graduated in UK and USA. Spent 12 years outside Ireland, and raised four children, each born in a different country!

Prof June Nunn

Dean of School of Dental Science and Professor/Consultant in Special Care Dentistry. Responsible for academic and research programmes. Clinical consultant 50% of the week.

Prof John Parnell

Convenor of the School of Natural Sciences SATand Athena SWAN Champion. He is Professor of Systematic Botany and married with two grown-up children.

Ms Geraldine Ruane

Chief Operating Officer responsible for College Administration and Support Services. Chairs the Senior Administration Management Team.

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Dr Fiona Smyth

Research Support Officer. Former Research Fellow and member of the Trinity Research Staff Association. Joined SAT as a postdoc representative.

Prof Clive Williams

Dean of Faculty of Engineering, Maths & Science, Professor of Chemical Biology. Married with two grown up children.

2.2 Account of the self-assessment process

The first meeting of the SAT (then INTEGER Implementation Team) was held in April 2013. A Convenor, Professor Jane Grimson, was appointed by the Vice Provost. It has met, on average, every 3 months (7 times). School-level SATs were established in Chemistry, Natural Sciences and Physics.

A survey of academic and research staff was undertaken in March 2012 to examine any gender implications of respondents’ career ambitions, experiences and perceptions of their working environment. Focus groups were conducted in the Schools of Chemistry and Natural Sciences. The results of the survey1 and focus groups were used in formulating Gender Action Plans.

Initially, the SAT discussed: implementation of INTEGER TGAPs (e.g. data sources/accuracy); School SAT activities; goal setting and reporting on progress. From September 2014, the focus shifted to preparing the institutional Bronze AS application. A Working Group was established to draft this.

Substantial internal and external collaboration takes place. In 2013 WiSER convened a network of HEIs2 in Ireland and Northern Ireland (QUB and UU) and stakeholders (Higher Education Authority, Science Foundation Ireland, Irish Research Council and Irish University Association) to pursue the Athena SWAN process. The group now form the Athena SWAN Ireland Committee, having made a successful joint proposal to ECU to extend AS to Ireland.

Internally, the SAT engages with students through the Students’ Union, including collaborating on its Women in Leadership Campaign to address barriers discouraging women students from running for Sabbatical positions (see Figure 2).

1 http://naturalscience.tcd.ie/equality/INTEGER%20Baseline%20Data%20Report-Final.pdf 2 The seven Irish universities plus Royal College of Surgeons Ireland and Institutes of Technology.

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Figure 2 Students' Union Election Candidates 2015

School SAT Convenors act as conduits, reporting to College and School SATs on institutional/School activities. They play a vital role in identifying key issues that need to be addressed at institutional level. The College SAT reports to the Executive Officer Group and, on request, provides progress updates to key College Committees and University Council (Figure 3).

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Figure 3 Internal Reporting Structure

External reporting is conducted through the Athena SWAN Ireland Committee.

2.3 Plans for the future of the SAT

The SAT will continue to meet at least quarterly to monitor GAP implementation. Day-to-day implementation and monitoring will be overseen by WiSER and the Working Group.

A repeat of the 2012 academic and research staff survey will be concluded in May 2015 to assess gender-relevant developments and attitudes to the working environment and career experiences. This will inform on-going refinement of the action plans.

The wider College community will be kept engaged and informed via a series of dissemination events (already begun) with invited speakers from successful AS institutions. School SAT Convenors will address all staff at Faculty Forums. There will be further engagement opportunities linked to the outcome(s) of the AS applications, which will include a social element. SAT membership will be extended with the formation of additional School SATs. Discussions have already begun with several Schools that have expressed interest in applying for AS awards: Biochemistry; Mathematics; Nursing; Dentistry; and Engineering. Subject to the introduction of GEM, the Schools of English and Philosophy also plan to apply. The current School SATs will act as models, providing support for other Schools. College SAT membership will continue to alter as representatives leave, retire or change roles and are replaced. A postgraduate representative will be appointed.

Gender Action 1.1 Unconscious Bias Training for all SAT members

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Gender Action 1.2 Appoint Postgraduate representative to SAT

Internally, a SAT Annual Report will be submitted to the College Equality and HR Committees, Council and Board. Progress towards implementation of gender actions will be a standing item on the College Equality and HR Committee agendas.

Externally, Trinity College will continue to sit on and report to the Athena SWAN Ireland Committee.

Word count for section: 788

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3 A picture of the institution and its composition

3.1 Brief description of the institution

Trinity College Dublin was established in 1592. Women were first admitted as undergraduates in 1904. It has 16,729 students (58% female, 42% male) and 2,868 FTE staff (777 academic, 850 administrative, 606 research, 180 technical and 455 library/support staff). Trinity is ranked 71st in the 2014 QS World University Rankings.

Teaching and research span Arts/Humanities, Social Science, Science, Engineering and Health fields across three faculties and 24 Schools (12 STEMM). One of the three Faculty Deans is female (33%), and 8 of 24 Heads of School are women (33%).

Figure 4 Faculty & School Structure

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The breakdown of STEMM departments by size and staff function is given in Table 2.

Table 2 Academic and Support Staff in STEMM Departments 2014 (FTEs)

Academic Staff Research Staff Support Staff FTEs

Faculty of Engineering, Maths & Science Female Male Female Male Female Male Total

School of Engineering 7.23 43.07 14.6 39.7 11 21 136.6

School of Computer Science & Statistics 17.88 44.8 19.75 55.95 28.4 17.73 184.51

School of Physics 3 21 7 29.81 12.98 10 83.79

School of Natural Sciences 13.86 27 8.2 4 12.54 9 74.6

School of Chemistry 5 15 12 17 6.5 7.5 63

School of Genetics & Microbiology 7 15.51 11.85 15 10.6 5 64.96

School of Biochemistry & Immunology 6 15 39.06 27 9.8 6 102.86

School of Mathematics 2 17.7 0 1 3 0 23.7

Faculty of Health Sciences School of Medicine 50.19 26.55 92.51 41.2 68.33 14 292.78

School of Dental Science* 1 1 0 1 2 1 6

School of Pharmacy & Pharmaceutical Sciences 9.5 11 6 1 7.79 3 38.29

School of Nursing & Midwifery 45.32 14.5 6.3 0.6 21.18 4 91.9 *School of Dental Science staff are employed by the Dublin Dental University Hospital academically affiliated to TCD

3.2 Staff data

3.2.1 Proportion of all categories of academic staff by gender

Unless otherwise specified the source for all data is HR. The data refer to FTEs and ‘Academic staff’ refers to academic grades only, not research staff.

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Figure 5 Academic Pipeline by Gender and Grade across All Faculties (2014)

Female representation starts high at undergraduate intake (58%) but diminishes through the academic grades. While there is parity among research staff, this shifts toward a greater number of males up the academic pipeline. Figure 5 highlights a particularly acute bottleneck at transition from Associate Professor to full Professorship. This may, in part, be due to the male domination of appointments to Personal Chairs as an internal promotion route – women accounted for only 5 out of 39 Personal Chair appointments since 1974. A further contributory factor is that women were only eligible to apply for Fellowship from 1969. Since Fellowship has been very male-dominated, this would have disproportionately helped the career progression of men.

Whilst the STEMM pipeline (Figure 6) mirrors that for the University as a whole in terms of crossover from female majority to minority, the profile for the non-STEMM pipeline (Figure 7) indicates an even wider divergence after virtual parity at Lecturer grade, with a continuing decline in the representation of women at Senior Lecturer, Associate Professor and Professor grades.

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Figure 6 Academic Pipeline by Gender and Grade, STEMM 2014

Figure 7 Academic Pipeline by Gender and Grade, Non-STEMM 2014

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Table 3 Gender Breakdown of Academic Staff, by STEMM School

2012 2013 2014 Female Male %

Female Female Male %

Female Female Male %

Female

University Total 293.5 443.1 40% 298.2 439.1 40% 303.4 426.3 42%

STEMM Total 164.2 262.2 39% 162.3 262.9 38% 168.9 253.1 40%

STEMM Faculties & Schools FEMS

Biochemistry & Immunology 6 15.1 29% 6 16.1 27% 6 15 29%

Chemistry 5 17 23% 4 16 20% 5 15 25%

Computer Science & Statistics 16.9 45.4 27% 16.9 45.1 27% 17.9 44.8 29%

Engineering 7.9 39.4 17% 6.8 42.3 14% 7.2 43.07 14%

Genetics & Microbiology 5 15.5 24% 5 16.4 23% 7 15.51 31%

Mathematics 2.1 16.4 11% 1.1 16.4 6% 2 17.7 10%

Natural Sciences 9.3 28 25% 11.8 29.6 29% 13.9 27 34%

Physics 2.1 24.1 8% 2.1 21.2 9% 3 21 13%

Total FEMS 54.3 200.9 21% 53.8 203.1 21% 61.9 199.1 24%

FHS

Dental Sciences 1.01 1 50% 1 1 50% 1 1 50%

Medicine 51.4 35.4 59% 52.2 32.2 62% 50.2 26.5 65%

Nursing & Midwifery 46.9 12.9 78% 45.8 14.7 76% 45.3 14.5 76%

Pharmacy & Pharmaceutical Sciences 9.5 11.1 46% 8.5 11 44% 9.5 11 46%

Total FHS 108.9 60.3 64% 107.5 58.9 65% 106.1 53.1 67%

Across STEMM, there is considerable variance in female representation between Health Sciences, where women predominate, and Engineering, Mathematics and Science. In 2014, women accounted for 67% in FHS, with the highest level in the School of Nursing and Midwifery (76%). Medicine is also highly feminised at 65%. These figures reflect the typical gender profile of health professionals in Ireland today.

In contrast, women are just under one-quarter of academic staff in FEMS. Men are seriously over-represented in the Schools of Mathematics (90%), Physics (87%) and Engineering (86%). Since 2012, female representation has actually disimproved in: Engineering (17% to 14%) and Mathematics (11% to 10%) while Physics has increased from 8% to 13%. Apart from

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Biochemistry/Immunology, all other FEMS Schools have increased their female representation, most notably in Natural Sciences (25% to 34%) and Genetics (24% to 31%).

Overall, women now represent 42% of total academic staff (40% in 2012) and in STEMM they account for 40% (39% in 2012).

Figure 8 Female Academic Staff as a Percentage of Total, by STEMM School

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Academic Staff by Grade

Figure 9 Female Academic & Research Staff as Percentage of Total, by Grade

Whilst gender equality among researchers and Lecturers (at close to 50%) remains fairly constant over the years 2012-14, female representation among Senior Lecturers is lower and has diminished, albeit slightly. In contrast, there is evidence of improvement at Associate Professor Grade, where female representation is higher (and increasing). The major outlier is among Professors. Whist there has been an increase, women still comprise only 18% of the Professoriate. Furthermore, given the small numbers involved this percentage is highly volatile depending upon promotions and retirements.

Table 4 Academic and Research Staff by Grade and Gender - University Total

2012 2013 2014

No. F No. M Total % F No. F No. M Total % F No. F No. M Total % F

Research Staff 280.0 312.2 592.1 47% 322.9 322.9 664.5 49% 281.8 306.8 588.5 48%

Lecturer 189.9 221.6 411.4 46% 187.0 187.0 405.7 46% 202.5 225.9 428.4 47%

Senior Lecturer 55.2 98.5 153.8 36% 54.0 54.0 153.6 35% 51.5 96.9 148.4 35%

Associate Professor 24.1 47.7 71.9 34% 29.1 29.1 73.8 39% 29.0 37.5 66.5 44%

Professor 8.4 63.0 71.5 12% 8.5 8.5 73.3 12% 13.3 62.0 75.3 18%

Other Grades 15.9 12.2 28.1 57% 19.6 19.6 30.8 64% 7.0 4.0 11.0 64%

Total 573.5 755.2 1328.7 43% 621.1 780.6 1401.7 44% 585.1 733.0 1318.1 44%

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STEMM Disciplines

Figure 10 Female Academic and Research Staff as Percentage of Total, by Grade - STEMM

Schools

Table 5 Academic and Research Staff by Grade and Gender - STEMM Schools

2012 2013 2014

F M Total % Female F M Total

% Female F M Total

% Female

Research Staff 221.6 274.5 496.1 45% 267.1 301.9 569.0 47% 244.8 282.1 526.8 46%

Lecturer 106.5 131.0 237.5 45% 101.2 129.0 230.2 44% 109.3 129.5 238.8 46%

Senior Lecturer 29.2 61.1 90.4 32% 29.2 65.4 94.6 31% 28.1 62.9 91.0 31%

Associate Professor 17.0 28.6 45.6 37% 21.0 25.6 46.6 45% 21.0 22.5 43.5 48%

Professor 5.2 36.7 41.9 12% 5.3 37.9 43.2 12% 6.3 36.3 42.6 15%

Other Grades 6.2 4.8 11.0 57% 5.6 5.0 10.6 53% 4.2 2.0 6.2 68%

Total 385.7 536.7 922.4 42% 429.4 564.8 994.2 43% 413.8 535.2 948.9 44%

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The picture in STEMM is similar to that across the university. Researchers and Lecturers are close to balanced (46%). This drops to 31% at Senior Lecturer but women represent 48% of Associate Professors in STEMM. This level is not maintained through to full Professorship where women comprise only 15% of the total. However, this proportion compares well with the EU average of 11% women professors in STEMM3.

Gender Action 2.1 Set target of 26% female representation among full Professors by 2018 and 30% by 2020

Gender Action 2.2 Monitor Gender ratios at all academic and research grades on an annual basis

3.2.2 Leavers by grade and gender

The data in Table 6, Table 7, Figure 11 and Figure 12 relate to all leavers. Categories of leaver are: Contract End, Retirement, Deceased, Failed to Show, Made Redundant, Resignation and Other.

3 She Figures 2012, European Commission.

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Figure 11 Turnover Rate by Gender and Grade among All Academic and Research Staff 2012-14

Table 6 All Leavers/Turnover among Academic and Research Staff by Gender and Grade – University Total

2012 2013 2014

F M Total Turnover Rate (F)

Turnover Rate (M) F M Total

Turnover Rate (F)

Turnover Rate (M) F M Total

Turnover Rate (F)

Turnover Rate (M)

Research Staff 81.8 82.4 164.3 29% 26% 86.6 112.2 198.8 27% 35% 111.0 134.8 245.8 39% 44%

Lecturer 7.9 8.2 16.1 4% 4% 5.1 9.5 14.6 3% 5% 2.8 5.4 8.2 1% 2%

Senior Lecturer - - - 0% 0% 1.0 1.0 2.0 2% 2% 1.0 1.0 2.0 2% 1%

Associate Professor - - - 0% 0% 0.0 1.0 1.0 0% 3% 0.0 1.0 1.0 0% 3%

Professor 0.0 3.0 3.0 0% 5% 0.0 1.0 1.0 0% 12% - - - 0% 0%

Other Grades 2.7 7.1 9.8 17% 58% 6.2 1.9 8.1 31% 10% 5.5 3.8 9.2 78% 95%

Total 92.4 100.7 193.2 16% 13% 98.9 126.5 225.4 16% 20% 120.3 145.9 266.2 21% 20%

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Figure 12 Turnover Rate by Gender and Grade among Academic and Research Staff in STEMM 2012-14

Table 7 All Leavers/Turnover among Academic and Research Staff by Gender and Grade – STEMM

2012 2013 2014

F M Total Turnover Rate (F)

Turnover Rate (M) F M Total

Turnover Rate (F)

Turnover Rate (M) F M Total

Turnover Rate (F)

Turnover Rate (M)

Research Staff 73.6 75.5 149.1 33% 27% 75.8 100.7 176.5 28% 33% 111.0 134.8 245.8 38% 39%

Lecturer 6.9 8.2 15.0 6% 6% 4.5 3.5 8.0 4% 3% 2.8 5.4 8.2 2% 3%

Senior Lecturer - - - 0% 0% 1.0 0.0 1.0 3% 0% 1.0 1.0 2.0 0% 0%

Associate Professor - - - 0% 0% 0.0 1.0 1.0 0% 4% 0.0 1.0 1.0 0% 4%

Professor 0.0 2.0 2.0 0% 5% 0.0 1.0 1.0 0% 3% - - - 0% 0%

Other Grades 1.2 3.7 4.9 19% 78% 2.6 0.3 2.9 47% 5% 5.5 3.8 9.2 39% 81%

Total 81.6 89.4 171.0 21% 17% 83.9 106.4 190.3 20% 19% 120.3 145.9 266.2 23% 22%

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These figures show low staff turnover, both across the university and in STEMM Schools. Research staff account for by far the largest proportion of those exiting, which is unsurprising as they are typically employed on fixed-term contracts. The turnover rate for research staff fluctuates slightly from year to year, but there is no substantial gender difference.

Loss of staff is mainly due to retirement and termination of research contracts. This may reflect the poor recruitment climate prevailing in the HE sector and uncertainty attached to sustainable long term HEI funding. The exit survey conducted in Chemistry supports this claim with the exit of older, more senior, male staff. Among research/technical staff leavers, the pattern is more evenly spread across genders.

Gender Action 2.3 Conduct exit survey of all academic/research staff leavers to establish reason(s) for leaving and destinations

3.2.3 Academic and Research Staff by Contract Type

Figure 13 Proportion of Academic staff by Gender and Contract Type - University Total

Table 8 Number and Percentage of Academic and Research Staff by Contract Type and Gender -

University Total

2012 2013 2014

F M Total % F F M Total % F F M Total % F

Research Staff

Fixed Term 232.3 261.9 494.3 47% 289.3 296.8 586.1 49% 257.9 270.3 528.2 49%

Indefinite 45.6 50.2 95.8 48% 32.6 44.7 77.3 42% 22.8 36.5 59.3 38%

Permanent 1.0 0.0 1.0 100

% 1.0 0.0 1.0 100% 1.0 0.0 1.0 100%

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Fixed Term 60.0 69.0 129.0 47% 62.1 73.9 136.0 46% 57.9 60.2 118.1 49%

Indefinite 45.3 29.6 74.9 60% 46.6 30.7 77.3 60% 44.4 29.8 74.1 60%

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Permanent 188.2 344.5 532.7 35% 189.4 334.4 523.9 36% 201.1 336.3 537.4 37%

Men continue to be over-represented among permanent staff throughout College. Disproportionately more women hold contracts of fixed term or indefinite duration4. No staff are employed on zero-hours contracts.

Figure 14 Proportion of Academic staff by Gender and Contract Type - STEMM Schools

Table 9 Number and Percentage of Academic and Research Staff by Contract Type and Gender - STEMM Schools

2012 2013 2014

F M Total % F F M Total % F F M Total % F

Research Staff

Fixed Term 182.7 229.8 412.5 44% 239.2 259.7 498.9 48% 225.1 249.6 474.6 47%

Indefinite 36.9 44.7 81.6 45% 26.9 42.2 69.1 39% 18.7 32.5 51.2 37%

Permanent 1.0 0.0 1.0 100% 1.0 0.0 1.0 100% 1.0 0.0 1.0 100%

Academic

Fixed Term 35.0 36.0 71.0 49% 33.8 40.3 74.1 46% 35.8 32.1 67.8 53%

Indefinite 17.6 15.9 33.5 53% 18.1 17.9 36.0 50% 18.0 14.2 32.1 56%

Permanent 111.5 210.3 321.8 35% 110.4 204.7 315.1 35% 115.3 206.9 322.2 36%

STEMM Schools reflect the gendered patterns evident across the university with men more likely than women to be permanent. Women are over-represented amongst contract staff. Furthermore, women researchers’ share of contracts of indefinite duration is falling – from 45% of the total in 2012 to 37% in 2014.

4 Comparable to permanent status, but arises as a right accrued from fixed term service under the Fixed Term Workers Act (2003), rather than as status conferred on initial appointment.

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While women comprise 40% of academic staff (Table 2) in STEMM, they account for only 35-36% of permanent academic staff.

Gender Action 2.4 Annual monitoring of staff by contract type with plan for actions to address any gender disparities

Current legal and sectoral frameworks place major constraints on the university’s ability to recruit/retain staff. While the block of academic/permanent staff is being eroded (under the Employment Control Framework), the number of research staff is expanding in response to external research funding. This makes it difficult to address any anomalies – not least those relating to the gender mix. However, College is committed to a further round of academic appointments to ‘Ussher’ Lecturers (up to 40 in 2015). The existing 36 Ussher Lecturers have exactly 50:50 gender representation.

3.2.4 Equal Pay Audits/Reviews Pay data were examined on a gender disaggregated basis. Table 10 and Figure 15, Figure 16 and Figure 17 show average pay, standardized using FTE multiplier5.

Figure 15 Average Annual Pay of Academic Staff by Gender and Grade (adjusted) - 2012

5 Multiplier reflects full time equivalence, i.e. 1 FTE = a multiplier of 1; 0.5 FTE = a multiplier of 0.5 etc.

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Figure 16 Average Annual Pay of Academic Staff by Gender and Grade (adjusted) - 2013

Figure 17 Average Annual Pay of Academic Staff by Gender and Grade (adjusted) - 2014

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Table 10 Average Annual Pay of Academic Staff by Gender and Grade (adjusted with multiplier), 2012-14

2012 2013 2014

Female Male Overall Average Female Male

Overall Average Female Male

Overall Average

Lecturer Below Merit Bar € 48,556 € 52,046 € 50,139 € 48,470 € 50,084 € 49,241 € 47,887 € 52,993 € 50,264

Lecturer Above Merit Bar € 73,741 € 73,795 € 73,773 € 70,073 € 71,484 € 70,891 € 71,405 € 72,874 € 72,220

Senior Lecturer € 85,097 € 86,133 € 85,759 € 77,826 € 82,998 € 81,082 € 80,147 € 85,473 € 83,509

Associate Professor € 102,255 € 102,082 € 102,140 € 96,104 € 93,503 € 94,516 € 100,376 € 98,543 € 99,336

Professor € 128,429 € 126,929 € 127,141 €112,343 €116,912 € 116,282 € 114,489 € 122,054 € 120,687

Other Grades € 13,669 € 8,849 € 11,008 € 16,311 € 8,510 € 12,033 € 24,865 € 21,106 € 23,433

All Academic Grades Average € 62,568 € 74,019 € 69,386 € 60,019 € 69,842 € 65,809 € 67,468 € 79,950 € 74,582

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The data demonstrate that a consistent gender pay gap exists whereby women academics, on average, earned less than men across all but Associate Professor grades from 2012-2014. In part, this may be due to the fact that SFI Professors (usually men) can be paid above the maximum pay scale for that grade. This gap needs to be examined in further detail in a full audit to be conducted in 2015/16.

Gender Action 2.5 Conduct Gender Pay Gap Audit

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4 Supporting and advancing women’s careers

4.1 Key career transition points

4.1.1 Recruitment

Application rates for academic posts show distinct gender differences that remain constant across each year (Table 11). For 2012, 996 men and 486 women applied; in 2013, 511 men and 313 women applied; and in 2014, 794 men and 371 applied. The ratio of female applicants is between 32-38% for the university as a whole and 24-42% of applicants for STEMM academic posts. While women are less likely to apply for academic posts, they are consistently more successful than men at being appointed. Overall, women’s success rate in 2014 was 9%, compared with 4% for men. In STEMM academic posts women were also more successful (13% for women, 4% for men). Success rates for women were even higher for appointments above Lecturer level (26%, 20% and 10% in 2012, 2013 and 2014 respectively), compared with men’s (13%, 8% an 6% in the same years).

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Table 11 Academic Recruitment Details by Gender (Headcount) - University & STEMM

Year Grade

Applicants Shortlisted Appointed Success Rate

Male Female Male Female Male Female

Male Female No. % No. % No. % No. % No. % No. %

2012

University Total 996 67% 486 33% 160 60% 107 40% 30 45% 37 55% 3% 8%

Lecturer 981 68% 463 32% 152 62% 93 38% 28 47% 31 53% 3% 7%

Senior Lecturer/Professor 15 39% 23 61% 8 36% 14 64% 2 25% 6 75% 13% 26%

STEMM Total 435 76% 136 24% 96 64% 55 36% 18 40% 27 60% 4% 20%

Lecturer 426 78% 117 22% 92 68% 44 32% 17 44% 22 56% 4% 19%

Senior Lecturer/Professor 9 32% 19 68% 4 27% 11 73% 1 17% 5 83% 11% 26%

2013

University Total 511 62% 313 38% 76 50% 75 50% 23 47% 26 53% 5% 8%

Lecturer 499 62% 303 38% 72 51% 70 49% 22 48% 24 52% 4% 8%

Senior Lecturer/Professor 12 55% 10 45% 4 44% 5 56% 1 33% 2 67% 8% 20%

STEMM Total 128 58% 93 42% 43 46% 50 54% 14 41% 20 59% 11% 22%

Lecturer 116 58% 83 42% 39 46% 45 54% 13 42% 18 58% 11% 22%

Senior Lecturer/Professor 12 55% 10 45% 4 44% 5 56% 1 33% 2 67% 8% 20%

2014

University Total 794 68% 371 32% 121 54% 105 46% 29 49% 33 56% 4% 9%

Lecturer 582 68% 276 32% 82 51% 78 49% 19 43% 25 57% 3% 9%

Senior Lecturer/Professor 172 78% 48 22% 31 66% 16 34% 10 67% 5 33% 6% 10%

STEMM Total 416 71% 166 29% 74 55% 60 45% 18 46% 21 54% 4% 13%

Lecturer 269 73% 100 27% 49 55% 40 45% 12 44% 15 56% 4% 15%

Senior Lecturer/Professor 108 84% 21 16% 18 64% 10 36% 6 60% 4 40% 6% 19%

Note on data: Numbers refer to headcounts, not FTEs.

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Figure 18 Academic Recruitment Stages by Gender - University Total

Figure 19 Academic Recruitment Stages by Gender – STEMM

Figure 18 and Figure 19 show a consistent pattern across the three years, for university and STEMM recruitment, with women increasing their share of shortlisted and appointed.

Recruitment of staff since 2008 has been severely curbed by government intervention through the Employment Control Framework (ECF) that required a 12% reduction in College staffing. The ECF also requires that non-exchequer funded staff be appointed on fixed term contracts only. It has imposed restrictions on the grade distribution between senior and junior grades, which impacts on all promotions, regardless of the funding source (exchequer/non-exchequer). For academic grades the distribution has to be maintained at 21.7%:78.3% junior to senior grades. Despite this there have been 200 recruitment competitions.

College policies ensure that the recruitment process complies with equality and diversity standards. The College Equality Policy, which is notified to all candidates and selection committees, makes specific provisions concerning advertising, interviews, and general recruitment and selection principles. The policy seeks equity and fairness through a number of provisions

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including gender balance on recruitment panels. All members of selection committees are required to undertake the LEAD (Living Equality and Diversity) Programme6.

Critically, the recruitment of research staff (Research Assistants and Research Fellows) is devolved to PIs without central HR oversight. While this accelerates the process of appointment, it does not ensure that the recruitment procedures are fair and/or competitive.

Gender Action 3.1 Introduce/Pilot Competitive and Transparent Procedures for Recruitment of Post Docs

4.1.2 Staff Induction

New staff are invited to participate in an annual Induction Day by HR, at which they are welcomed by the Provost. However, there is general recognition across the College that local support for, and assimilation of, new staff happens very unevenly. To better support and welcome new appointees, pilot schemes were initiated in the Schools of Physics, Natural Sciences and Chemistry. These School SATs developed Introductory Handbooks, designed to orient new appointees with information ranging from locations on campus (‘Where to find…’) to specific information about the School (‘‘Who’s who…’, etc.), and other useful information. These School efforts will provide the basis for a unified and adaptable College-wide ‘Orientation Pack’ to support a more comprehensive induction process, currently under review by HR.

Gender Action 3.2 Pilot improved Orientation process for incoming staff (based on good practice in Athena SWAN Pilot Schools).

4.1.3 Personal Development Review

The College operates a formal Personal Development system called PMDS (Performance Management Development Scheme) that provides for a structured evaluative discussion of an employee’s work objectives, performance, and development needs. The scheme is stand-alone, without direct linkage to promotion or pay progression. It is currently under review to improve its effectiveness. The College currently lacks a tailored appraisal system.

Gender Action 3.3 Pilot ‘Achieving Success’ (modelled on good practice) Appraisal System in 3 plot STEMM Schools and review with view to mainstreaming across College

4.1.4 Promotion

Academic promotions are managed by two Committees – the Senior Academic Promotions Committee (SPC) and the Junior Academic Progressions Committee (JAPC). The JAPC deals principally with Lecturer progression across the merit bar7. For Senior Academic Promotions (to Senior Lecturer, Associate Professor and Personal Chair), HR notifies all academic staff once a call is approved by Board, and a dedicated web page publishes details of the timeline, procedures, criteria, scoring methodologies, committee membership, any quota approved by Board, and guidance on the application process for candidates.

6 https://www.tcd.ie/equality/projects/LEAD.php 7 The Lecturer salary scale is a 15 point scale, with a ‘bar’ at point 11. One can only proceed to points 12- 15 if one passes assessment by the Junior Academic Progressions Committee.

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Table 12 sets out the criteria, and associated weightings, at each stage of the promotion process.

Table 12 Weightings for Promotion Criteria according to Grade

Grade Research & Scholarship Teaching

Service to College

Service to Discipline/ Community

Confirmation in appointment 45% 45% 5% 5%

Merit Bar 40% 40% 10% 10%

Senior Lecturer 33% 33% 17% 17%

Associate Professor 45% 25% 15% 15%

Professor 50% 25% 10% 15%

Table 13 Senior Academic Promotions by Gender - University Totals

Year Grade Sought

Applicants Successful Success Rate

Male Female Male Female

Male Female No. % No. % No. % No. %

2012

Professor 16 64% 9 36% 4 80% 1 20% 25% 11%

Associate Professor 24 59% 17 41% 5 56% 4 44% 21% 24%

Associate Professor (Retention) 0 0% 1 100% 0 0% 1 100% n/a 100%

Senior Lecturer 53 72% 21 28% 18 72% 7 28% 34% 33%

Senior Lecturer (Retention) 1 100% 0 0% 1 100% 0 0% 100% n/a

2013 - No Senior Promotions

2014

Professor 11 55% 9 45% 2 50% 2 50% 18% 22%

Associate Professor 19 58% 14 42% 5 71% 2 29% 26% 14%

Senior Lecturer 39.5 66% 20 34% 14.5 71% 6 29% 37% 30%

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* refers to part-time applicants

Given the current ECF constraints imposed nationally, it is difficult to comment on the small number of promotions in 2012 and 2014 (there were NO senior promotions in 2013). Fewer women (28% of the total) applied for promotion to Senior Lecturer in 2012 but they achieved a similar success rate (33%) to men (34%). At Associate Professor level, women were a higher percentage of applicants (41%) and 24% were promoted, compared with 21% of male applicants. Though they were one-third of applicants for Professorship, the success rate for women was 11%, substantially lower than the 25% success rate for men.

In 2014, the success rate for women was lower than for men at both Senior Lecture and Associate Professor levels, but conversely at Professor level (4 promotions) women were almost half of the applicant pool and their success rate (22%) was marginally higher than that of men (18%).

Table 14 Senior Academic Promotions by Gender - STEMM Schools

Year Grade Sought

Applicants Successful Success Rate

Male Female Male Female

Male Female No. % No. % No. % No. %

2012

Professor 12 67% 6 33% 3 100% 0 0% 25% 0%

Associate Professor 16 59% 11 41% 3 50% 3 50% 19% 27%

Senior Lecturer 38 78% 11 22% 13 76% 4 24% 34% 36%

2013 - No Senior Promotions

2014

Professor 8 50% 8 50% 2 50% 2 50% 25% 25%

Associate Professor 13 54% 11 46% 3 75% 1 25% 23% 9%

Senior Lecturer 24.5 65% 13 35% 9.5 76% 3 24% 39% 23%

In STEMM Schools in 2012, women applied in lower number for promotion to Senior Lecturer but achieved a marginally higher success rate (36%) than male applicants (34%). Women accounted for 41% of applicants for Associate Professorship and their success rate was 27% compared with 19% for men. This pattern was not noted among applications to full Professor. Women were one-third of the applicants in 2012 but none were successful, compared with 25% success for men.

With no promotions in 2013, the next STEMM academic promotions were in 2014. Women accounted for over one-third of applicants to Senior Lecturer (35%), but had a much lower success rate (23%, compared with 39% for men). The situation was even worse for Associate Professorship in which women were nearly half of applicants (46%), 25% of those shortlisted but only 9% of those who succeeded (= one woman). At full professorship, women fared better, 50% of applicants and 25% success rate – the same as for men.

Breaks in service are accounted for through regard for the overall ‘trend’ in the applicant’s career trajectory. For the next promotions call specific prompts have been drafted for candidates to signal on their application form any breaks (e.g. family/maternity-related) which need to be brought to the Committee’s attention, and guidelines for Committees on how to take these breaks

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into account in the review process. Academic staff who work part-time/take career breaks are entitled to flexibility in terms of when they are eligible and wish to apply for promotion.

Gender Action 3.4 Present revised guidelines and protocol regarding breaks and non-traditional career paths in relation to academic promotions to Executive Officer Group

In terms of support in preparing for promotion, the key relationships are with the Head of School and Head of Discipline, whose comments are included in promotion applications. Additionally, academic staff are supported through formal mentoring schemes, which many staff avail of. For candidates who have been unsuccessful in promotion, feedback is given to outline the conclusions of the Committee, and every candidate is offered an individual feedback meeting with the Faculty Dean/Vice Provost (as applicable) and HR representatives. In some Schools, successfully promoted academics agree to share their applications with prospective applicants.

According to the INTEGER Survey 2012, there “is clear evidence … that academic staff do not feel that they have achieved their career ambitions and that it is women rather than men who feel that they have not reached the grade to which they would aspire and expect to reach. There were a number of adverse factors identified by female staff including a feeling that their current (particularly administrative) workloads impeded them from achieving the rank/grade that colleagues in other institutions had achieved. Family commitments also featured, as did the dearth of permanent posts and promotional opportunities imposed by the Irish Government’s Employment Control Framework.

Women who were surveyed flagged the need to feel supported by their Heads of School and senior colleagues and to receive some assurance that they would succeed if they were eligible and sought promotion.”

Whilst all eligible staff receive an email notification from HR drawing their attention to the forms and procedures it was noted that many staff, male and female, are not sufficiently aware of the process, and how the Committees operate8. To address this, WiSER held a ‘Demystifying the Promotion Process’ event in February 2015 to encourage more women to seek promotion. 65 members of academic staff (52 women) attended. Representatives from HR, Senior and Junior Promotions Committees, and the Research Informatics Unit explained how to navigate the promotions process.

To address any potential bias in the process, WiSER organised Unconscious Bias training (delivered by Pearn Kandola) for members of all academic promotion committees. The sessions were attended by the Provost and Vice Provost and were obligatory for all members.

Gender Action 3.5 Hold Annual event ‘Demystifying the Promotion Process’

Gender Action 3.6 Design and pilot a research portfolio (to match the College’s existing teaching portfolio) for future academic promotion candidates

8 https://www.tcd.ie/wiser/assets/pdf/INTEGER%20Baseline%20Data%20Report-%20Amended%20Final%20WOC.pdf

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A separate honour with parallels to the promotion process is Fellowship. Academics who have served 3 years can apply for Fellowship (externally appointed Chairs are automatically granted Fellowship after one year). Though it is no longer a promotion9 per se, it represents an opportunity to gain recognition and brings benefits of free Commons (dinner on campus) and rooms on campus. Despite recent improvements, the proportion of female Fellows remains low. The Board set up a Working Group to review the composition of Fellowship from a gender and discipline perspective. The Report produced by the Working Group noted that when eligible female staff applied for Fellowship, they had the same success rate as their male counterparts. To address low applications by women, two information sessions were held jointly by WiSER and the Standing Committee of Fellows, in 2014 and 2015. In 2015 for the first time, more women than men Fellows were elected: Junior Fellow - 4 women, 3 men; Professorial Fellow – 2 women, 2 men; Honorary Fellow – 1 woman, 1 man. This brings female representation among Fellows to 30%.

The Fellowship Working Group also recommended extending eligibility to include staff engaged on a half-time (50%) basis. This change requires an amendment to the College Statutes, to be voted on by all Fellows in 2015 – in time for part-time staff members to apply when the call is announced in September.

Gender Action 3.7 Hold Annual information event about the Fellowship Process

4.1.5 Selection committees

The role and composition of selection committees is prescribed in the College’s recruitment policy, which requires that: (a) selection committees must represent both genders and, as far as possible, reflect the diversity of the College’s staff, (b) LEAD training for members is mandatory, and (c) all members must comply with the College Equal Opportunities Policy. HR aim to avoid ‘committee overload’ of women by ensuring that selection committees are kept to a reasonable size and through the use of external assessors.

Committee overload was not flagged as a problem by women academics/researchers in the INTEGER survey in 2012. In fact, selection committees were unusual in having attracted similar levels of fe/male representation, among respondents. Overall the majority found that committee engagement was a positive experience.

4.2 Career development

4.2.1 Support given to postdoctoral researchers for academic career progression

Targeted support and mentoring for postdoctoral researchers was identified as a gap by the SATs. To address this, in 2013 WiSER piloted the online Research Development Framework by Vitae. Approximately 25 postdocs (18 female) participated. Feedback suggested that face-to-face guidance would be of further benefit, so a series of workshops for postdocs was arranged, delivered by Dr Liz Elvidge, Head of the Postdoc Development Centre at Imperial College. These were: “Being a Post-Doc is not a Career – What will you do next?” in 2013 (85 attendees; 65%

9 Up to 1988 Lecturers who were elected to Fellowship automatically proceeded to the Senior Lecturer pay scale and did not need to apply for that promotion

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female), and a workshop in 2014 on improving your CV and applying for independent funding (45 attendees; approx. 70% female). Further workshops will be held in 2015/16.

College support to postdocs comes primarily through the Principal Investigator and Trinity Research & Innovation (TR&I) which helps identify funding and job opportunities. In 2015, TR&I and HR launched a pilot of Epigeum’s Professional Skills for Research Leaders programme. This online course is designed to help early-career researchers develop their leadership, management and engagement skills. 31 postdocs are taking part in the pilot (18 female).

Negotiations are underway to set up a dedicated Post Doc Centre in College, modelled on the successful one at Imperial College London. WiSER developed a proposal, in collaboration with the Dean of Research, which is due to be considered by the (high level) Planning Group (a sub group of the high level Executive Officers Group). Suitable office space has been identified for the proposed Centre.

Gender Action 3.8 Establish a dedicated, Post Doc Centre in Trinity College

Gender Action 3.9 Extend Mentoring Schemes to Research staff

4.2.2 Training

Specific career development training for women has been provided since 2006 via the Springboard Personal & Professional Development Programme. To date, 94 women have participated. Additional workshops on specific career-development topics are run regularly for women by WiSER.

All staff are strongly encouraged to undertake LEAD Equality and Diversity Training, which is mandatory for members of recruitment/selection committees. Staff development programmes targeting a variety of topics are run regularly by HR. In 2012/13, the participant breakdown was highly gendered (727 women and 321 men).

The College runs a Leadership Development Initiative completed by all members of the Executive Officers Group (4 women and 8 men). It includes a Leadership Model (the desired Trinity leadership behaviours), Individual insight and development (involving individual assessment, 360 degree feedback and coaching) and emphasis on creating a team focus.

Several Unconscious Bias Training sessions were held in 2013-15:

Executive Officers Group (Professor Paul Walton, York University, 2013)

Junior/Senior Promotion Committees (Pearn and Kandola, 2015)

Fellows/Senior Common Room members (Dr. Joyce Yen, University of Washington, 2015)

Leadership training for women has been provided via the Aurora Leadership Programme, which 20 women have been funded to participate in thus far (2014 and 2015). All AURORA participants have been allocated a trained mentor to guide them during the programme.

Gender Action 3.10 Support additional applicants on AURORA training programme for Leadership Development

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The College recognises the critical importance of leadership and management development for academic Heads, and is developing appropriate programmes to address their needs. Exit interviews with outgoing Heads of School have identified managing people as the most challenging aspect of the role. Accordingly, separate programmes for current Heads of School and aspiring academic leaders will commence in the 2015/16 academic year. The programmes will cover knowledge and skills enhancement, through a combination of self-assessment, group and individual interventions, with an equality/diversity and unconscious bias component incorporated.

Gender Action 3.11 Training Programme for Heads of Schools to incorporate an Unconscious Bias training module

A special “Communicating your Research with Impact” media training course for 21 female-only academic/research staff in STEMM was run in April 2015 Screenhouse, UK. Demand for places on this course far exceeded demand, indicating that more such training is sought.

Gender Action 3.12 Run a Media Training event annually

4.3 Flexible working and managing career breaks

4.3.1 Cover and support for maternity and adoption leave

The State provides for Maternity leave of 26 weeks (paid) and an addition 16 weeks (unpaid) as a statutory entitlement. The College maternity leave scheme, open to all staff categories, irrespective of contract type and without any eligibility threshold, provides continuation of full pay for the duration of paid maternity leave. Owing to the financial and employment control developments since 2009, replacement of staff on maternity leave has become more difficult. However, in 2014, the HR Committee expressed concern at the gender impact of this policy, and the HR Director successfully proposed funding for maternity leave replacements from College funds. €500,000 was allocated for replacement costs for 2013/14.

Commencing in January 2015, a pilot scheme was introduced in the FEMS Faculty to facilitate academic staff returning from maternity/adoptive, parental, carer and long-term sick leaves (of c. 6 months). The Faculty covers the cost of teaching buy-out for one Semester, to enable staff to get their research career back on track.

Gender Action 4.1 Pilot of post Maternity/Caring/Sick Leave sabbatical from teaching in FEMS

4.3.2 Maternity return rate

Table 15 Number of Academic Staff on Maternity Leave & Return Rate

2012 2013 2014

University Total 14 18 17

STEMM Total 9 13 13

Return Rate 100% 100% 100%

All academic mothers who availed of maternity leave returned to College employment. STEMM have a relatively higher maternity rate compared to the College overall accounting for 64-77% of

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the total between 2012-14. While there is no firm evidence available across College, it is believed that these mothers remain in employment 6-12 months after their return.

4.3.3 Paternity, adoption and parental leave uptake

Adoptive mothers are entitled to 24 weeks paid leave. Fathers in Ireland have no statutory entitlement to paternity leave. Both parents are entitled to unpaid parental leave of up to 18 weeks per child (up to age 8). Trinity College provides 3 days paid paternity leave. Fathers who wish to avail complete an application form and submit it to their Head of School for approval. No male academic took official paternity leave during 2012/13, the only year for which data were available. However, anecdotally it is reported than many men informally take some time off for the births of their children, and that this is accommodated flexibly.

Uptake of (unpaid) parental leave is heavily gendered, and women are the vast majority of those availing of it. A grade breakdown was unavailable, as was the breakdown between academic and non-academic staff, as these data are not currently monitored by HR.

Figure 20 Uptake of Parental Leave by Gender, 2012-14

The government has announced that it will be publishing a Family Leaves Bill10 during 2015 that will extend the rights of men to take further paternity leave. A full year’s paid parental leave, split between both parents, is also under consideration. Research on family-related leave included respondents in Trinity College. The results show that there is demand by fathers and mothers for longer paid paternity leave as a statutory entitlement11.

10 Family Leaves Bill ref www site 11 Drew E. and Watters, A. (2015) “We're not much use, but good for logistics”: an exploratory study of parenting leaves in Ireland, Journal of International and Comparative Social Policy, Vol. 30, Issue 3, pp. 245-264.

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Gender Action 4.2 Monitor uptake of Paternity and Parental Leave in College by grade, gender and staff category

Gender Action 4.3 Seek 10 days minimum Paternity Leave as statutory requirement

4.3.4 Flexible working

The College operates formal and informal systems of flexible working. Academic staff do not have prescribed contractual weekly working hours, and the academic contract of employment addresses work location and working hours obligations as follows:

“It is understood that your place of work will principally be the university at campus but that it may be varied from time to time to include other locations consistent with the requirements of your work. Taking account of the provisions of the Organisation of Working Time Act 1997, you will work such hours as are reasonably necessary for the proper performance of your duties and responsibilities”.

This provides the context for agreement between academic staff and their Heads of School on the optimum balance of flexibility and accountability. A flexitime scheme exists for administrative and support staff, which provides for flexible attendance patterns outside of core hours. For all staff, College also operates a Shorter Working Year scheme and reduced working hours arrangements. Only one academic (male) availed of the former scheme in the last three years.

In the past, a problem arose for staff who moved from full-time to part-time work, in that they lost right to promotion and to vote in Provost elections, but this has been reversed. By the end of 2015, part-time staff will be eligible for Fellowship and Tutorship.

Gender Action 4.4 Removal of obstacles in Statutes/Schedules that currently prevent part-time staff from applying for Fellowship and Tutorship

Gender Action 4.5 College-wide endorsement of the promotion of flexible working schemes as a ‘Lifestyles’ package with assurances that those who avail can still progress their careers – monitor and review applications, take-up and (positive/negative) impact.

4.4 Organisation and culture

4.4.1 Proportion of Heads of School/Faculty/Department by gender

Appointment to Deanship and Headship of Schools/Discipline is normally by nomination and election, where there is more than one candidate, in accordance with prescribed College regulations.

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Figure 17 Gender Breakdown of Faculty Deans and Heads of School

Note: The numbers overlaid on the bars refer to actual headcount numbers in each case.

The proportion of women as Heads of School and Faculty Deans across the university is 33%, a figure which has remained approximately constant over the last three years. In STEMM Schools, this proportion is even higher, with 42% of STEMM Schools headed by a woman. The STEMM numbers in particular are encouraging, but monitoring of any trends will continue to ensure reversal does not occur.

Gender Action 5.1 Monitor and ensure that ratios do not fall below 1:3 (Faculty and Schools)

4.4.2 Gender balance on the senior management team at institution level

Table 16 College Officers by Gender

Provost

Vice-Provost CAO

Vice-President Global Relations

Senior Lecturer

Registrar

Bursar

Senior Tutor

2

2

2

16

15

16

7

6

7

1

1

1

8

9

8

5

6

5

0% 20% 40% 60% 80% 100%

Faculty Deans 2012/13

Faculty Deans 2013/14

Faculty Deans 2014/15

HoS - University Total 2012/13

HoS - University Total 2013/14

HoS - University Total 2014/15

HoS - STEMM 2012/13

HoS - STEMM 2013/14

HoS - STEMM 2014/15

Male

Female

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Dean of Graduate Studies

Dean of Research

Source: College Calendar, 2013-14

College Officers are appointed by the Provost from College academic staff. The gender mix (3 men and 6 women) among College Officers (Table 16) demonstrates a firm commitment to including women in senior decision-making, based on merit and suitability.

Table 17 Senior Management Team by Gender

Chief Operating Officer

Director of Estates

Director of Information Systems Services

Commercial Director

Interim Director of HR

Director of Diversity & Inclusion

Director of College Disability Services

Director or College Health Service

Day Nursery Manager

Head of Sport & Recreation

Director of Student Counselling Service

Interim Head of the Programme Management Office

Director of Academic Registry

Source: https://www.tcd.ie/corporate-services/coo/senior-management/

There is virtual gender parity among the Senior Management Team, who are appointed by external competition (7 men and 6 women).

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4.4.3 Representation of men and women on committees

Table 18 Representation on Committees and College Board/Council

No. F % Female No. M % Male Total

Board 14 44% 18 56% 32

Council 22 56% 17 44% 39

Committees reporting to Board

Audit 3 37% 5 63% 8

Estates Policy 5 50% 5 50% 10

Finance 4 36% 7 64% 11

HR 6 43% 8 57% 14

Library & Info Policy 6 46% 7 54% 13

Committees reporting to Council

Graduate Studies 11 38% 18 62% 29

International Committee 10 67% 5 33% 15

Research 10 29% 24 71% 34

Student Life 7 35% 11 65% 18

Chapel 2 22% 7 78% 9

Compliance Committees

Coiste na Gaeilge 4 36% 7 64% 11

Equality 9 64% 5 36% 14

Quality 9 75% 3 25% 12

Safety 9 60% 6 40% 15

Promotions Committees

Senior Promotions 4 36% 7 64% 11

Junior Progression 7 78% 2 22% 9

Admin/Library Review 3 37% 5 63% 8

Library Staff Review 4 57% 3 43% 7

Secretarial & EO Review 5 71% 2 29% 7

Technical Staff 5 42% 7 58% 12

Central Fellowship Committee 4 44% 5 56% 9

The most influential Committees are those that report to Board and Council. The Equality Committee welcomed the recommendation for gender balance and transparency in College Committee composition and sought the following changes to Board Principal Committee Terms of Reference in order to promote gender balance and transparency in Committee composition: 1. Committees include at least one self-nominated member in their Terms of Reference; 2. A self-nomination form and procedure is developed accordingly for each Committee; 3. Committee Chairs should consider gender balance when nominating and appointing members (gender balance considered to be minimum 40% of either gender). The Committee discussed the challenges in sourcing members and women in particular for certain committees, at a time of reducing committee sizes. The inclusion of 1 or 2 self-nominated

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members, as a means of broadening the committee membership pool and diversity on committees, was agreed. In tandem it as stipulated that all Committee appointees should complete the LEAD training programme. The committees reporting to Board all approach or achieve the gender balance target of 40% of either gender. Those reporting to Council display more variation, with some having majority female representation and others majority male.

Gender Action 5.2 Review and monitor proposed procedures for appointment to College Committees/Chairs

Gender Action 5.3 Appointees to College Committees should undertake the online LEAD training programme

4.4.4 Workload model

In 2012 College developed common principles and operational criteria to be used in the review and redesign of Workload Models in Schools. The design of the model may be tailored by Faculty, but all Schools must have a Workload Model that conforms to certain core principles. Academic workloads consist of 3 elements: teaching and learning, research, and contribution/scholarly activity. It is the responsibility of the Head of School to make allocations of workload units on an objective basis.

Recognising that even within grades there are likely to be differences in the portfolio of activities in which staff are engaged, the model permits Schools to allow workload to be compensated between activities. Pastoral, administrative and outreach responsibilities are incorporated within the model under the contribution/scholarly activity category, and these are evaluated within promotion criteria (Table 12) under the Service headings.

The INTEGER survey (2012) showed that men and women spend similar levels of time on: research, teaching, administration and on other activities (in that order). All staff would like to allocate more time to their research and less to other tasks, most notably administration (which currently accounts for 22-23% of staff time). Staff surveyed also articulated the view that in order to get promoted, they need to spend less time on administration, teaching and other activities (e.g. pastoral care). The survey further showed that female staff felt that their current (particularly administrative) workloads impeded them from achieving the rank/grade that colleagues in other institutions had achieved.

Gender Action 5.4 (i) Review existing models and formulate flexible Workload Model across College to ensure fairness and transparency

(ii) Ensure that new Workload Model provides allocation for work on Athena SWAN SAT

4.4.5 Timing of institution meetings and social gatherings

College operates core hours of business for College offices of 9.00-5.30 pm Monday to Thursday (5pm on Fridays). Provided that services are available at those times, attendance can be managed

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through flexitime arrangements. There is no comparable system for academic attendance, other than the standard contractual arrangements, but a great deal of informal flexibility is employed.

A proposal was made to the FEMS Faculty Executive to allow flexibility in the scheduling of lecture hours for parents of young children (or with other caring responsibilities) to avoid allocating them 9.00 and 5.00 slots. However, this was not approved on the grounds that there were timetabling constraints, particularly for large classes. Informally, however, individual Schools accommodate these outside demands where possible. The proposal will be raised again in 2015 when fuller information is made available to the SAT by the Faculty Office.

Gender Action 5.5 Introduce and pilot a protocol for timing of meetings/lectures that (where possible) acknowledges the family obligations of staff

Given the general morale problem across the HEI sector (driven by the economic recession), salary reductions, freezes on staff replacements and lack of rewards (e.g. promotions) and recognition mean that academic/research (and support) staff are ‘doing more for less’ and feel under-valued. One significant, and not high cost, means of addressing this is to encourage social activities, in order to rebuild the sense of academic community in College.

Gender Action 5.6 Draw up a programme of inclusivity-building social events – including Christmas parties to be held during family-friendly hours.

4.4.6 Visibility of women as role models

There has been strong commitment to gender balance in the Provost’s appointments to College Officership (see College Officer/Senior Executive Tables) and in seeking nominations to Pro Vice Chancellors, Fellows (Junior and Honorary), and Honorary degree awardees. WiSER has run public lectures and seminars with notable female guest speakers: Prof. Kristina Johnson, Prof. Helga Nowotny, Prof. Nancy Hopkins, Prof. Ruth Emerek, Dame Jocelyn Bell Burnell and Prof. Linda Haas. INTEGER Workshops have provided a platform for other international role models: Dr. Alice Hogan and Prof Teresa Rees. Prof Yvonne Galligan QUB has acted as a speaker and AS Advisor – she was elected as an Honorary Fellow of Trinity College in April 2015. Dr. Joyce Yen, in addition to delivering a Fellows’ Research Salon lecture, ran a ‘Mentoring for Success’ Workshop for the Student’s Union in March 2015.

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An all-woman ‘Soapbox Science’ Day was run by a member of the Natural Sciences SAT which attracted many attendees. A ‘Women in Chemistry’ Day was led by Head of School (and SAT member) of the School of Chemistry. All speakers were female. WiSER, in collaboration with the Department of French, holds a weekly ‘Women in Film’ event from October 2014 to May 2015.

Figure 21 Advertising Poster for Students' Union Mentoring Event for Women Students

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Figure 22 Women and Film Lecture Series 2014-15

In accordance with the objective of achieving gender balance, the Convenors of the College and Physics SATs are both female while those appointed as Convenors of the Chemistry and Natural Sciences SATs are male.

The Strategic Plan contains an extremely well balanced visual representation of female and male students, reflecting the diversity in terms of gender and ethnicity.

The College portrait collection is almost exclusively of former male Provosts and Fellows. When appointed Provost, Dr. Prendergast called for any portraits of eligible women to be hung in the Board Room. There are now portraits of two female former Senior Fellows where, hitherto, only men’s portraits were displayed.

Gender Action 5.7 Gender balance sought among invited speakers to events across College

Gender Action 5.8 Additional portraits of eminent women Fellows displayed and commissioned to provide greater visibility and recognition

4.4.7 Childcare

The College Day Nursery was set up in 1969. It provides care for children of students and staff of Trinity College. The Nursery has only 52 full time places, which does not adequately cater for the level of demand, particularly from staff. It is well recognized that there are not enough places to meet the current and growing demand and, according to staff who wish to avail, waiting lists are overly long.

Gender Action 5.9 Establish Working Group to review unmet demand for Day Nursery places and report back on alternative options for Trinity College staff/students

WOMEN&FILMLECTURESERIES

ColleaguesfromacrosstheCollegearepleasedtolaunchaseriesoflecturesandfilmscreeningsexaminingtheplaceofwomenininterna onalfilm.Eachscreeningwillbeprecededbyashortlecture.NB.AllfilmshaveEnglishsub tles.

Loca on:TheSwi Theatre(ArtsBuilding)

Time:7.00p.m.

22January2015MyLifeWithoutMe(IsabelCoixet,2003)

LecturebyJennieRothwell

ALLWELCOME

55

There is currently no provision on campus for nursing mothers to breastfeed or to express milk and store it. Following a review of available space and facilities, suitable rooms have been identified for conversion into the first dedicated breastfeeding rooms on the main campus, in the Sports Centre and Arts Building. A third facility is sought in College buildings off the main campus for staff working in those.

Gender Action 5.10 Convert room(s) on campus for use as breastfeeding/expressing facilities

4.4.8 Outreach activities

A broad range of outreach activities take place within College, carried out by staff and students. Many of these directly target girls and women to encourage them to pursue STEMM education and careers. One such, the Trinity Walton Club, supports post-primary students to pursue STEM. It is a cross-School collaboration between Physics, Mathematics and Education that strives for gender balance among students (31 female and 29 male) and on their team (4 males and 4 female PhD students).

Figure 23 Trinity Walton Club Event (i)

Figure 24 Trinity Walton Club Event (ii)

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As part of the new Strategic Plan, College is working to promote and encourage volunteering in the local, national and international community by members of Trinity staff12. Among the initiative run by volunteers are: Bridge to College (B2C); TCD Free Legal Advice Centre, Homework Club through the Vincent De Paul Society; National Institute for Intellectual Disability (NIID) and Suas Society. The volunteers involved are approximately 50:50 gender mix, as are the members of the community with whom they engage.

The School of Computer Science and Statistics runs Bridge21 events, including programmes for secondary school students to encourage them to get involved with technology and multimedia. During the past year, over 1,020 students took part in these programmes (51% female). A special after-school programming club for girls is also run by Bridge21. 100 girls are taking part this year. The gender composition of the Computer Science event volunteers is 14 women and 13 men.

Figure 25 Bridge21 Activities

5.10 Monitor Outreach activities to ensure balance among providers and participants.

4.4.9 HR policies

Trinity College embarked upon gender equality in 1985 in response a request by the ad hoc Equality Committee calling for a staff survey and the publication of gender disaggregated statistics. The report recommended the establishment of a College Equal Opportunity Committee that year. This evolved into the Equality Committee to cover the 9 grounds for discrimination under national

12 www.tcd.ie/Community

57

legislation. The Committee reports annually to Board with its Equality Monitoring Report. In 2006, College appointed its first Equality Officer, a role which has been maintained since.

The College’s policies on Dignity at Work date back to national Employment Equality Acts and Code of Practice. The College policy on bullying and harassment is publicised to all staff by HR online and with the issue of a leaflet, posters in all departments, the appointment of ‘contact persons’ for bullying and harassment across faculties, and set procedures to be followed.

The College Strategy provides specifically for the promotion of the Equality, Dignity and Respect, and, Gender Identity and Gender Expression policies. The Gender Identity and Gender Expression Policy was formally launched on 19th March 2015, while the Equality and Dignity and Respect Policies are being reviewed in the current academic year.

The second INTEGER survey, in 2015, posed questions about the incidence off bullying and harassment among academic and research staff, and information about how effectively existing grievance and disciplinary processes work, in order to evaluate them. The results of this survey will be in the second INTEGER Report to be available by the end of 2015.

Gender Action 6.1 Conduct review of Equality Policies, procedure and practices to align them with best practice AS Universities

Word count for section: 4,829

5 Any other comments

The FP7 INTEGER project underpins this institutional Athena SWAN application. WiSER will hold an INTEGER Dissemination Seminar on 15 June 2015 in Trinity College to showcase the work already completed and further commitments through Athena SWAN and FP7 GENDER NET involvement (providing gender expertise for HEA/IRC for Equality Awards and inclusion of the gender dimension in research content).

Gender Action 6.2 Hold annual events with UK AS institutions (inc. QUB/UU) to promote Athena SWAN and encourage AHSS Schools to apply when eligible for GEM.

Support for the Athena SWAN activities, and for gender equality in the College community more generally, is now firmly, structurally embedded. To ensure that this prioritisation of equality is signalled clearly to staff, students and the general public, the Provost and Vice Provost have pledged their commitment to pursuing gender equality for Trinity College in a video, produced for International Women’s Day 2015, which is displayed on the College’s YouTube page and website. A screenshot from the video is shown below (Figure 26).

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Figure 26 Screenshots from Video Pledge to Gender Equality by Provost and Vice Provost

“As a university that is committed to excellence in research and education, we are absolutely certain that by having a commitment to gender equality, we will enhance the excellence of all our activity.”

– Vice Provost, Prof Linda Hogan

Word count for section: 179

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6 Action Plan – Trinity College Dublin

Note: Actions highlighted in red refer to priority, or ‘first phase’ actions.

Ref Issue & Area for Action Action taken by April 2015

Planned Action Responsibility Start Date End Date Success Measure

1 Self-Assessment Team

1.1 Unconscious Bias Training for SAT members

10 SAT members have undergone Unconscious Bias training to date

Ensure remaining and all new SAT members receive Unconscious Bias Training

WiSER Office 2011 2016 - ongoing for new members

100% completion of UB training

1.2 Inclusive Representation on SAT

Appoint a postgraduate representative to the SAT

SAT Convener Sep-15 Ongoing Postgraduate representative appointed

2 Staff Data

2.1 Glass ceiling at Grade A Professorship

Target of 26% set by 2020 in INTEGER Report

Review measures undertaken in EU universities to meet gender targets and make recommendations for future action

HR Director/Chair Promotion Committee

Oct-15 2018 Strategy adopted to meet targets

2.2 Monitor gender ratio at all grades

Annual Equality Monitoring Report with

Continue to publish Annual Equality

Equality Officer 2011 Ongoing Gender parity within 40:60

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gender breakdowns published and circulated to College Board. Approximate gender parity has been achieved among research and most academic grades (excl. Full Professor), within 40:60 range

Monitoring Reports and expand to include gender breakdowns at School level.

2.3 Lack of knowledge regarding reasons for staff departures and any associated gender differences

Pilot surveys have been drafted and established in Schools of Chemistry, Physics and Natural Sciences

Adopt and mainstream a staff exit survey across College

Faculty HR Officers

Jan-16 Ongoing 75% completion by 2017 in STEMM Schools

2.4 Annual Monitoring by gender/contract type

Annual Equality Monitoring

Report on gender disparities and underlying trends

Equality Officer 2011 Annual; Ongoing

Annual Reports to Board

2.5 Gender Pay Gap Preliminary research conducted in March 2015 indicated a gender pay gap

Conduct Gender Pay Audit

HR Director Jan-16 Jun-16 Audit every 3 years

3 Key Career Transitions

3.1 Lack of transparent recruitment procedure for Post Doc appointments

Drafting of postdoc recruitment procedure for pilot School following review of good practice examples (e.g.

Operate pilot model in 3 STEMM Schools and review implementation

Heads of STEMM Schools with PIs

Oct-15 2019 85% compliance within pilot Schools

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QUB/Imperial/Edinburgh)

3.2 Current staff induction processes are inadequate

School-based Orientation Handbooks have been developed for staff in two STEMM Schools: Chemistry & Natural Sciences

Develop an improved orientation process and pilot it on incoming cohort of new, "Ussher" lecturers

HR Director Oct-15 Mar-16 80% take-up by new Ussher appointees within 6 months of appointment

3.3 No functioning staff appraisal scheme. PMDS not functioning

Review of good practice regarding staff appraisal, and Identification of suitable model

Pilot the "Achieving Success" Appraisal system in 3 STEMM Schools

Deans of STEMM, Heads of pilot Schools

Sep-16 Apr-17 75% appraisal in 3 pilot Schools

3.4 Non-traditional career paths and career interruptions are not taken into account in promotion process

Equal opportunities statement has been added to promotions documentation. Draft protocol and statement on dealing with non-traditional career paths and guidelines for applicants have been prepared and proposed for inclusion in next promotions round.

Present revised guidelines and protocol regarding non-traditional career paths and career breaks in relation to academic promotions to EOG

HR Director/Chairs of Promotion Committees

January 2016 at next Promotion call

Issued Annually

Promotions policy & procedures formally reviewed.

3.5 Perceived lack of transparency around promotions

The first 'Demystifying the Promotion Process' Workshop was run by WiSER in March 2015

Hold annual promotions workshop to increase transparency and prepare women academics to

WiSER/HR 2015 Annually Annual event; 40-80 attendees

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apply for promotion

3.6 Perceived emphasis on research output over teaching and other contributions in eligibility for promotion

Workshop on measuring and presenting your research impact was run as part of the Promotions Workshop in March 2015

Design research portfolio (to match College's existing teaching portfolio) which all potential applicants for promotion can use

Programme Manager Research Informatics/WiSER

Sep-16 Update Annually

Research Portfolio guidelines Issued to all potential applicants for promotion

3.7 Low representation of women among Fellows

Fellowship Review Report identified low application rates by women and certain disciplines. Two workshops were held to inform potential applicants of the process and to specifically encourage women to apply.

Hold annual information event & workshop on applying for Fellowship. Women will be specifically targeted to attend and subsequently to apply for Fellowship.

WiSER/Standing Committee of Fellows/Fellows (electorate)

Sep-14 2018 Female representation among Fellows at 35% by 2018

3.8 No formal, dedicated career development or supports for Post Docs

Series of individual seminars & workshops have been held, facilitated by external consultant from the Postdoc Development Centre at Imperial College London

Agree a proposal for a dedicated Post Doc Centre in Trinity College

Dean of Research/HR Director/WiSER Office

Oct-15 2016 Secure funding for establishment of Post Doc Centre

3.9 Uneven access to The first pilot WiSER Extend mentoring to Staff 2010 Ongoing Mentors will be

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Mentoring Mentoring Scheme for women academics ran in 2008/09 (20 women). It was then mainstreamed College-wide (men and women) and several schemes currently operate: Momentum (16 women); Early Career (41 women); AURORA (17 women)

postdocs and increase availability among academic staff

Development Manager/WiSER

available for all staff who wish to avail of one.

3.10 Leadership training sought by women academic and administrative/technical staff

20 women were sponsored to undertake the AURORA Leadership Development Programmes 2014-15

Make 5-10 places available annually for women to attend Aurora or other suitable leadership development training

WiSER/HR Sep-16 Review Annually

Approx. 10 women annually completing leadership development training

3.11 No formal management training for Heads of Schools

Needs assessment undertaken by HR

Training programme will be implemented for all Heads of School, and will include module on Unconscious Bias

HR/WiSER 2015 Every 2-3 years taking account of 3 year term (renewable)

100% compliance

3.12 Media training sought by women academic/research staff

Pilot Media Training course in April 2015 with 21 women

Run Media Training/Communicating your Research event annually

WiSER Apr-15 Annually 20 places per annum

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4 Flexible Working

4.1 Maternity leave or equivalent career break serve as a barrier to career advancement/research activity

Pilot of post maternity (or equivalent duration parental/caring/sick) leave sabbatical relief from teaching in FEMS

3 year pilot of 6 month post-leave protected research period, with a view to rollout across College post review

Dean of FEMS/WiSER/HR

2015 2018 Take-up 70% of those eligible

4.2 Lack of information on Paternity/Parental leave take-up

Collection of data - which proved to be inadequate as the data held by HR did not provide the required level of detail (i.e. by grade/staff category)

Monitor uptake of Paternity and Parental Leave by grade, gender and staff category

FEMS Faculty Office/WiSER

2015 2018 Data reported annually, disaggregated by gender and grade.

4.3 Inadequate duration of Paternity Leave - 3 days across public sector

Research demonstrates that fathers seek longer duration - which is supported by mothers

(i) Seek 10 days minimum for fathers' leave in forthcoming legislation. (ii) Publicise existing Paternity Leave entitlements annually to all staff.

WiSER/HR 2015 Ongoing Increased awareness and uptake of paternity leave by fathers (target: uptake of 70% of those eligible)

4.4 Exclusion of part-time academic staff from applying for Fellowship and becoming Tutors

Reform of College Statutes and Schedules sought

Adopt amended clauses which will allow part-time staff to apply. Monitoring and review of part-time staff who are elected (Fellows) and appointed

WiSER/Standing Committee of Fellows/Fellows (electorate)

2015 Ongoing Increase in the number of part-time staff as Fellows and Tutors

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(Tutors).

4.5 Flexible working not encouraged and not compatible with career advancement

INTEGER Survey conducted in 2012, which indicated the low take-up and reasons for this

College-wide endorsement of Flexible Work practices and set up of web portal to clearly illustrate the options available and how they can be accessed

HR/WiSER 2015 Ongoing Improved gender balance among those availing of flexible working

5 Organisation and Culture

5.1 Gender imbalance among Heads of Faculties and Schools

Review of female:male ratios - 1:2 Deans; 8:24 HoS

Monitor and seek gender parity at elections

WiSER 2015 Ongoing Improved gender balance from one-third to 40%

5.2 Uneven gender representation on some College Committees

Analysis of Committee membership - notably lowest for Research (29%)

Review of procedures for appointment to College Committees

WiSER/College Secretary

2015 Ongoing Improve gender balance to not less than 40% of either gender on all Committees

5.3 Lack of awareness of gender issues among Committee members

LEAD Training for recruitment/selection Committees only

Committee appointees should undertake LEAD Training programme

Equality Officer/College Secretary

2015 Ongoing 100% take-up

5.4 Lack of transparency regarding Workload Allocation

INTEGER Survey conducted, which shows that some academic staff are dissatisfied with workload allocations

(i) Develop & Pilot a Workload Model across all Schools which is fair and transparent (ii) Make provision for

VP/CAO/HoS 2016 Ongoing Surveyed satisfaction with Workload model - 70%+

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acknowledgement of Athena SWAN SAT work in Workload Allocation

5.5 Scheduling of meetings/lectures ignores parental/caring obligations

Proposal to FEMS Faculty Executive

Adopt core hours policy for meetings to be held between 10.00 - 16.00, or two weeks' notice to be given for meetings scheduled outside of these hours

Dean of FEMS, Faculty Executive

2016 2019 Revised and flexible schedules adopted. No meetings at 9.00 or 5.00 without substantial advance notice.

5.6 Social events have been displaced as work pressures have risen

FEMS Lunches with distinguished speakers

Programme of inclusivity-building social events – including Christmas parties

Commercial Director, Catering Manager, Common Room, Deans, Heads of School, WiSER

Dec-15 Ongoing Annual events in each Faculty/School

5.7 Lower Visibility of Female Role Models

Numerous initiatives at College (Honorary Degrees/Fellowship) and School levels (FEMS Pilot Schools - Soapbox Science; Videos of women researchers)

Ensure gender balance proportionate to available pool among invited speakers/external examiners/nominations for awards, etc.

Deans, Heads of School, WiSER

2011 Ongoing Improved gender balance to 40%

5.8 College Portraits of Inclusion of two women Ensure that portraits are Common 2016 Ongoing Improved

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Fellows - lower visibility of women

Fellows' portraits in Board Room

commissioned for eligible women Fellows Emeriti

Room/Deans & Heads of Schools

gender balance among portraits

5.9 Shortfall in childcare provision - supply does not meet demand for places by staff/students

Establish Working Group to review unmet demand and research all options

COO/ WiSER Day Nursery

2016 2017 Action Plan for Daycare to be pursued by College

5.10 No current provision on campus for nursing mothers

Sports Hall and Arts Building already have rooms that could be refurbished/used

Convert rooms on campus for use by mothers (feeding/expressing milk)

WiSER/Buildings Office/HR

2016 2018 3 Breastfeeding Rooms in the College

5.11 Outreach activities not monitored by gender

Array of outreach activities identified and Dean of Students' Roll of Honour. Data gathering regarding gender balance in outreach activities has begun.

Systematically monitor outreach activities to track gender balance

Dean of Civic Engagement

2015 Ongoing Min. 40% of either gender among providers and participants of all programmes/ activities

6 HR Policies

6.1 Equality Policies Review and rationalisation

Introduction of Gender Identity and Gender Expressions policies 2015

Review of Equality policies, procedures and practices to ensure that information is accessible and transparent.

HR Director/WiSER

2017 Ongoing Higher levels of awareness among all staff

6.2 Strengthen links with Athena SWAN award

Identify institutions and links established:

Hold AS Awareness national event

WiSER/HEA 2015 Ongoing Annual events held

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holders Edinburgh, York, QUB and Imperial

North/South through the Athena SWAN Ireland Committee