Athena SWAN Institution Application - Equity & Diversity in … · 2019-09-25 · Athena SWAN . Institution Application . Bronze Award . Ready for Publishing . Name of institution

Athena SWAN Institution Application

Bronze Award

Ready for Publishing

Name of institution Federation University Australia

Date of application Friday 29 March 2019

Award Level Bronze

Date joined Athena SWAN 9 June 2016

Contact for application Associate Professor Nina Fotinatos, Director CLIPP (Centre for Learning, Innovation and Professional Practice)

Email [email protected]

Telephone 03 5327 9145

mailto:[email protected]

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Completing the form

PLEASE REFER TO THE SAGE ATHENA SWAN CHARTER BRONZE INSTITUTIONAL AWARD HANDBOOK WHEN COMPLETING THIS APPLICATION FORM.

DO NOT REMOVE THE HEADERS OR INSTRUCTIONS. EACH SECTION BEGINS ON A NEW PAGE.

ATHENA SWAN BRONZE INSTITUTION AWARDS Recognise a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff. This includes: • an assessment of gender equality in the institution, including quantitative (staff data) and

qualitative (policies, practices, systems and arrangements) evidence and identifying both challenges and opportunities

• a four-year plan that builds on this assessment, information on activities that are already in place and what has been learned from these

• the development of an organisational structure, including a self-assessment team, to carry proposed actions forward.

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Word count The overall word limit for applications are shown in the following table.

There are no specific word limits for the individual sections, and you may distribute words over each of the sections as appropriate. Please state how many words you have used in each section. Please refer to page 11 of the handbook for inclusions and exclusions regarding word limit.

We have provided the following recommended word counts as a guide. Current word limit (29.3.201 – 11,416 words) (with 500 word extension)

Word limit 11,000

Recommended word count 1.Letter of endorsement 500 2.Description of the institution 500 3. Self-assessment process 1,000 4. Picture of the institution 2,000 5. Supporting and advancing women’s careers 5,000 6. Supporting transgender people 500 7. Intersectionality 500 8. Indigenous Australians 500 9. Further information 500 10. Action plan N/A

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Table of Abbreviations

Abbreviation Description ACDA Academic Level A ACDB Academic Level B ACDC Academic Level C ACDD Academic Level D ACDE Academic Level E ACRISP Australian Collaboration for Research into Injury in Sport and its Prevention AEC Aboriginal Education Centre BER Berwick, Melbourne campus CeRDI Centre for eResearch and Digital Innovation CLIPP Centre for Learning, Innovation and Professional Practice CPWG Career Progression Working Group COO Chief Operating Office DDC Deans and Directors meetings DVC Deputy Vice-Chancellor E&D Equity and Diversity ED Executive Dean EEO Equity and Equal Opportunity F Female FBS Federation Business School FEA Faculty of Education and Arts (2015-2017) FedUni Federation University of Australia FoH Faculty of Health (2015-2017) FoST Faculty of Science and Technology (2015-2017) FT Full time FTE Full Time Equivalent GIPPS Gippsland, Churchill campus HEW Higher Education Worker (general staff classification) level HDR Higher Degree Research HoS Head of School IT Information Technology L&E Leadership and Engagement L&T Learning and Teaching M Male MTH Mt Helen, Ballarat campus N/A Not applicable OCWG Organisation and Culture Working Group OSP Outside Studies Program Perm Permanent PT Part time

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R&I Research and Innovation SALT Self-Assessment Leading Team SAS SAGE Athena SWAN SAT Self-Assessment Team STF Scholarly Teaching Fellow SoSEIT School of Science, Engineering and IT (2015-2017) SMB School of Mines, Ballarat City Campus SoA School of Arts (2018) SoE School of Education (2018) SoHLS School of Health and Life Sciences (2018) SoNHP School of Nursing and Health Professions (2018) STEM Science Technology Engineering Mathematics STEMM Science Technology Engineering Mathematics and Medicine T&R Teaching and Research U Unrecorded gender type within data collection UCA Federation University Union Collective Agreement (2015-2018) VC Vice Chancellor VCST Vice-Chancellor’s Senior Team WGEA Workplace Gender Equity Agency

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1. LETTER OF ENDORSEMENT FROM THE VICE-CHANCELLOR/DIRECTOR

Recommended word count: 500 words Actual word count: 568 words Refer to Page 17 of the Handbook

Dr Wafa El-Adhami SAGE Coordinator Australian Academy of Science

GPO BOX 783 CANBERRA ACT 2601 Dear Dr Wafa El-Adhami,

I wholeheartedly endorse the Federation University (FedUni) application for the SAGE Athena SWAN (SAS) Bronze Institutional Award. Since my arrival at the university in May 2017, mid-way through the SAS preparation, I immediately engaged myself in the project taking on senior sponsor role, participating in the SAS Regional Network meetings (Aug 2017), relaunching the FedUni SAS governance (September 2017), increasing initiative resources and elevating awareness and action towards sustained success.

In 2016, FedUni ranked 37th for the number of senior academic women above Level E (20%), with only one woman at Executive Dean level. As part of the major academic restructure and recruitment process in 2018, four women now occupy Dean positions (Level E, 26.7%) across six new schools (two Deans in STEMM areas). One of the five goals of the current FedUni Strategic Plan (2018-2022): Transforming Lives and Enhancing Communities, is to become a ‘University Workplace of Choice’ with outcomes including:

• Be in the top quartile of Australian Universities for the numbers of female staff in senior leadership roles

• Be a preferred employer and education destination for Indigenous staff and students

To achieve these outcomes, several strategies have been developed that directly align with SAS SMART Action Plan objectives including ‘introduce strategies to improve gender balance in leadership positions’. The SAS Action Plan describes improvements in areas of recruitment, promotion, career progression, culture, diversity and inclusivity. Over 200 staff have been involved with aspects of governance, communication, consultation and engagement, thus building a university-wide momentum towards sustained, incremental and measurable targets. The SAS Action Plan closely aligns with the Women in STEM Decadal Plan (Jan 2019). For example:

• Pillar 1 – ‘Unconscious bias and diversity and inclusion training’ is addressed in Action Plan 5.4.1

• Pillar 2 – ‘Reward, recognition, mentoring and sponsorship of women in STEMM’ is addressed in Action Plan 5.2.1

• Pillar 3 – ‘Supporting flexible work arrangements and research growth for women with carer responsibilities’ is addressed in Action Plan 5.3.3 and 5.3.6.

In June 2017 as part of an organisational transformation initiative, I implemented a series of cross-portfolio workgroups led by senior leaders from across the university. These groups explored a range of institutional challenges and identified opportunities for improvements. The ‘People and Culture’ workgroup examined the university’s workforce profile and capability and identified a lack of information and recent engagement with staff on culture, practices and norms. The workgroup’s recommendations included investigation into new HR data systems to improve women in STEMM

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reporting (Action 3.3), a commitment to implement a university-wide cultural survey (The VOICE Survey, October 2018) and growth in the Organisational Development HR team. The VOICE Survey response rate of 72%, (including sessional staff) was above the sector average of 65%, indicating staff commitment to sharing views and embracing positive improvements for the future (See 5.4 [i] Culture)

In addition to my internal SAS commitment, I actively engage with external promotional opportunities aligned to enhancing women’s capabilities in leadership and management. These include involvement in the 2018 Universities Australia Executive Women Sponsorship Guide and recent speaking engagements at national conferences and workshops such as: the SAGE Symposium; the Women Attaining Leadership Program (WATTLE) annual retreat; 12th Annual Women in Higher Education Leadership Summit; and the Australian Women's Leadership Forum Ballarat.

I confirm that the information presented (including qualitative and quantitative data) is an honest, accurate and true representation of our university.

Yours sincerely

Professor Helen Bartlett

Vice Chancellor and President

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2. DESCRIPTION OF THE INSTITUTION

Recommended word count: 500 words Actual word count: 557 words Refer to Page 17 of the Handbook Please provide a brief description of the institution, including any relevant contextual information. This should include:

information on where the institution is in the Athena SWAN process; that is, an indication of how the institution is progressing in their journey to improve gender equity, diversity, and inclusion (130 words)

Federation University (FedUni) is a regional, multi-campus, dual-sector university which commenced in 2014, as the result of a merge between University of Ballarat and Monash University’s Churchill campus (Gippsland) (Figure 2.1.1).

Figure 2.1.1 Location of FedUni Campuses

Brisbane

Churchill Horsham Ballarat Berwick

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The SAGE Athena SWAN (SAS) self-assessment process was conducted during a period of intense change including the appointment of a new Vice-Chancellor (VC), Professor Helen Bartlett (May 2017), an Academic Portfolio restructure (June 2018), and the commencement of a new campus at Berwick (January 2017). The university has established clear direction in addressing action plan requirements based on distributed leadership across all senior leaders of the university.

Institutional benchmarking in 2016 demonstrated the low number of women in senior positions across FedUni (Table 2.1.1). The scope of this application is limited to higher education (HE) although TAFE overall statistics are mentioned where relevant.

Table 2.1.1 Gender Equity Statistics for Academic and General Staff for FedUni compared to Australian Universities (2016)

FedUni HE Av. National Rank

Representation of female academic staff (2016) 51.9% 45.2% 10th Representation of women in senior academic staff (Level D and above) 33.8% 31.7% 15th Representation of female academic staff at Level E (2016) 20% 27.1% 37th Representation of female general staff (2016) 70.1% 66.3% 27th Representation of female senior general staff at ≥ HEW level 10 29.6% 48.7% 43rd

Reference: 2016 Universities Australia Selected Inter-Institutional Gender Equity Statistics (Released August 2017)

information on its teaching and its research focus (288 words)

FedUni is a member of the Regional University Network (RUN) group. In 2018 our Quality Indicators for Learning and Teaching (QILT) and 2017 Employer satisfaction survey data indicated the following:

• #1 in Australia for employability (since 2015) • #1 for overall employment outcomes • #1 in Victoria for student support • #1 in skills development

Teaching

The data in this application aligns with the University structure between 2015 and 2017 (compare Figures 2.2.1; 2.2.2; 2.2.3; 2.2.4). In 2017, we had 20,898 students, of whom 5,703 international and 8,465 female. We offer courses in the broad areas of Health and Technology, at Bachelor (44%) and Masters (27%) levels, with large student cohorts in undergraduate nursing and education. Teaching delivery modes include face-to-face, blended, block-mode, flexible, and fully online.

Research

Our recent 2018 ERA ratings demonstrate strengths in a number of fields (Table 2.2.1) which align to our research priority areas and established research centres. Overall research income in 2015 ($6,695,000), 2016 ($9,042,000) and 2017 ($8,247,000) also gradually increased.

Nomenclature comparisons: STEMM vs Non-STEMM This application presents data based on faculties, STEMM and non-STEMM. STEMM includes Faculty of Science and Technology (FoST), Faculty of Health (FoH) and the Research and Innovation (R&I) portfolio. Non-STEMM includes Faculty of Education and Arts (FEA) and Federation Business School (FBS), unless otherwise stated.

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Figure 2.2.1 Previous academic portfolio (Higher Education) structure, June 2014 - June 2018 Figure 2.2.1 Deputy Vice Chancellor (Academic) Portfolio Schematic Diagram) 2014-2017 (Teaching Areas

Note 1: STEMM disciplines in orange shading Note 2: SAS Reporting based on this structure

Academic Portfolio (Higher Education)

Faculty of Health (FoH)

School of Nursing,

Midwifery and

Healthcare

Nur

sing,

Mid

wife

ry,

Para

med

icin

e

School of Health

Sciences and

Psychology

Exer

cise

Spo

rts

Scie

nce,

Spo

rts

Man

agem

ent,

Out

dor

Ed, P

sych

olog

yFaculty of Science

and Technology

(FoST)

School of Information Technology

and Engineering

Engi

neer

ing,

In

form

atio

n T

echn

olog

y

School of Applied and Biomedical

Sciences

Biom

edic

al S

cien

ce,

Food

& N

utrit

iona

l Sc

ienc

es, E

nviro

nmen

t Sc

ienc

e, M

athe

mat

ics

and

Stat

istic

s

Federation Business

School (FBS)

School of Commerce

Acco

untin

g; C

omm

erce

School of Management

Busin

ess,

Man

agem

ent

Faculty of Education and Arts

(FEA)

School of Education

Educ

atio

n, C

omm

unity

&

Hum

an S

ervi

ces &

So

cial

Ser

vice

s

Arts Academy

Perf

orm

ing

Arts

(C

reat

ive

Arts

) Visu

al

Arts

(Gra

phic

Des

ign)

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Figure 2.2.2 Current academic portfolio structure (Higher Education) from June 2018

Current Academic Portfolio Structure

School of Health and

Life Sciences (SoHLS)

Exercise Science

Biomedical Science

Food & Nutrition

Psychology

Environmental Science

Sports Management

School of Nursing and Healthcare Professions

(SoNHP)

Nursing

Midwifery

Paramedicine

Health & Safety

School of Science,

Engineering and

Information Technology

(SEIT)

Engineering

General Science

Information Technology

Mathematics

Geoscience

Federation Business School(FBS)

Commerce

Management

Accounting

Finance

Human Resources

Law

School of Education

(SoE)

Teaching

Education

Outdoor Education

Health and Physical

Education

Vocational teacher

education

English Language

Preparation

School of Arts

(SoA)

Arts Academy

Humanities

Social Sciences

Social & Community

welfare

Criminal Justice

Centre for Gippsland

StudiesNote 1: STEMM disciplines in orange shading

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Figure 2.2.3 Academic portfolio (VET) June 2014 – June 2018

Figure 2.2.4 FedUni Organisational Chart (New structure) (Post June 2018)

Academic Portfolio (VET)

Federation College

VCAL (Victoria Certificate of Applied

Learning)Pathway Programs

VET in Schools Adaptive Community Education

General Education for Academics (Certificates) PTech

FedUni TAFE

Auto and Engineering Business and IT

Food & Rural Sciences

Community & Children Services

Health Service Industries

Building and Construction

Vice Chancellor & President

Student Support and Services (DVC)

Equity and Diversity

Student Connect

Facilities

ITS

Campus Life

Research & Innovation (R&I)

(DVC)

Graduate Studies

Research Services

Research Centres

Technology Park

Nanya Station

Chief Operating Office (COO)

Finance

Human Resources

Corporate Governance

Marketing

Academic Services &

Support

International (PVC)

Onshore Parnterships

Offshore Partnerships

Mobility

Int. Marketing

Int. Admissions

Regulatory Compliance

Academic (DVC)

See Figure 2.2.1

Note 1: STEMM disciplines in orange shading

Note 1: STEMM disciplines in orange shading

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Table 2.2.1 Research Profile [79 words] 2018 ERA Ratings 2017 Research Priority Areas Research Centres Rating 5 – Well above world standard

• Environment science • Applied Mathematics • Environmental Science

and Management • Civil Engineering • Clinical Sciences • Human Movement and

Sports Science • Nursing

Rating 4 – Above world standard

• Medical and Health Sciences

• Artificial Intelligence and Image Processing

1. Information forensics and security

2. Transformative and preventative health

3. History and heritage 4. Improving policy and

practice in VET 5. Dynamic landscapes

1. Centre for e-Research and Digital Innovation (CeRDI)

2. Australian Centre for Injury Prevention in Sport (ACRISP).

the number of staff; present data for academic staff, and [general and support] staff separately (46 words)

In 2017, there were 2,069 (1,585 EFT) total staff employed, with the majority located in Ballarat (Table 2.3.1, Graph 2.3.1; 2.3.2; 2.3.3). In 2017, although women make up 71% of general staff compared to men (F = 602, M = 245), women comprise less than 30% of HEW 10 and above positions (Graph 2.3.4).

Table 2.3.1 Staff by campus: Distribution of academic and general staff across Federation University campuses (Headcount, 2017)

Location

Continuing and Fixed

Term Academic

%

Continuing and Fixed

Term General

%

TAFE

%

Casual/

Sessional

%

Total

Ballarat 281 17.6 667 41.7 107 6.7 546 34.1 1601

Gippsland 108 28.4 141 37.1 0 0.0 131 34.5 380

Berwick 10 28.6 17 48.6 0 0.0 8 22.9 35

Wimmera 0 0.0 18 62.1 8 27.6 3 10.3 29

Other 0 0.0 4 16.7 5 20.8 15 62.5 24

Total 399 19.3 847 40.9 120 5.8 703 34.0 2069

Note: Berwick commenced in 2017 with limited course offerings

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Graph 2.3.1 Staff by campus: Distribution of academic and general staff across main campuses (Headcount, 2017)

Note: The number of casuals reflects only a snapshot of staff employed in one week of March 2017 and is not reflective of the total number of casuals employed in 12 months.

Graph 2.3.2 Permanent and Fixed-Term Staff at FedUni by classification: academic, general and TAFE staff by gender by portfolio (2017)

281

10810 0

667

141

17 18

546

131

8 30

200

400

600

800

Ballarat Gippsland Berwick Wimmera

Perm & F/T - Academic Perm & F/T - General Casual/ Sessional

198

5

2

8

170

2

1

3

10

122

64

66

138

3

23

186

35

20

21

24

3

10

132

45 75

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Academic (n=645)

Chief Operating Office (n = 84)

Engagement (n = 89)

Learning & Quality (n =168)

Office of Vice-Chancellor (n = 11)

Research and Innovation (n=51)

Student Support & Services (n=318)

Academic F Academic M General F General M TAFE F TAFE M

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Graph 2.3.3 FedUni Academic Staff (Level A-E) Profile (2017) (numbers and %)

Graph 2.3.4 FedUni General Staff (HEW Level) Profile (2017)

2

5

19

36

104

47

3

22

28

45

65

23

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Above Level E (n=5)

Level E (n = 27)

Level D (n = 47)

Level C (n = 81)

Level B (n=169)

Level A (n=70)

F M

6

3

19

37

66

84

166

131

37

51

16

5

17

26

41

41

45

16

10

28

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Above HEW 10 (n = 22)

HEW 10 (n = 8)

HEW 9 (n = 36)

HEW 8 (n = 63)

HEW 7 (n=107)

HEW 6 (n = 125)

HEW 5 (n = 211)

HEW 4 (n = 147)

HEW 3 (n = 47)

HEW 1-2 (n = 79)

F M

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the total number of departments and total number of students (46 words)

The Academic Portfolio between 2015 and 2017 had four faculties and eight schools (Figure 2.2.1; 2.2.2; 2.2.3; 2.2.4). A high level Faculty comparison demonstrates, high numbers of female students in FoH and FEA and high number of male students in FoST and FBS (Graph 2.4.1,) with overall more female undergraduate (Graph 2.4.2) and post-graduate students (Graph 2.4.3; 2.4.4).

Graph 2.4.1 Students by gender in the Faculties (2017)

Reference: Unpublished Pocket Uni Stats (2017)

Graph 2.4.2 Number of undergraduate students by gender and STEMM cluster Faculties (2017)

2567

2314

608

535

1026

739

1417

672

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Faculty of Education & Arts (FEA)

Faculty of Health (FoH)

Faculty of Science & Technology (FoST)

Federation Business School (FBS)

F M

3102

2922

1698

2156

0 500 1000 1500 2000 2500 3000 3500

Non-STEMM

STEMM

M F

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Graph 2.4.3 Postgraduate students by faculty and gender (2017)

Reference: Unpublished Pocket Uni Stats (2017)

Graph 2.4.4 Number of postgraduate students by gender and STEMM cluster Faculties (2017)

77

24

26

1

40

3

9

1

38

3

15

1

68

8

17

0

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

FEA PhD

FEA Masters

FoH PhD

FoH Masters

FOST PhD

FOST Masters

FBS PhD

FBS Masters

F M

111

69

58

91

0 20 40 60 80 100 120

Non-STEMM

STEMM

M F

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list and sizes of Science, Technology, Engineering, Mathematics and Medicine (STEMM) departments; present data for academic staff, and general and support staff separately (47words)

Discipline comparisons highlight a lack of academic women in senior roles in STEMM (Level C, D and E) and non-STEMM (Level E) and in management role (Graph 2.5.1; 2.5.2). Women hold the majority of general roles across both disciplines categories (Graph 2.5.3). Overall STEMM women, make up 52% of academic roles (104/198).

Graph 2.5.1 Fixed-term and continuing academic and research staff by academic level and gender in STEMM and non-STEMM departments (2017).

Graph 2.5.2 STEMM departments within Academic and Research & Innovation Portfolios (Permanent & Fixed Staff) (Headcount and %, 2017)

24

53

15

84

17

47

21

10

1

16

39

31

21

14

7

25

127 7

0

10

20

30

40

50

60

ACDA ACDB ACDC ACDD ACDE ACDA ACDB ACDC ACDD ACDE

STEMM Non-STEMM

F (2017) M (2017)

30

31

5

19

8

3

6

25

6

1

28

43

8

2

1

20

22

5

1

4

10

7

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

School of Health Science & Psychology

School of Nursing, Midwifery & Healthcare

FoH - Management & Administration

School of Applied & Biomedical Sciences

School of Engineering & Info. Technology

FOST - Management & Administration

Research Centres

Academic staff F Academic staff M General staff F General staff M

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Graph 2.5.3 General staff (Headcount) by STEMM and non-STEMM (2015-2017)

Note: STEMM=FOST/FOH/R&I; Non-STEMM = FEA, FBS and other central areas

4422

341

193

11 14

88

132

0

50

100

150

200

250

300

350

400

HEW 1-5 HEW 6-10+ HEW 1-5 HEW 6-10+

STEMM Non-STEMM

F (2017) M (2017)

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3. THE SELF-ASSESSMENT PROCESS Recommended word count: 1000 words (plus 500 Extension)

Actual word count: 1581 words Refer to Page 18 of the Handbook Describe the self-assessment process. This should include:

a description of the self-assessment team (372 words)

FedUni’s SAGE Athena SWAN (SAS) assessment team was established in 2016 and underwent two distinct phases. The project team evolved from consultations with the Executive Deans, Heads of Schools of STEMM disciplines and the University leadership.

• Phase One (June 2016 – August 2017) - Lead sponsor, Professor Leigh Sullivan (DVC R&I) led early engagement and awareness campaigns

• Phase Two (September 2017 – March 2019) - Lead sponsor, Professor Helen Bartlett (VC) led the majority of the SAS implementation, communication, engagement and project outcomes

Post the 2018 restructure and changes in phases, the SAS committee membership evolved, however the governance (Figure 3.1.1) and committee structures (Table 3.1.1) remained similar.

Figure 3.1.1 FedUni SAS Governance and Project Leadership

Committee membership for Phase Two (Table 3.1.2; 3.1.3; 3.1.4; 3.1.5) and Phase One (Table 3.1.6) comprised of:

• Academic and general staff across all main campuses, sectors, portfolios and disciplines (STEMM and non-STEMM)

• Renewed membership towards 50% gender balance and STEMM/non-STEMM equality • Staff in formal and informal leadership and/or management roles • Academic women with lived experiences of navigating careers among together with carer

responsibilities and flexible work arrangements • Self-nominated membership, call-out invitations (Daily electronic FedNews) and invited

members based on specific attributes Committee meetings were held between 9am-3pm. Workload associated with SAS engagement varied for each committee/working group member:

Vice Chancellor

Self Assessment Team (SAT)

Self Assessment Leadership Team (SALT)

Career Progression Working Group (CPWG)

Organisation and Culture Working Group (OCWG)

Vice Chancellor Senior Team (VCST)

Academic Board

Deans and Directors Meeting (DDC)

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• Project Lead (Associate Professor Nina Fotinatos) (0.2EFT - 0.4EFT research allocation since September 2017 – March 2019)

• Allocation counted within ‘Service and Engagement’ academic provision • Responsibility and priority based on positional leadership role

Table 3.1.1 Phase Two - September 2017 to March 2019 – Committee Structures (147 word)

Teams Purpose Self-Assessment Team (SAT) (6 meetings during Phase 2)

• Provide guidance, direction and suggestions regarding FedUni SAGE Athena SWAN activities

• Oversee SAGE Athena SWAN progress related to project milestones, application preparation and associated faculty and institutional activities and improvement

Self-Assessment Leading Team (SALT) (6 meetings during Phase 2)

• Monitor progress relative to project timelines • Identity resource challenges and propose solutions • Provide nominated Working Group chairs with support and resources

to steer working group progress Career Progression Working Group (CPWG) (8 meetings during Phase 2) Organisation and Culture Working Group (OCWG) (8 meetings during Phase 2)

• Review institutional data • Identify evidence-based challenges • Propose solutions to address challenges • Draft early action plans linking institutional context, data and SAGE

outputs (Survey and interview data)

Data Working Group (5 meetings during Phase 2)

• Gather gender equity data from HR and Equity and Equal Opportunity (short-term working group in year 1 and 2)

Table 3.1.2 Phase Two - September 2017 to March 2019 - Self-Assessment Team (SAT) Membership

Name Role/Contribution Gender/ Campus/ Classification

Attendance at meetings

Professor Helen Bartlett, Vice-Chancellor and President

Project Sponsor; Senior strategic leadership and direction regarding SAGE; Leads Vice-Chancellor’s Senior Team (VCST). Influencing all levels of the university

F MTH Academic

6/6

Associate Professor Nina Fotinatos Director, CLIPP

Project Lead; Chair – SAT and SALT; Senior strategic leadership and management regarding SAGE application process; Lead SAGE application writer;

F MTH Academic

6/6

Professor Andy Smith Deputy Vice Chancellor (Academic)

Senior strategic leadership and direction in the Academic Portfolio; Member of VCST.

M MTH Academic

6/6

Professor Penny Paliadelis Executive Dean, Faculty of Heath (FoH) (Until Jun 2018)

Senior strategic leadership and direction; Extensive senior roles in the nursing discipline.

F MTH Academic

4/6

Associate Professor Jason Giri Head of School, School of Engineering & Information Technology, FoST (until Sep 2018)

Senior strategic leadership and direction relevant to the school which is exclusive STEMM areas; Discipline background is mathematics

M MTH Academic

3/6

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Associate Professor Jennifer Mosse, Head of School, School of Applied & Biomedical Sciences, FoST (end June 2018)

Senior strategic leadership and direction relevant to the school which is exclusive STEMM areas; Discipline: Molecular virology.

F GIPPS Academic

4/6

Deborah Walker Director, Human Resources

Senior leader and manager of all human resources processes across the university; Key influencer with internal and external stakeholders

F MTH General

6/6

Mr Darren Holland, Deputy Vice Chancellor, Student, Support and Services

Deputy Vice Chancellor who leads Equity and Diversity, Student Connect and non-academic transition and support

M MTH General

3/6

Heather Marsh Manager, Equity and Equal Opportunity (from May 2018)

Manager of Equity and Equal Opportunity. Key influencer with internal and external stakeholders.

F MTH General

4/6

Elizabeth Spark Equity Officer Equity and Equal Opportunity (until May 2018)

Data preparation for Workplace Gender Equity Agency reporting. Contributes knowledge of institutional-wide EEO practices and processes.

F MTH General

5/6

Associate Professor Barry Wright Executive Director, FedUni TAFE

Senior leader overseeing several VET STEMM areas; Highlight similarities and differences between VET and HE domain

M SMB Academic

5/6

Dr Robert Davis Senior Lecturer FEA, Program Leader

Contributes ideas and knowledge relative to gender equity and diversity from the perspective of a male program coordinator from a non-STEMM area;

M MTH Academic

5/6

Meg Merrylees Project Officer

Project Officer providing administrative support to SAGE project (0.6EFT, HEW 6 – September 2016 – March 2019); Key in data gathering, committee organisation, internal and external engagement regarding SAGE

F MTH Academic

6/6

Totals: F = 7; M = 5; Mt Helen = 5; SMB = School of Mines (Ballarat city campus); Gippsland = 1; Berwick = 0; Academic = 9; General = 3; STEMM = 4; Non-STEMM = 7 (no word count)

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Table 3.1.3 Phase Two - September 2017 to March 2019) – Self-Assessment Leading Team (SALT) includes Short-term Data Working Group

Name Role/Contribution Gender/ Campus/ Classification

Attendance at meeting

Associate Professor Nina Fotinatos; Director, CLIPP Project Lead

Project lead with strong leadership and management of the SAGE initiative. From a STEMM background (Biomedical Science). In a senior female role since June 2014 and utilising flexible work arrangements and childcare responsibilities

F MTH Academic

6/6

Deborah Walker Director, Human Resources (HR), Chief Operating Office (COO) (From May 2018)

Senior strategic view, contribution and progression of HR related processes including action planning, interpretation of data and realistic goals associated with timelines

F MTH General

5/6

Lisa Pickering Team Leader, HR Representation Data Working Group, HR

Operation strategic view, contribution and progression of HR related processes including data gathering and interpretation

F MTH General

4/6

Heather Marsh (From May 2018) Manager, Equity and Diversity (E&D), Student Support and Services (DVC, SSS)

Strategic view, contribution and progression linked to gender diversity including representing the LBGTQI staff and student voice

F MTH General

3/6

Elizabeth Spark, Equity Officer EEO Representation Data Working Group, E&D

Operation view of Equity and Diversity offered at the university

F MTH General

6/6

Associate Professor Singarayer Florentine FoST, School of Biomedical and Applied Sciences (Environmental Management)

Chair, Career Progression Working Group. Has lived experience working along-side women from STEMM areas with childcare responsibilities. Contributor as a parent with young children and accesses flexible working arrangements

M MTH Academic

6/6

Professor Steve Wilcox FoST, School of Engineering and Information Technology

Chair, Organisation & Culture Working Group. Has lived experience working along-side women from STEMM areas with childcare responsibilities. Contributor as a parent with now older children and accesses flexible working arrangements

M GIPPS Academic

6/6

Meg Merrylees, SAGE Project Officer Data Working Group

Administrative support for all SAGE Athena SWAN Committees. Supporting Project Lead with all aspects of the SAGE initiative

F MTH General

6/6

Totals: F = 4; M = 2; Mt Helen = 5; Gippsland = 1 (no word count)

Table 3.1.4 Phase Two – September 2017 to March 2019 - Career Progression Working Group Name Role/ Contribution Gender/

Campus Classification

Attendance at meeting

Dates (2017: 17.11) (2018: 13.02, 14.03, 18.04, 16.05, 25.07, 15.08, 17.10) Associate Professor Singarayer Florentine, (Florry) (Chair,

Experience working with STEMM women with childcare responsibilities.

M MTH

8/8

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CPGW) FoST, Environmental Management (now SoHLS)

Contributor as a parent with young children and accesses flexible working arrangements

Academic

Peter Hopwood, Program Coordinator FoH, Physical Education (now SoHLS)

Senior educator in STEMM who works with staff and students who are often PT and managing workload around family responsibilities

M MTH Academic

7/8

Mathew Abbott, Lecturer, FEA, Philosophy (now SoA)

Senior lecturer in non-STEMM area working with a number of part-time staff and students

M MTH Academic

3/8

Lara Wakeling, Senior Lecturer, FoST, Nutrition (SoHLS)

Senior lecturer in STEMM, parenting responsibilities, researcher

F MTH Academic

7/8

Danielle Auldist, Lecturer, FoST, Veterinary Bioscience (SoHLS)

STEMM academic (Part-time) managing demands of academic workload with teacher, research and service responsibilities, flexible arrangements and family responsibilities

F BER Academic

6/8

Kate Moore Associate Professor, Psychology (SoHLS)

STEMM academic and SAGE Peer Reviewer

F GIPPS Academic

5/8

Meg Merrylees, SAGE Project Officer, CLIPP, Academic Portfolio

Administrative support for all SAGE Athena SWAN Committees

F MTH General

7/8

Heather Marsh, Manager, Equity & Diversity (From May 2018)


F MTH General

2/8

Elizabeth Spark, Equity Officer, Equity and Diversity (E&D)


F MTH General

7/8

Karen Mostert Willey, Team Leader, HR, Chief Operating Office (COO)

Senior strategic view, contribution and progression of HR related processes including action planning

F MTH General

4/8

Lisa Pickering, HR Shared Services Partner, HR, COO

Operation strategic view, contribution and progression of HR related processes including data gathering and interpretation

F MTH General

6/8

Totals: F = 8; M = 3, Mt Helen = 9; Gippsland = 1; Berwick = 1; Academic = 6; General = 5: STEMM = 5; Non-STEMM = 6 (no word count)

Table 3.1.5 Phase Two - September 2017 to March 2019 - Organisation and Culture Working Group Name Role/Contribution Gender/

Campus/ Classification

Attendance at meetings

Meeting Dates (2017) 29.11.2017; (2018): 20.02, 20.03, 01.05, 22.05, 31.07, 21.08, 23.10 Professor Steve Wilcox (Chair) Deputy Dean Science and Engineering, Engineering (FoST, now School of Science, Engineering and IT, SoSEIT)

Chair, Career Progression Working Group. Has lived experience working along-side women from STEMM areas with childcare responsibilities. Contributor as a parent with young children and accesses flexible working arrangements

M GIPPS Academic

8/8

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Dr George Van Doorn Senior Lecturer FoH, Psychology (SoHLS)

Senior lecturer, Gippsland campus who has many part-time female students studying in the field of psychology

M GIPPS Academic

6/8

Dr David Waldron Lecturer, Social Sciences, History and Anthropology (FEA now SoA)

Non-STEMM academic M MTH Academic

6/8

Kumar Biswas, Lecturer, Management (FBS)

Non-STEMM academic M MTH Academic

5/8

Anna Vagias, Manager Organisational Development and Performance HR, COO

Berwick campus representative for HR who has experience working part-time and juggling family commitments. Also experience in career growth strategies for academic staff

F BER General

4/8

Dr. Morgan Wallace Lecturer, Biomedical Science (FoST, now SoHLS)

STEMM academic (Part-time) managing demands of academic workload with teacher, research and service responsibilities, flexible arrangements and family responsibilities

F MTH Academic

3/8

Taiwo Oseni, Lecturer, Enterprise Systems (FoST, now SoSEIT)

STEMM academic, family responsibilities, maternity leave

F MTH Academic

6/8

Sharon Kitt, Director, Research Services

Senior professional with family responsibilities

F MTH General

6/8

Meg Merrylees, SAGE Project Officer, CLIPP

Project support officer providing administrative support to the project, providing updates to all schools and committees, drafting and editing formal documentation

F MTH General

7/8

Heather Marsh, Manager, E&D (From May 2018)


F MTH General

1/8

Elizabeth Spark, Equity Officer, E&D


F MTH General

7/8

Totals: F = 6; M = 4; Mt Helen = 7; Gippsland = 2; Berwick = 1; Academic = 6; General = 4; STEMM = 4; Non-STEMM = 6 (no word count)

Table 3.1.6 Phase One – June 2016 to August 2017 - Self-Assessment Team (SAT) and Steering Committee (see section 3.2 for details regarding Phase 1 committee’s)

Member University Position

Contribution to the Steering Committee Gender/ Campus/ Classification

Meetings attended

Professor Leigh Sullivan Deputy Vice Chancellor (Research & Innovation)

Project Sponsor, Chair, Senior strategic leadership and direction regarding SAGE; Leading research output and academic research performance.

M MTH Academic

1/2

Professor Andy Smith Acting Vice Chancellor (Academic) (Jan-May 2017)

Senior strategic leadership and direction; Leading university Vice-Chancellor Senior Team (VCST). Substantive role is DVC (Academic).

M MTH Academic

1/2

Professor Penny Paliadelis Acting Deputy Vice Chancellor (Academic)

Senior strategic leadership and direction; Substantive role is Executive Dean (Faculty of

F MTH Academic

2/2

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(Jan-May 2017) Health [FoH]); Extensive senior roles in nursing.

Professor Marcia Devlin Deputy Vice Chancellor (Learning & Quality)

Senior strategic leadership and direction; Member of Vice-Chancellor Senior Team (VCST).

F GIPPS Academic

0/2

Darren Holland Deputy Vice Chancellor (Student Support and Services).

Senior strategic leadership and direction; Member of Vice-Chancellor Senior Team (VCST).

M MTH General

1/2

Associate Professor Barry Wright Executive Director, FedUni TAFE

Senior leader overseeing several VET STEMM areas; Highlight similarities and differences between VET and HE domain

M SMB Academic

1/2

Associate Professor Kim Dowling Chair, Academic Board

Experience as a previous Head of School (School of Science and Engineering); Academic Board senior leader; Discipline focus is geology.

F MTH Academic

1/1

Associate Professor Dara Twomey Acting Executive Dean, FoH (Jan-May 2017)

Senior leadership and direction; Substantive role is Head of School (School of Health Sciences and Psychology, FoH).

F MTH Academic

1/2

Professor Mark Sandeman Executive Dean, FoST

Senior leadership and direction in the faculty with significant STEMM presence; Supports two Heads of Schools in STEMM disciplines

M MTH Academic

1/2

Professor Caroline Finch Executive Dean Graduate Studies (Until Dec 2017)

Senior leadership and direction related to Higher Degree Research students (HDR); Highlights challenges that female research students face.

F MTH Academic

2/2

Professor Steve Wilcox Head of Discipline, Engineering, FoST

Senior leader associated with engineering; Previous SAGE experience in United Kingdom

M GIPPS Academic

2/2

Deborah Walker Director, Human Resources

Senior leader and manager of all human resources processes across the university; Key influencer with internal/external stakeholders

F MTH General

1/2

Karen Mostert-Willey Manager, HR Business-Partnering

Experience with HR issues Member of Data Working Group

F MTH General

2/2

Glenn Bench Manager, HR Shared Services

Experience with HR Management Information Systems Member of Data Working Group

M MTH General

1/2

Barbara Webb Manager, Equity & Equal Opportunity (Until October 2017)

Senior leader and manager of all equity and equal opportunities processes across the university; Experience with staff and student issues

F MTH General

2/2

Elizabeth Spark Equity & Equal Opportunity

Experienced with data preparation for Workplace Gender Equity Agency Reporting Member of Data Working Group

F MTH General

2/2

Sharon Kitt Director, Research Services

Senior leader and experience of institutional-wide research services; Aware of challenges experienced by research staff and students

F MTH General

2/2

Meg Merrylees SAGE Project Officer

Project Officer, Data gathering, committee organisation, internal and external engagement regarding SAGE

F MTH General

2/2

Patrice Braun Adjunct Professor

Academic in gender equity issues F MTH Academic

1/2

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Taiwo Oseni Lecturer, IT, FoST

STEMM academic (IT), parent with caring responsibilities

F MTH Academic

1/2

Grant Meredith Associate Dean, Learning and Teaching, FoST

STEMM academic (IT) M MTH FoST

1/2

Nick Schultz Lecturer, FoST

STEMM academic, parent with caring responsibilities

M MTH Academic

1/2

Charlynn Miller Lecturer, FoH

Senior STEMM academic (Level C) F MTH Academic

0/2

Andrew Christensen (to Jan 2017)

HR Management Information Systems Member of Data Working Group

M MTH General

1/2

Totals: F = 14; M = 10; Mt Helen = 13; Gippsland = 1; School of Ballarat Mines = 1; Academic = 15; General = 9; STEMM = 11; Non-STEMM = 13 (no word count)

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an account of the self-assessment process (including 500 word extension about restructure) (832 words)

Phase One: June 2016 – August 2017

FedUni joined the SAS initiative in June 2016 and in September employed a SAS Project Officer (HEW 6, 0.6 EFT) to support the submission process (Table 3.1.6). The focus of this phase was (1) building institutional awareness and communication and (2) identifying preliminary data. Examples of communication and dissemination strategies are described in Figure 3.2.1.

Figure 3.2.1 Phase One Early Communication Strategies (130 words)

Phase Two: September 2017 – March 2019

The VC became senior sponsor (May 2017) and relocated the Academic Portfolio. A complete re-launch of the initiative based upon action research methodology. There was significant membership reinvigoration focused on increased cross-campus, diverse skills and STEMM representation (Tables 3.1.1; 3.1.2; 3.1.3; 3.1.4; 3.1.5). For a number of factors including senior leadership changes and competing universities priorities, data collection, analysis, communication and engagement primarily occurred in Phase Two (Table 3.2.1; Figure 3.2.3).

•DVC R & I became Senior Sponsor•SAS presentation to staff encouraged to attend a soft-launch of the project

October 2016

•Development of dedicated SAS website linked to the R&I domain•VCST met with SAS representatives at Mt Helen

November 2016

•A web-based celebration of women in science with vignettes of STEMM-based PhD student-led research published in preparation for the International Womens Day (IWD)

February 2017

•IWD event showcasing women in academia and a presentation by STEMM academic, Dr Jessica Reeves and The Homeward Bound expedition to Antarctica

•New VC commences (Prof Helen Bartlett) - Became Senior Sponsor

March 2017 - May 2017

•VCST (Chaired by VC); •Deans and Directors Committee (Chaired by DVC, Academic) •Academic unit engagement: Faculty Boards; Faculty Executive Meetings; School Forums (Chaired, Exec Dean, HoS)

•University committee's: Academic Board; Higher Degrees by Research Committee; Research Committee etc

Committee engagement

29

Table 3.2.1 Communication and Engagement [126 words] Year School Forums University

Committees Presentations

University Events

2016

• 25 FoST staff introduced to SAS

• Alex Rubinov oration with Nalini Joshi (founding member Athena SWAN Australia)

VCST x 1 Academic Board x 1

• SAS launch whole of University • WReN end of year presentation • FedNews promotions • FedNews calls for SAT members

2017 • FoH Executive Dean attends SAS workshops

Deans and Directors Committee (DDC) x 2 VCST x 3 Academic Board x 5 HDR x 4 Research x 3 Social Inclusion x 4 Faculty Boards x 4

• SAS promotion of HDR STEMM women for International Day of Women (IWD) and Girls in Science

• SAS sponsored IWD Event • Flyer and posters introducing SAS

distributed to all staff October 2017 • WReN End of Year presentation re SAS

2018 • FBS • SEIT • SoHLS • SoA • SoE

DDC x 6 VCST x 3 Academic Board x 6 HDR x 4 Research x 3 Social Inclusion x 4 School Boards x 5 Leadership Series x 3

• Progress flyers/posters distributed to all staff October 2018

• Discussion re drafts (master and action plan, October 2018

30

Figure 3.2.2 Evidence of data collection, communication and engagement to inform SAS Application and Action Plan [212 words]

Legend: D – Data focused; C – Communication focused including dissemination; E – Engagement focused seeking stakeholder feedback and involvement

.

•Collecting data from HR, Payroll, Equity and Diversity (E&D)•Accessing existing data from WGEA report

Quantitative Data (2017-2018) [D]

•Collected during SAGE and other committee discussions, working groups, informal and formal SAS meetings

•SAS targeted structured interviews with 31 academic and general staff•F = 15 (6 STEMM, 5 Non-STEMM, 5 General); M = 16 (12 STEMM, 3 Non-STEMM, 1 General)

Qualitative Data (2017-2018) [D, C, E]

•Engaging with a national benchmarked survey at the university level with 'Gender and Equity' targeted questions

•Targeted marketing and encouragement to partake (Oct 29-Nov 9, 2018) (Figure 3.2.3)

The VOICE Survey (2 weeks) [D]

•Human Research Ethics Approved and based on the UK ASSET 2016 Survey) targeting academic staff (14.7% response rate)

•N = 59 responses/399 (possible cohort); Females = 46.3%; Males = 15.8% •22 STEMM and 37 non-STEMM staff•February - April 2018

SAS Gender Equity & Diversity Survey [D]

•Development of Action Plan based on data and commitee engagement •University-wide release and distribution of DRAFT SAS Action Plan (Oct 2018)•Engagement with informal discussions with STEMM women•Engagement with national colleagues (Deakin University, Dec 2018 and March 2019)•Engagement with international colleagues (University of the West of Scotland, Dec 2018)

SAS Action Plan Engagement [C, E]

•2016 - Based on the 'Lean In' textbook (By Sherly Sandberg) •2017 - Based on 'Leading on the Edge' textbook (By Rachael Robertson}•2018 - Based on 'Through the Labyrinth' textbook (By Alice Eagly; Linda Carli)

Womens Leadership Series [C, E]

31

Figure 3.2.3 Evidence of engagement and encouraging participation with ‘The VOICE’ survey (Associate Professor Nina Fotinatos, Project Lead advertising ‘The VOICE’ engagement period)

500 Word Extension granted to FedUni 21 December 2018 - Outline the institution restructure; the impact of the restructure on the institution’s structures, systems or culture, with particular reference to the impact on women in STEMM disciplines; and any consultation and change management process undertaken (This is captured primarily in section 3 and 5). (256 words)

During Phase Two the Academic Portfolio underwent a major restructure commencing June 25, 2018. The structure changed from four faculties with eight schools to six new schools (compare Figure 2.2.1 vs Figure 2.2.3). The restructure was based on feedback and recommendations of a series of VC led working groups (FedUni NEXT) finalized in October 2017. FedUni NEXT was a four month engagement process with all the University extended leaders which identified successes, challenges and potential opportunities to further improvements in structure, processes, systems and culture.

The restructure consultation (November 2017 to March 2018) was followed by the change management process (June and December 2018). An external recruitment agency was utilized in the process of externally recruiting five new Deans who progressively commenced later 2018. The restructure has led to changes in systems and processes and creation of new cultures in some areas. The restructure led to an overall increase of women at Level E Dean positions (now 66% compared to 25%) (Table 3.2.2 vs Table 5.4.3.1, Table 5.4.3.3). However despite this increase the School of Science, Engineering and Information Technology (SoSEIT) does not have any women at the most senior leadership level.

32

Due to the restructure, SAS Phase Two committee membership underwent significant changes. Accountability and responsibility of the SAS Action Plan will be monitored by the new leaders within schools. Many of the SAS Action Plan objective continue to target new recruitment and career development strategies for women in STEMM to further increase the career pipeline, and influence future gender equality.

Table 3.2.2 Women in Leadership Roles (2018) Dean (Level E) Deputy Dean

(Level D/E) Associate Dean (Teaching Quality or Research)

STEMM SoHLS 1 3 1 SEIT SoNHP 1 1 1

Non-STEMM SoE 1 2 SoA 1 1 FBS 1 Total females in roles 4 out of 6 female 5 out of 9 female 5 out of 12 female

plans for the future of the self-assessment team (377 words)

Ownership, oversight and monitoring progress of the SAS Action Plan (2019-2022) will be a responsibility of the VCST (meets fortnightly). VCST membership includes the VC, DVC Academic, DVC R & I, DVC Student Support Services and the Chief Operating Officer. Co-opted additional members are invited regarding specific initiatives (ie Director, HR and Director E&D). This will replace the current four committees/working groups supporting the SAS initiative and instead employ a method of distributed leadership and embedded actions in the core functions of each portfolio. SAS actions will be regularly monitored via the following methods:

1. Align milestones with existing plans and strategies including:

• University Strategic Plan 2018-2022 • Human Resources Strategic Plan • Social Inclusion Plan • FedPride Strategy • Aboriginal and Torres Strait Islander Workforce Strategy 2018-2020 • School Strategic Plans

2. Link progress, performance and milestone completion with a member of the VCST and/or a

member of the University extended leadership team (ie Dean, Director etc). New school Deans will play a significant role in reporting on milestones, outcomes and progress. Schools will also have the opportunities to plan for school and/or discipline level awards through SAS external agency into the future.

3. Commitment to reporting on a bi-annual basis to VCST, Academic Board and the broader university community. This reporting will be developed at Level One and Two as described in Figure 3.3.1.

4. Quarterly communication to staff and students will occur through a number of methods including:

• School Boards • School newsletters • Academic Boards • Portfolio forums

33

• Morning media summary • FedNews • Event dissemination (ie IWD) • Progressive reports as per Action Plan KPIs • VC all staff email updates

Figure 3.3.1 Proposed monitoring and progress reporting levels for SAS Action Plan (115 words)

•SAS Action Plan Reporting Template•The senior staff responsible for each objective/milestone/outcome will collaboratively collect medium level detail regarding gradual progress

•Manager, E&D will work with senior staff to complete the template•Time period 1 - Collated during May, endorsed in June•Time period 2 – Collated during November, endorsed in December•Reporting and review at DDC, Portfolio level and School Boards

Level 1 - Medium level details using Distributed Leaderhsip

•SAS Heat Map Progress Template•This heat map is a summary of the progress of all action items and will be developed by senior staff responsible for each objective•Manager, E&D will work with senior staff to complete the template•Time period 1 – Developed in May based on Level 1 data, Reviewed in June. •Time period 2 – Developed in November based on Level 1 data, Reviewed in December.•Reporting and review to VCST, Academic Board and Council

Level 2 - High level details using Distributed Leaderhsip

Action Plan 3.3 (a) Upgrade HR data reporting structures and reporting Action Plan 3.3 (b) Bi-annual gender data reporting for academic and general staff

34

4. A PICTURE OF THE INSTITUTION Recommended word count: 2000 words Actual word count: 1055 words Refer to Pages 19-20 of the Handbook and pages 17-18 of the Peer Review Guidelines (Application Submission and Peer Review Procedures August 2017)

4.1 ACADEMIC AND RESEARCH STAFF DATA

(i) Academic and research staff by grade and gender (370 words)

Overall gender equality

During 2015 and 2017, there has been minimal change in the number of academic women across the institution (Graph 4.1.1.1). The majority of academic and general part-time roles are held by women (Graph 4.1.1.2; 4.1.1.3). Although almost equivalent numbers of academic women (50.4% FTE/53.6% headcount) and men, there is gender inequality in senior academic levels (Table 4.1.1.1). Academic women hold less fixed and ongoing senior academic roles, compared to men (Graph 4.1.1.4). STEMM vs Non-STEMM gender equality

STEMM (FoST, FoH and R&I) vs non-STEMM (FEA and FBS) (Graph 4.1.1.5) comparisons indicate:

• There are significantly less STEMM academic women than men at Level C, D and E • There are more non-STEMM academic women than men at Level A, B, C and D • The conclusion of the Collaborative Research Network initiative in 2015-2017 influenced the

number of academic women within STEMM

Faculty comparisons

• FoST disciplines (i.e. engineering, mathematics and information technology) are dominated by men (Graph 4.1.1.6) which aligns with national benchmarking (Table 4.1.1.2)

• FoH disciplines (ie nursing and midwifery) are dominated by women primarily at Level B, except for Level E (Graph 4.1.1.7)

• Due to contract completions, the number of R&I academic women at Level B dropped between 2015 and 2016 (Graph 4.1.1.8)

• FEA has large cohorts of academic women across all levels, except Level E (Graph 4.1.1.9) • FBS has significantly more academic men between Levels C and E (Graph 4.1.1.10)

35

Graph 4.1.1.1 Equivalent Full Time (EFT) academic and research staff by year (2015-2017)

Table 4.1.1.1 Headcount of fixed-term and continuing academic staff by academic level (2017)

F M Total %F ACDA 47 23 70 67.1

ACDB 104 65 169 61.5

ACDC 36 45 81 44.4

ACDD 19 28 47 40.4

ACDE 5 22 27 18.5

Total 211 183 394 53.6

166.8 168.5 174.3169.8 171.7 171.7

020406080

100120140160180200

2015 (n=336.6) 2016 (n=340.2) 2017 (n=346)

FULL

TIM

E EQ

UIV

ELAN

TF M

36

Graph 4.1.1.2 Academic Staff Part-time and Full Time by FTE, gender, academic level (STEMM vs Non-STEMM (2017)

Graph 4.1.1.3 General staff: Part-time and Full-time by FTE, gender and HEW Level (2017)

19 16

92

1 1

1813 12

95

0 062 5

86

1 1

19

60

46

1 0

31

0102030405060708090

100

<0.6 FTE 0.6-0.9FTE

1.0 FTE <0.6 FTE 0.6-0.9FTE

1.0 FTE <0.6 FTE 0.6-0.9FTE

1.0 FTE <0.6 FTE 0.6-0.9FTE

1.0 FTE

Level A-C Level D-E Level A-C Level D-E

STEMM Non-STEMM

F M

68

122

428

17

94

212

17 8

120

122

144

0

50

100

150

200

250

300

350

400

450

<0.6 FTE 0.6-0.9 FTE 1.0 FTE <0.6 FTE 0.6-0.9 FTE 1.0 FTE

HEW 1-5 HEW 6-10+

F M

37

Graph 4.1.1.4 Total fixed-term and continuing academic and research staff by academic level and gender (Headcount, 2015-2017)

Graph 4.1.1.5 Fixed-term and continuing academic and research staff by academic level and gender in STEMM and non-STEMM departments 2015-2017.

Note: STEMM = FoST, FoH and R&I. Non-STEMM = FEA, FBS other central areas

24

53

15

8

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47

21

10

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25

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0

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30

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60

ACDA ACDB ACDC ACDD ACDE ACDA ACDB ACDC ACDD ACDE

STEMM Non-STEMM

F (2015) F (2016) F (2017) M (2015) M (2016) M (2017)

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102

32

16

6

46

100

31

19

5

47

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252023

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45

2822

0

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ACDA ACDB ACDC ACDD ACDE

2015 F (n=192) 2016 F (n=201) 2017 F (n=211)

2015 M (n=180) 2016 M (n=183) 2017 M (n=183)

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Graph 4.1.1.6 Faculty of Science and Technology (FoST) - Academic and research staff by academic level and gender (2015-2017) (Headcount, not including casual staff)

Table 4.1.1.2 National Benchmarking: Number of academic and research staff in STEMM fields by gender, Department of Education and Training data, 2014 (Source, SAGE Website)

Field Females Males Total Number Percentage Number Percentage

Agriculture, Environment and Related Studies 544 36.7% 938 63.3% 1482 Architecture and Building 290 37.6% 481 62.4% 771 Engineering and Related Technology 851 18.3% 3787 81.7% 4638 Information Technology 299 22.1% 1056 77.9% 1355 Mathematics 226 22.8% 765 77.2% 991 Natural and Physical Sciences (other than Mathematics)

3762 40.7% 5483 59.3% 9245

All Natural and Physical Sciences 3988 39.0% 6248 61.0% 10236 Total STEM (excluding Medical Science) 5972 32.3% 12510 67.7% 18482 Medical Sciences and Health 7516 58.5% 5334 41.5% 12850 Total STEMM 13488 43.0% 17844 57.0% 31332 Total Other Disciplines (non-STEMM) 12266 49.7% 12422 50.3% 24688 Grand Total

25754 46.0% 30266 54.0% 56020

8 10

3 30

118

4 30

11 115 3

05

34

1914

410

31

1914

510

27

19 17

6

0

10

20

30

40


2015 F (n=24) 2016 F (n=26) 2017 F (n=30)

2015 M (n=76) 2016 M (n=79) 2017 M (n=79)

https://www.sciencegenderequity.org.au/gender-equity-in-stem/

39

Graph 4.1.1.7 Faculty of Health (FoH) - Academic and research staff by academic level and gender (2015-2017) (Headcount, not including casual staff)

Graph 4.1.1.8 Research and Innovation (R & I) Portfolio - Academic and research staff by academic level and gender (STEMM academics) (2015-2017) (Headcount)

Key Findings:

• There is significant gender inequality for women in STEMM disciplines that requires addressing through a variety of career pipeline strategies

8

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2015 F (n=57) 2016 F (n=66) 2017 F (n=66) 2015 M (n=24) 2016 M (n=32) 2017 M (n=32)

Action 5.1.1 (d) Recruitment: Attraction strategies Develop a talent pipeline strategy to attract and recruit more women academics and teachers in STEMM disciplines. Action 5.1.1 (f) Recruitment: Targeted recruitment with industry in STEMM disciplines School of Engineering and Information Technology (SEIT) investigate partnering with industry in Engineering and IT to create sponsored women-only future leadership academics positions.

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0123456789

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2015 F (n=14) 2016 F (n=8) 2017 F (n=8)

2015 M (n=17) 2016 M (n=11) 2017 M (n=10)

40

Graph 4.1.1.9 Faculty of Education and Arts (FEA) - Academic and research staff by academic level and gender (Headcount, not including casual staff))

Graph 4.1.1.10 Federation Business School (FBS) - Academic and research staff by academic level and gender (2015-2017 (Headcount, not including casual staff)

Honorary appointments

In 2017, the majority of honorary appointments were academic men in STEMM disciplines (Graph 4.1.1.9). The gender gap in honorary appointments may suggest that fewer academic women are reaching senior positions in research by the end of their FedUni careers.

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2015 F (n=24) 2016 F (n=22) 2017 F (n=23)

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41

Graph 4.1.1.11 Honorary appointments at FedUni (2017)

Key findings

• Lack of research focused mentoring arrangements • Challenges accessing affordable and supported professional learning opportunities • Challenging to re-engaging and rebuilding research profile post career breaks • Career interruptions such as taking maternity leave negatively influence women careers • Careers stagnate over extended periods of leave • It is challenging re-engaging with research expectations after periods of leave • It is challenging transitioning to the workplace after taking leave particularly when part-time • It is challenging accessing targeted professional learning • Heavy workloads skewed towards teaching priorities complicate academic balance • There is a lack of career guidance from managers

3

15

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35

12

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Fellows of the University

Honorary Doctorates

Emeritus Professors

F M

Action 5.2.1 (a) Career Development: Leadership and Engagement Professional Development Develop and implement a new leadership program and professional development series for senior school staff. Action 5.2.1 (b) Career Development: Professional Development Calendar Develop a centralised professional development calendar for academic, general and TAFE staff. Action 5.2.1 (c) Career Development: Provide professional development training and resources to strive for research success Deliver targeted publication writing, grant identifying and grant writing workshops in STEMM focused disciplines. Action 5.2.1 (d) Career Development: Mentoring and Sponsorship for women in STEMM Implement a 12-month formal academic mentoring process recognised in workload planning for STEMM academic women within 6 months of appointment; Offer external leadership sponsorship opportunities Action 5.3.3 (a) Returning to work after career breaks: Increase support for research careers Action 5.3.3 (b) Returning to work after career breaks: Targeted financial support for professional development

42

(ii) Academic and research staff on fixed-term, permanent and casual contracts by gender (240 words)

Contract types and function are typically aligned to a variety of factors including planning, sustainability, community engagement and university priorities. Fixed-term, permanent and casual role data (Table 4.1.2.1; Graph 4.1.2.1) demonstrates:

• An overall increase in the number of contracts for both genders during 2015-2017 (Graph 4.1.2.1; 4.1.2.2)

• The majority of casual contracts are offered in non-STEMM areas (ie FEA) and primarily held by women, except in FBS (Graph 4.1.2.2, Table 4.1.2.1)

• Women primarily occupy fixed-term contracts. This data demonstrates a 1:3 (2015), 1:2 (2016), and 1:2 (2017) ratio of women to men in the main STEMM faculty, FoST, highlighting gender unbalance.

FedUni has existing provisions within its Union Collective Agreement (UCA), which allows for any fixed-term contract employee who has completed 3 years consecutive contracts, to be rolled over to a permanent role. The University also provides equivalent performance development reviews with all casual (or sessional) and fixed-term employees to support career development. SAS survey and interview data demonstrate a lack of awareness of this provision to support sessional staff career development. Support for sessional staff include:

• Internally lead Sessional Staff Experience Survey and Report (with planned actions) (2016) • Introduction of consistent workload planning • Paid learning and teaching academic 2-day induction program (Academic Induction Program,

jointly facilitated by CLIPP and key school stakeholders)

Table 4.1.2.1 Total academic and research staff on fixed-term, permanent and casual contracts by gender

F (2015) F (2016) F (2017) M (2015) M (2016) M (2017)

FEA 105 127 133 46 50 61

FoH 80 88 98 35 36 45

FoST 32 52 49 94 106 109

FBS 28 32 42 49 52 51

R&I 18 13 15 21 11 15

Totals 263 312 337 245 255 281

43

Graph 4.1.2.1 Casual, fixed-term and permanent staff in the STEMM faculties and Research & Innovation Portfolio (2015 -2017, headcount)

Graph 4.1.2.2 Casual, fixed-term and permanent staff in the Non-STEMM faculties (2015-2017, headcount)

Note: Single pay run March each year Key findings:

• Sessional staff induction process needs improving • Improved manager training is required to support long-term women sessional staff • Current HR systems present a challenge with reporting casual positions, thus a focus in the

SAS action plan

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44

Action 3.3 (a) Upgrade HR data reporting structures and reporting Action 3.3 (c) Report the sessional staff employment profile in HE and TAFE schools. Action 5.1.2 (a) Induction: Improve processes for academic and TAFE staff Consistent and sustainable implementation of induction processes for STEMM and non-STEMM academic and TAFE staff to support role transition. Action 5.1.2 (b) Induction: Implementation of Sessional Staff Checklist for academics and TAFE staff Finalise, endorse and roll-out Sessional Staff Checklist implementation within schools. Action 5.2.3 Support given to academic staff for career progression: Workforce planning with sessional staff Improve career pathways for sessional academic women in STEMM.

45

(iii) Academic staff by contract function and gender: research-only, research and teaching, and teaching-only (144 words)

The majority of academic staff (>90%) are employed on full academic responsibility contracts (ie teaching, research and service/engagement). Ten Level A academics (F=8, M=2) in 2017 were employed as teaching-only academics, otherwise known as Scholarly Teaching Fellows (STF). Career trajectory once a STF can be restrictive as their promotion is capped at Level B/3. These STF positions can offer staff an opportunity to be engaged with HE teaching without having completed a PhD. These roles can provide opportunities for long-term sessional academics be offered more stable employment.

Research-only academics otherwise known as Research Fellows are primarily located in STEMM or R&I areas (Table 4.1.3.1). Although there is an overall gender balance, there is a lack of women Research Fellows at Level D and E.

Table 4.1.3.1 Research Fellows (2017, headcount) Position Title Academic

Level F M Total

Postdoctoral Fellow ACDA 1 1 Research Fellow ACDB 5 3 8 Senior Research Fellow ACDC 4 3 7 Principal Research Fellow ACDD

1 1

Professorial Research Fellow ACDE 1 1 Total 10 8 18

Note 1: All positions are within STEMM departments or R&I Note 2: Headcount includes a mix of part-time (0.1-0.8), fixed term and continuing.

Key findings:

• Managers require further training during PRDP and career development discussions • Building research capabilities for women in STEMM is a priority

Action 5.2.1 (c) Career Development: Provide professional development training and resources to strive for research success Deliver targeted publication writing, grant identifying and grant writing workshops in STEMM focused disciplines. Action 5.2.1 (d) Career Development: Mentoring and Sponsorship for women in STEMM Implement a 12-month formal academic mentoring process recognised in workload planning for STEMM academic women within 6 months of appointment; Offer external leadership sponsorship opportunities Action 5.2.2 Appraisal/development review: Training for implementing the Performance Review and Development Program (PRDP) Develop training for academic and TAFE line managers in the Performance Review and Development Program (PRDP). Action 5.2.3 Support given to academic staff for career progression: Workforce planning with sessional staff Improve career pathways for sessional academic women in STEMM.

46

(iv) Academic leavers by grade and gender (148 words)

The greatest number of resignations and expiration of contracts during 2015-2017, occurred at the Mt Helen campus (Ballarat) in FoST, FoH and the R&I portfolio. Contract expiry and the 2015 program teach-out in FEA was the most common source of academic levers at the Gippsland campus (Table 4.1.4.1).

There was no trend associated with gender and resignations as they aligned to existing gender balance within disciplines. Contract expiry was aligned to program and priority changes, university change management processes and funding changes.

FedUni has a much lower average academic staff turnover rate (ie staff leaving the university) (6%) compared to the national (15.52%) and the Regional University Network (RUN) (12.17%) (Table 4.1.4.2). Given our low turnover rate, internal promotion is paramount to develop talent through the career pipeline.

Table 4.1.4.1 Resignations by department by gender and year (2015-2017, headcount) Faculty 2015 2016 2017

F M F M F M Total

FEA 4 4 2 1 5 1 17

FoH 7 2 6 1 4

20

FoST 3 7 2 4 1 2 19

FBS 2 2 1 1

1 7

R&I 2 1 2

1

6

Total 18 16 13 7 11 4 69

Table 4.1.4.2 Resignations as a percentage of academic cohort (Turnover rate) Resignations Academic cohort % Turnover rate

2015 34 372 9.1 2016 20 384 5.2 2017 15 394 3.8

(Average of turnover rates of academic staff (2015-2017) 6.0

Key findings:

• Improvements in internal career development for academic and general staff is required • Reasons for university resignations are not well documented and discussed

Action 4.1.4 Systematically conduct, document and report themes from formal exit interviews with academic and TAFE women leaving STEMM disciplines. Action 5.2.1 (a) Career Development: Leadership and Engagement Professional Development Develop and implement a new leadership program and professional development series for senior school staff.

Action 5.4.10 Visibility of role models: Showcasing STEMM and non-STEMM academic women and men balancing careers with care responsibilities

Action 5.1.3 (c) Promotion: Career advancement workshops Develop a promotion pre-submission workshop where academic staff can receive feedback and support specific to portfolio development.

47

(v) Equal pay audits/reviews (152 words)

The gender pay gap is the difference between women’s and men’s average full-time equivalent earnings expressed as a percentage of men’s earnings. The higher the percentage above zero, the greater the gap between men’s (higher) earnings and women’s (lower) earnings. Pay gaps are due to the greater number of men in senior academic and general positions than women. This can be addressed by improving the gender balance at senior levels for both academic and general staff. By sector comparison, FedUni has significant pay gap in favor of men for academic and general staff (Table 4.1.5.1). In comparison, FedUni TAFE has a slight pay gap in favour of women (-0.9%). At a benchmarking level, FedUni continues to demonstrate a pay gap above the comparison group (ie other higher education institutions). In 2018, the comparison group pay gap rose to 12.7%.

Table 4.1.5.1 Pay gap analysis: All permanent & fixed-term staff 2017 (Excludes VC, trainees, casuals and sessional staff)

All permanent & fixed-term staff 2017 Excludes VC, trainees, casuals and sessional staff)

Pay Gap (%)

Academic 11.4% General 15.3% FedUni TAFE -0.9%

Reference: FedUni WGEA 2016-2017 (E&D)

Graph 4.1.5.1 Gender Pay Gap (%): Total Remuneration - WGEA Reporting - includes casuals, excludes VC. All earnings are annualised, equivalent full-time

Reference: FedUni WGEA 2016-2017 (E&D)

Key findings:

• Gender pay gap analysis highlights equity issues at senior academic and general roles

1114.4 14.9

12.913.2 13 13.1 12.6

0

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2014 2015 2016 2017

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ENTA

GE

(%)

FedUni Comparison Group

Action 5.1.1 (a) Recruitment: Job analysis methodology HR to develop and implement job analysis methodology to eliminate potential barriers and biases within online and paper-based position descriptions. Action 5.1.3 (c) Promotion: Career advancement workshops Develop a promotion pre-submission workshop where academic staff can receive feedback and support specific to portfolio development. Action 5.2.1 (a) Career Development: Leadership and Engagement Professional Development Develop and implement a new leadership program and professional development series for senior school staff.

48

5. SUPPORTING AND ADVANCING WOMEN’S CAREERS Recommended word count: 5000 words Actual word count: 6273 words

Refer to Pages 21-25 of the Handbook

5.1 KEY CAREER TRANSITION POINTS: ACADEMIC STAFF (PAGES 21-22 OF THE HANDBOOK) (1300

WORDS)

Recruitment (250 words)

The following recruitment process is consistently implemented across FedUni (Figure 5.1.1). The University offers a dedicated website for recruiting staff with intersectionality characteristics.

Figure 5.1.1 Recruitment Process [66 words]

To eliminate skewed data, FoST is evaluated separately (Table 5.1.1.1; 5.1.1.1A; 5.1.1.1B) compared to FoH and non-STEMM disciplines (Table 5.1.1.2; 5.1.1.3):

• Number of Applications o Ratio 5:1 (Male to Female) in FoST o Ratio 6:1 (Male to Female) in SITE o Ratio 2: 1 (Male to Female) in SABS

• Shortlisting

o Ratio 1.7:1 (Male to Female) in FoST o Ratio 4.3:1 (Male to Female) in SITE o Ratio 1:1.4 (Male to Female) in SABS

• Acceptance o Similar rates for Males and Female in FoST o 4:1 (Male to Female) in SITE o 3:1 (Male to Female) in SABS

Advertise internally and/or externally on FedUni website using informaiton from the position description.

HR sends applications to Panel Chair (completed training). Panel Chair shares applicant pool with all panel members. Agreed shortlisting process is completed.

Arrange interviews with potential applicants.

Preferred applicant offered role

Applicant accepts or rejects the offer. HR letter of offer is provided

49

Table 5.1.1.1 Recruitment in Faculty of Science and Technology (FoST) (2015-2017) (49 positions offered)

Applicants Shortlisted Offers Accepted M F U M F U M F U M F U

ACDA 195 74 21 31 24 6 11 12 1 11 12 1 ACDB 203 50 20 19 8 4 3 3 1 3 3 1 ACDC 18 6 1 6 4 0 3 3 0 3 3 0 ACDD 16 4 4 5 3 1 3 2 1 3 2 1 ACDE 57 4 3 11 2 2 3 0 1 3 0 1 Total 489 138 49 72 41 13 23 20 4 23 20 4

Legend: U – Unknown gender (not reported) Table 5.1.1.1A Recruitment in School of Information Technology and Engineering (SITE) within FoST (2015-2017) (24 positions offered)


ACDA 129 28 17 19 5 6 7 2 1 7 2 1 ACDB 154 32 13 13 6 3 4 2 1 2 2 1 ACDC 17 0 1 5 0 - 3 0 - 3 0 - ACDD 20 2 3 9 1 - 3 0 - 3 0 - ACDE 53 2 3 7 0 1 1 0 - 1 0 - Total 373 64 37 53 12 10 18 4 2 16 4 2

Table 5.1.1.1B Recruitment in School of Applied and Biomedical Sciences (SABS) within FoST (2015-2017) (20 positions offered)


ACDA 66 45 4 12 18 - 4 9 - 4 9 - ACDB 49 18 7 6 2 1 1 1 - 1 1 - ACDC 0 3 - 0 3 - 0 2 - 0 2 - ACDD 0 2 1 0 2 1 0 2 1 0 2 1 ACDE Total 115 68 12 18 25 2 5 14 1 5 14 1

Table 5.1.1.2 Recruitment in FoH, 2015-2017 (77 positions offered) Applicants Shortlisted Offers Accepted M F U M F U M F U M F U


50

Table 5.1.1.3 Recruitment in FEA, 2015-2017 (59 positions offered) Applicants Shortlisted Offers Accepted M F U M F U M F U M F U


Table 5.1.1.4 Recruitment in FBS, 2015-2017 (10 positions offered) Applicants Shortlisted Offers Accepted M F U M F U M F U M F U

ACDA 2 3 0 2 1 0 0 1 0 0 1 0 ACDB 64 27 7 16 8 0 3 2 0 3 2 0 ACDC 3 8 0 3 3 0 1 1 0 1 1 0 ACDD 1 1 0 1 1 0 1 1 0 1 1 0 Total 70 39 7 22 13 0 5 5 0 4 5 0

Key findings:

• Recruitment processes and widening recruitment participation needs improvement • Targeted specific training for all staff engaged with recruitment needs improvement • There is a lack of recruitment practices linked with industry expertise • SAS interview themes highlight concerns around narrow panel membership, lack of gender

balanced, culture of internally focused recruitment, lack of merit selection around research capability and lack of inclusive and unconscious bias training

Action 3.3 (a) Upgrade HR data reporting structures. Action 5.1.1 (a) Recruitment: Job Analysis Methodology HR to develop and implement job analysis methodology to eliminate potential barriers and biases within online and paper-based position descriptions. Action 5.1.1 (b) Recruitment: Training for selection panel chairs Deliver comprehensive selection panel chair training to improve equitable and fair recruitment outcomes. Action 5.1.1 (c) Recruitment: Training for selection panels Deliver comprehensive selection panel training to HE and TAFE members, to improve equitable and fair recruitment in STEMM and non-STEMM areas. Action 5.1.1 (d) Recruitment: Attraction strategies Develop a talent pipeline strategy to attract and recruit more academic women in STEMM disciplines Action 5.1.1 (e) Recruitment: Selection strategy Review, update and implement improved ‘Recruitment and Merit Selection’ Policy and Procedure with respect to gender equity and diversity. Action 5.1.1 (f) Targeted recruitment with industry in STEMM disciplines School of Engineering and Information Technology (SEIT) investigate partnering with industry in Engineering and IT to create sponsored women-only future leadership academics positions.

51

Induction (140 words)

FedUni offers several types of induction to academic and general staff (inclusive of all contract types) (Figure 5.1.2.1). All staff are made aware of induction training support via direct emails from HR, daily advertisement through FedNews (University-wide dissemination platform) and through line managers.

Figure 5.1.2.1 Types of induction available to staff [65]

Key findings:

• Induction practices are inconsistently implemented across HE and TAFE • There is a lack of accountability linked to induction practices for sessional staff • There is a lack of transition support for academic women

•Online self-paced (i.e. governance, HR policies and procedures)•Bullying and Harrassment (self-paced online module•Respect Now Always (self-paced online module)

Corporate Induction

•Academic Induction Program (expected to complete within 6 months commencement, paid for sessional staff)

•Sessional Staff Checklist•Graduate Certificate of Education (Tertiary Education) - 50% completion expected in probation period

Teaching Induction

•Line Manager Discussion•New starters Checklist•Occupational Health and Safety Induction Checklist•Local Induction Checklist

Faculty Induction (Now School Induction)

Action 5.1.2 (a) Induction: Improve processes for academic and TAFE staff Consistent and sustainable implementation of induction processes for STEMM and non-STEMM academic and TAFE staff to support role transition. Action 5.1.2 (b) Induction: Implementation of Sessional Staff Checklist for academics and TAFE staff Finalise, endorse and roll-out Sessional Staff Checklist implementation within schools Action 5.2.1 (d) Career Development: Mentoring and Sponsorship for women in STEMM Implement a 12-month formal academic mentoring process recognised in workload planning for STEMM academic women within 6 months of appointment; Offer external leadership sponsorship opportunities

52

Promotion (692 words)

The academic promotion process is currently led by HR in conjunction with senior University leaders (Figure 5.1.3.1). The process has been largely unchanged since 2008. Several tables and graphs demonstrate overall success rates (Table 5.1.3.1, Graph 5.1.3.1) and faculty success rates. SAS data analysis demonstrates the following:

• Women dominate successful promotions to Level B overall • Equal numbers of promotion applications from women and men to Level C and D • All Level E promotion applications were from men • In 2015, more women than men applied for promotion based on cohort comparison (Table

5.1.3.2) with similar success rates • In 2016, there were comparison numbers of women and men applicants with more women

reaching promotion (Table 5.1.3.3) • In 2017, more men compared to women applied for promotion based on cohort comparison

with more women reaching promotion (Table 5.1.3.4) Figure 5.1.3.1 Promotion Process (155 words)

•Policy (under review) •Procedure for Promotion to Level B (under review) (2 rounds - Jan & June)•Procedure for Promotion to Level C, D and E (under review) (1 round - June/July)

Promotion Documents & Rounds

•FedNews (internal daily electronic and email communication)•Direct contact through line managers and during PRDP planning•Academic Promotion Applicant Session (time of call)•Standard application (all 3 areas)•Intensive application (1 focus area)

Promotion Identification & Preparation

•Generic Academic Profiles (10 years old - under review)•Research Standards (introduced 2016)•Teaching Expectations (introduced December 2018)

Promotion Criteria

•Learning and Teaching (see Teaching Expectations)•Research and Creativity (see Research Standards)•Leadership and Engagement (to be developed)

Area of Achievement

•See definitions and matrix: Options: Sustained/ Meritorious/ Outstanding/ Distinguished/Highly Distinguished

Measuring Achievement

•Ill-health/Disability•Carer responsibilities•Part-time and/or flexible working arrangements

Achievement relative to opportunity

•Personal notification with outcome•Option to appeal•New salary at commencement of next calendar year

Outcome

53

Overall promotions data

Table 5.1.3.1 Gender balance of successful promotions by academic level and gender, 2015, 2016, 2017 (not rates of success compared to cohort size)

Academic Level 2015 2016 2017 % of total Total F M F M F M F% M%

ACDB 4 1 2 1 2 1 73% 27% 11 ACDC 5 4 3 2 5 3 59% 41% 22 ACDD 3 3 3 1 1 4 47% 53% 15 ACDE n/a 1 n/a n/a n/a 1 0% 100% 2 Total 12 9 8 4 8 9 56% 44% 50

Graph 5.1.3.1 Gender balance of successful promotions by academic level and gender, 2015, 2016, 2017

Faculty specific promotions data

Table 5.1.3.2 Academic promotion (2015) application and success rates by faculty and gender 2015 Applications Applications by cohort Successful applications

Size of cohort Applications by cohort Number successful % successful

# F # M # F # M % F % M # F # M % F % M

FEA 11 2 64 19 17.2% 10.5% 6 1 54.5% 50%

FoH 5 1 55 22 9.1% 4.5% 3 1 60% 100%

FoST 4 6 24 72 16.7% 8.3% 2 3 50% 50%

FBS 4 6 24 31 16.7% 19.4% 1 3 25% 50%

R&I 1 1 12 12 8.3% 8.3% 0 1 0% 100%

Total 25 16 179 156 14% 10.30% 12 9 48% 56.3%

73%

59%

47%

27%

41%

53%

100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ACDB ACDC ACDD ACDE

F M

54

Table 5.1.3.3 Academic promotion (2016) application and success rates by faculty 2016 Applications Applications by cohort Successful applications


# F # M # F # M % F % M # F # M % F % M

FEA 3 1 70 24 4.3% 4.2% 3 1 100% 100%

FoH 1 0 64 29 1.6% 0% 1 n/a 100% n/a

FoST 4 7 26 74 15.4% 9.5% 2 2 50% 28.6%

FBS 1 3 22 26 4.5% 11.5% 0 0 0% 0%

R&I 2 1 6 7 33.3% 14.3% 2 1 100% 100%

Total 11 12 188 160 5.9% 7.5% 8 4 72.7% 33.3%

Table 5.1.3.4 Academic promotion (2017) application and success rates by faculty and gender 2017 Applications Applications by cohort Successful applications


# F # M # F # M % F % M # F # M % F % M

FEA 7 3 72 26 9.7% 11.5% 5 2 71.4% 66.7%

FoH 4 2 64 29 6.3% 6.9% 2 2 50% 100%

FoST 1 10 30 73 3.3% 13.7% 1 4 100% 40%

FBS 1 1 23 25 4.3% 4% 0 0 0% 0%

R&I 0 1 6 5 0% 20% n/a 1 n/a 100%

Total 13 17 195 158 6.7% 10.8% 8 9 61.5% 52.9%

FoST promotion data (The main STEM faculty)

The experience of academic women in FoST seeking promotion to Level B, C, D and E is summarized in Table 5.1.3.5. The male to female application ratio of 3:1 (M = 22 vs F = 9) aligns with the academic gender ratio within FoST (Table 4.1.2.1). Overall academic women in FoST have slightly higher success rates compared to men (M - 40% (9/22): F - 55% (5/9). Further investigation within FoST uncovers the high proportion of Level A academic women with incomplete postgraduate qualifications, thus ineligible to seek promotion.

Table 5.1.3.5 Promotions in Faculty of Science and Technology (FoST) by percentage of academic level cohort (FTE), March 2015 to March 2017. (NB: Cohort, number in brackets (FTE), does not exclude individuals ineligible to apply for promotion)

2015 2016 2017 Total

F %F M %M all % all F %F M %M all % all F %F M %M all % all Total Level B 2 (7.6) 26.3 0 (5) 2 (12.6) 15.9 1 (9.8) 10.2 1 (9.3) 10.8 2 (19.1) 10.5 1 (9.3) 10.8 1 (9.6) 10.4 2 (18.9) 10.6 6

Promoted 1 13.2 - - 1 7.9 1 10.2 1 5.2 1 10.8 - - 1 5.3 3

Not promoted 1 13.2 - - 1 7.9 1 10.8 1 5.2 - 1 10.4 1 5.3 3

Level C 1 (8.3) 12. 1 (33) 3.0 2 (41.3) 4.8 2 (6.8) 29.4 3 (30.8) 9.7 5 (37.6) 13.3 0 (9.4) - 3 (26.6) 11.3 3 (36) 8.3 10

Promoted - - - - - - 1 14.7 2 6.5 3 8.0 - - 2 7.5 2 5.6 5

Not promoted 1 12.0 1 3.0 2 2 1 14.7 1 3.2 2 5.3 - - 1 3.8 1 2.8 5

Level D 1 (3) 3 (19) 15.8 4 (22) 18.2 1 (3) 33.3 1 (19) 5.3 2 (22.8) 8.8 0 (4.4) 3 (19) 15.8 3 (23.4) 12.8 9

Promoted 1 33.3 2 10.5 3 13.6 - - - - - - - - 2 10.5 2 8.5 5

Not promoted - - 1 5.3 1 4.5 1 33.3 1 5.3 2 8.8 - - 1 5.3 1 4.3 4

Level E 0 (3) 2 (14) 14.3 2 (17) 11.8 0 (3) 2 (14) 14.3 2 (17) 11.8 0 (3) 2 (17) 11.8 2 (20) 10.0 6

Promoted - - 1 7.1 1 5.9 - - - - - - - - - - - - 1

Not promoted 1 7.1 1 5.9 - - 2 14.3 2 11.8 - - 2 11.8 2 10.0 5

Total applications 4 6 4 7 1 9

Notes: % F/M = percentage of academics at level applying for promotion from their cohort size.

Achievement Relative to Opportunity

Within the promotion application, there is the capacity to present a case ‘Achievement relative to opportunity’ (Table 5.1.3.6). Data demonstrates that women (70%) were more likely to complete this section for consideration (n = 44 cases). Retrospective data demonstrates 54% success rate linked to performance evaluation relative to opportunity, particularly where part-time flexibility was described. Survey data also highlight importance of support when preparing applications (Graph 5.1.3.2)

Table 5.1.3.6 Total cases presented for promotion with performance evaluation ‘Relative to Opportunity’ by Faculty 2015-2017

Carer Disability Part-time Other Total Faculty F M F M F M F M

FEA 3 0 3 0 7 0 1 1 15 FBS 0 4 3 0 1 0 0 2 10 FoH 1 1 1 0 4 0 0 1 8 FoST 1 0 1 0 2 0 1 2 7 R&I 0 0 2 0 0 2 0 4 Total 5 5 10 0 14 2 2 6 44

Graph 5.1.3.2 Strategies considered most useful for preparing for a promotion application, survey responses (n=59)

Qualitative feedback also highlight a range of issues and perceptions linked to the current promotion process.

‘Since the primary purpose of this university is teaching, there should be a possibility for level A academics to get to at least level B without having to have research degree or research track record, and instead on the basis of achieving good teaching outcomes’ (Male, STEMM academic)

‘Workload was enormous and I was notified too late to prepare an application. Promotion has come from changing jobs and going into jobs at a higher classification’ (Female, STEMM academic).

‘Perhaps the metrics for measuring promotion readiness are skewed in favour of the areas where men perform better. In particular the things I see women really shining in are engagement roles with schools and with industry and government bodies which are perhaps harder to measure’ (Female, STEMM academic).

12

16

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0 5 10 15 20 25

An opportunity to be mentored.

Review an exemplar successful application

Formal HR promotion training.

An opportunity to be mentored.

Review an exemplar successful application

Formal HR promotion training.

Non

-STE

MM

STEM

M

F M

57

‘There is a glaring gender divide [regarding] female academic staff being promoted to Level E with research as their top area. This university has to my knowledge never promoted a female from level A - to level E with research as her top area. We are very bad at retaining and promoting women in research’ (Female, non-STEMM academic).

Key findings:

• STEMM Early career academic women have challenges completing post-graduate studies thus reducing promotion opportunities

• The is a lack of promotion application support for women • There is a lack of comprehensive mentoring schemes and access to exemplary promotion

applications • There is a lack of women applicants to senior academic promotion levels

Action 5.1.3 (a) Promotion: Review of Academic promotion policies, procedures and practices. Simplify, review and implement the academic promotions policy/procedure focused on gendered language, criteria and process. Action 5.1.3 (b) Promotion: Improvements in promotions support material Develop academic promotions support materials which improve understanding of promotion criteria and preparation of portfolios. 5.1.3 (c) Promotion: Career advancement workshops Develop a promotion pre-submission workshop where academic staff can receive feedback and support specific to portfolio development. 5.1.3 (d) Promotion: Career advancement through mentoring Develop a targeted 1-2 year mentoring program focused on promotion/reclassification portfolio support for women in STEMM in HE and TAFE sectors. 5.1.3 (e) Promotion: Building a culture of encouragement and growth Targeted encouragement to STEMM women from senior school stakeholders to engage with the promotion/ reclassification process. 5.1.3 (f) Promotion: Sharing successful outcomes Share stories of successful promotion journeys of academic women.

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Higher Education Research Data Collection (HERDC) (218 words)

For ease of reporting and challenges accessing retrospective grant and publication data (2015-2017), this section has been aligned to the existing university structure (Figure 2.2.2). Grant and income success An analysis of grant data demonstrates the following:

• Overall income success for women in the SoA, SoHLS and CERDI (Graph 5.1.4.1) • Overall income success for men in STEMM disciplines (ie SoSEIT and SoNHP) (Graph 5.1.4.1). • Varied income grants success depending on category (Table 5.1.4.1; Graph 5.1.4.2; 5.1.4.3;

5.1.4.4) • 80 STEMM researchers participated in Category 1 grant applications with 6% (5/24) STEMM

women involved in successful grants compared to 22.5% (18/56) STEMM men • Lower Category 1-4 grant applications participation for women in STEMM compared to non-

STEMM Table 5.1.4.1 Chief Investigator by gender and discipline for successful Category 1-4 grants

STEMM Non-STEMM All FedUni Numbers % Numbers % Numbers % Year M F F M F F M F F 2015 23 14 38 7 13 65 30 27 47 2016 23 25 52 5 13 72 28 38 58 2017 38 21 36 7 10 59 45 31 41

Graph 5.1.4.1 Total research income ($‘000s) by gender and department 2015-2017 (cat. 1 -4)

Note: See abbreviations

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Graph 5.1.4.2 Category 1 research income ($) by gender and current school/department (Data captured in 2015-2017)



0500,000

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Publication Outputs

Male researchers in SoSEIT and SoHLS dominate publication outputs (Graph 5.1.4.5). Overall, STEMM cohorts have higher publication outputs compared to non-STEMM cohorts, however STEMM women attain only 50% research output compared to men.

PhD Supervision

Regardless of gender, the ratio of PhD supervision between 2014 and 2016 is between two to three students per supervisor (Table 5.1.4.2). STEMM academic women are the smallest cohort supervising PhD students. PhD completion is recognised as an institutional issue and is currently under review by the newly appointment DVC R & I. In 2018, new student and supervision training is being offered to address student retention in all disciplines.

Graph 5.1.4.5 Publications by gender and current school/department (Data captured in 2014-2016) (Books, Book Chapters, Articles and Creative Works)

Table 5.1.4.1 Breakdown of publication by gender, STEMM, Non-STEMM and year 2014 2015 2016 Level F M F M F M

STEMM ACDA 1.76 0.88 1.53 3.01 3.6 1.16 ACDB 6.8 16.29 11.33 9.61 7.36 8.75 ACDC 11.61 23.33 6.87 22.67 7.77 17.45 ACDD 7.84 25.65 6.93 34.76 6.66 18.68 ACDE 13.35 30.87 14.67 22.59 11.74 23.13 Total 41.36 97.02 41.33 92.64 37.13 69.17

Non-STEMM ACDA 0 0.58 3.5 0 1.63 2 ACDB 4.41 7.52 10.83 1.08 8.41 5.33 ACDC 11.91 7.41 8.41 9.32 9.12 6.19 ACDD 15.56 13.6 11.49 5.45 8.41 7.08 ACDE 3.83 24.66 2.66 13.08 3.25 14.22 Total 35.71 53.77 36.89 28.93 30.82 34.82

29

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7939

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288

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Table 5.1.4.2 Breakdown of PhD Supervision by gender, STEMM vs Non-STEMM (total 2014-2016) STEMM Non-STEMM

No. of F academic supervisors 20 34

No. of students (2016) 40 89

No. of PhD completions (2014-2016) 6 8

No. of M academic supervisors 52 27

No. of students (2016) 128 74

No. of PhD completions (2014-2016) [%] 26 14

Key findings:

• New strategies are required to support women in STEMM with research achievement and outputs

Action 5.2.1 (b) Career Development: Professional Development Calendar Develop and implement a centralised professional development calendar for academic, general and TAFE staff. Action 5.2.1 (c) Provide professional development training and resources to strive for research success Deliver targeted publication writing, grant identifying and grant writing workshops in STEMM focused disciplines. Action 5.2.1 (d) Career Development: Mentoring and Sponsorship for women in STEMM Implement a 12-month formal academic mentoring process recognised in workload planning for women in STEMM academics within 6 months of appointment; Offer external leadership sponsorship opportunities Action 5.2.1 (e) Career Development: Tuition Fee Scholarship for academic staff completing PhDs Implement Tuition Fee scholarships for women in STEMM applicants to encourage PhD completion (targeting staff returning to work from career breaks).

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5.2 CAREER DEVELOPMENT: ACADEMIC STAFF (REFER TO PAGE 22 OF THE HANDBOOK) [1157 WORDS]

Peer Review Guidelines p20: Outline and discuss any training available to staff, particularly related equity and diversity, management and leadership, or linked to career progression. Summarise and discuss the uptake of courses, by gender and grade, outline and discuss the process to monitor the effectiveness of the training.

Training (470 words)

Centralised professional learning is offered to all staff aligned to roles, location and contract type (see below):

• Equity, Diversity and Wellbeing (Table 5.2.1.1) • Aboriginal Cultural Awareness training (Table 5.2.1.2) • Learning and Teaching training (Table 5.1.2.3) • Research training (Table 5.1.2.4) • HR Management and Leadership Series (academics); HR Professional Development Series

(academic and general) 2016 and 2017 (Graph 5.2.1.1; 5.2.1.2; 5.2.1.3) Training opportunities may be targeted, generic, repetitive or delivered independently. Current data is rarely available via gender and STEMM discipline, thus reporting levels of engagement is ad-hoc. Variables that may influence engagement include:

• Type of training • Recruitment of new staff • University changes impacted by restructures, leadership changes, academic accountability and

expectations • Resourcing and mode of delivery

Table 5.2.1.1 Equity, Diversity and Wellbeing (attendance and gender breakdown) 2015 2016 2017 Prevent Workplace Bullying (1hr online) 152 (98F; 54M) 156 (104F; 52M) 112 (70F; 42M) Discrimination and Harassment (1hr online) (Seen Note 1)

1118 (87%)

1151 (87%)

1184 (86%)

Aboriginal Cultural Awareness (1 day) 81 (71F; 10M) 207 (138F; 69M) 16 (14F; 2M) Mental First Aid Training 14 (12F; 2M) 52 (45F; 7M) 44 (38F; 6M)

Note 1: Percentages relate to total staff completion rates

Table 5.2.1.2 Aboriginal Cultural Awareness training Portfolio (2015-2017) Attendance % Attendance

Academic 109 11% Chief Operating Office 21 25% Engagement 33 37% Office of the Vice-Chancellor 5 42% Learning & Quality 65 19% Research & Innovation 9 13% Student Support & Services 108 24% Total 350 25.6%

Source: Social Inclusion Committee Minutes, March 2017

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Table 5.2.1.3 Learning and Teaching training (attendance numbers) 2015 2016 2017

Academic Induction Program (AIP) # 35 68 44 Blended Online Digital (BOLD) Short Courses 20 133 39 Graduate Certificate of Education (Tertiary Education) 133 44 14 Workshops/seminars/virtual classrooms 367 477 185 VET Professional Development Program Workshops Not recorded 851 836

Legend: # Sessional staff are funded to attend

Table 5.2.1.4 Research training (attendance numbers) 2015 2016 2017

Supervisor Scenarios & Case Studies (Facilitated by Hugh Kearns). Held on Wednesday July 20, 2016, 9:00am – 12:30pm

*

43 *

Supporting Emerging Research Leaders at RUN Universities (Dr Fiona Utley).

18 *

Epigeum Online Supervising Doctoral Studies: The doctoral context * 47 Epigeum Online Supervising Doctoral Studies: Attracting and selecting doctoral students

* 33

Research Training Policy session, June 27 (Online) 30 12 Harassment and Bullying workshop October 11, 2017 * 17

Legend: * = Not offered

In 2015, the academic HR Management and Leadership Series training was sporadically released with no formal statistical reporting. Training uptake in 2016 and 2017 remained consistent for general (61%), academic (30%) and TAFE (9%) staff (Graph 5.2.1.1; 5.2.1.2). In 2016, academic women were the highest participants across three out of four faculties (Graph 5.2.1.1). In 2017, Situational Leadership™ training led to a dramatic increase in academic engagement (18%), however only a third of participants were from a faculty (Graph 5.2.1.3). The update was largely by women at Level D (44%) followed by those at Level B (10%) and Level C (8%). The HR Professional Development Series was available to both general and academic staff.

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Graph 5.2.1.1 Academic grade engagement with HR Training (2016)

Graph 5.2.1.2 HR Training Options (number of attendance) (2016)

Note: No gender breakdown available

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Graph 5.2.1.3 HR Training Options (number of attendance (2017)

Survey and interview findings indicate STEMM and non-STEMM staff engage with a variety of professional learning opportunities. Survey results highlight several challenges in accessing relevant training, including the following:

• Lack of professional development capacity within existing workloads (lack of time) • Limited financial resources to attend external professional learning opportunities and backfill

staff absences • Clashing expectations and commitments particularly in teaching semesters • Timing of professional learning opportunities • Lack of notice of upcoming professional learning opportunities when developing PRDP goals • Challenges travelling to professional development associated with internal/external

resourcing • Challenges managing carer responsibilities and training opportunities • Line managers not valuing professional learning opportunities as part of career growth • Limited internal professional learning and lack of external networking opportunities • Perceived bias towards men regarding mentoring (Graph 5.2.1.4)

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Graph 5.2.1.4 Receipt of mentoring and/or other guidance in making career decisions

Interview quotes which also highlight time and workload are listed below:

‘Time - As a teaching academic this is a big factor. Most times training is offered during teaching period when I have classes and therefore cannot attend. Difficult to control with external providers, but [this is] also done by [our] institution who would know the teaching periods’ (Female, STEMM academic).

‘Workload without adequate backfill makes professional development an option that cannot be included if you wish to retain work life balance because you then have to make up the workload demands in your own time’ (Female, STEMM academic).

Key findings:

• Lack of relevant reporting for women in STEMM and non-STEMM disciplines • Lack of staff engagement and awareness of offerings • Lack of professional development coordination, evaluation and continuous improvement • Lack of resources to support comprehensive professional development offerings

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Appraisal/development review (337 words)

Fixed-term and continuing staff at FedUni utilise an online appraisal/development review program known as Performance Review and Development Program (PRDP) (Figure 5.2.2.1). Sessional/casual staff are supported using paper based systems known as Performance Development Plans. Self-paced employee and manager resources are available via the website. There is currently a lack of formal training specific to effective PRDP conversations including setting and measuring objectives aligned to workload, career progression and work-life balance. The Academic Portfolio annual completion rates fluctuate (Table 5.2.2.1). In August 2017, the VC introduced an improved accountability scheme with regularly reporting from HR to all Deans, Director and Portfolio leaders.

Figure 5.2.2.1 Stages of PRDP (Performance Review and Development Program) (35 words)

•PRDP (Step 1-3) between staff member and manager•October (in prep for following year) to February (end)

Stage 1

•Monitoring Objectives (Step 4 - 6)•March to September (Regular catch-ups between staff member and manager)

Stage 2

•Finalisation PRDP (Step 7)•October to December (calendar year)

Stage 3

Action 5.2.1 (a) Career Development: Leadership and Engagement Professional Development Develop and implement a new leadership program and professional development series for senior school staff. Action 5.2.1 (b) Career Development: Professional Development Calendar Develop and implement a centralised professional development calendar for academic, general and TAFE staff. Action 5.2.1 (c) Career Development: Provide professional development training and resources to strive for research success Deliver targeted publication writing, grant identifying and grant writing workshops in STEMM focused disciplines. Action 5.2.1 (d) Career Development: Mentoring and Sponsorship for women in STEMM Implement a 12-month formal academic mentoring process recognised in workload planning for women in STEMM academics within 6 months of appointment; Offer external leadership sponsorship opportunities Action 5.2.1 (e) Career Development: Tuition Fee Scholarship for academic staff completing PhDs Implement Tuition Fee scholarships for female STEMM applicants to encourage PhD completion (targeting staff returning to work from career breaks).

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Table 5.2.2.1 PRDP Completion Rates (Percentage) (2015-2017)

2015 (N = 816) 2016 (N= 848) 2017 (N=1022) Portfolio No.

Completed % No. %

Complete No. %

Complete Academic 309 81.96% 302 76.65% 329 72.47% Chief Operating Office 160 78.43% 158 73.15% 209 83.94% International 15 88.24% 12 70.59% 16 88.89% Office of the Vice-Chancellor 15 78.95% 12 75.00% 18 85.71% Research & Innovation 38 92.68% 37 88.10% 38 86.36% Student Support & Services 90 59.96% 73 44.79% 136 57.63% Total 627 76.84% 594 70.05% 746 72.99%

Survey and interview data demonstrate some key challenges and suggestions associated with current practices. These include the following:

• The success of PRDP processes heavily rely on the effort, experience, authenticity, guidance and support provided by the line manager

• Current PRDP process is very focused on being a tick box exercise rather than focused career development

• The PRDP process should include short and long-term goals for growth, career development and future planning

• Reduced funding impacts on PRDP professional development/training opportunities. • Leadership training offered to line managers is absolutely necessary regarding how to use

PRDP effectively and should be more openly discussed across the University • There is huge variation in PRDP use and effectiveness; when done poorly, it can make staff feel

undervalued • A line manager’s credibility in all academic areas (research, learning and teaching, and

service/engagement) is important when conducting PRDP discussions • An effective PRDP supported by evidence can assist in promotion applications towards known

expectations • The number of PRDPs per line manager may influence the quality of the experience • Clear expectations within academic areas is required to steer discussions

Quantitative STEMM survey responses also highlight the importance of performance appraisal discussions, the value of work-life balance, career progression and promotion discussions during the process (Graph 5.2.2.1, Graph 5.2.2.2).

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Graph 5.2.2.1 High value of performance appraisal, survey responses (n=57)

Graph 5.2.2.2 Performance review and development program survey responses by STEMM staff (Levels A to C) (n = 15)

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Action 5.2.2 Appraisal/development review: Training for implementing the Performance Review and Development Program (PRDP) Develop training for academic and TAFE line managers in the Performance Review and Development Program (PRDP).

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Support given to academic staff for career progression (350 words)

Career progression support such as staff and manager led-PRDP discussions, professional development, and informal/formal mentoring schemes are valued across FedUni. Although informal mentoring does occur previous formal mentoring schemes are not well established and evaluated (ie HR 2015 Women’s Mentoring Program). Survey data measures several indicators aligned to career development including the value of mentoring (Table 5.2.3.1).

Table 5.2.3.1 Career progression support provided to academic staff (n = 59) (86 words)

STEMM (14F, 8M) % Agreement with statement

Non-STEMM (30F, 7M) % Agreement with statement

F F% M M% F F% M M%

I am encouraged to undertake activities that contribute to my career development

8 53% 7 88% 15 50% 5 71%

I have a formally assigned mentor who I see regularly 0 0% 1 13% 6 20% 1 14%

I have the opportunity to serve on important departmental committees

7 47% 6 75% 15 50% 2 29%

My research is valued by my department 10 67% 6 75% 18 60% 2 29%

The department values my external professional activities 5 33% 5 63% 13 43% 3 43%

Senior departmental staff are accessible to me 12 80% 6 75% 13 43% 2 29%

I have a supportive line manager 11 73% 4 50% 9 30% 2 29%

My appraisal is useful/valuable 8 53% 6 75% 12 40% 2 29%

I would like to obtain a senior management post in my institution

4 27% 5 63% 11 37% 2 29%

I expect to obtain a senior management post in my institution 2 13% 2 25% 9 30% 3 43%

The lack of mentoring was identified as a key challenge within survey qualitative findings.

‘Little to no mentoring opportunities. High and last minute workload demands over and above workload allocations makes it hard to plan and develop your career as a woman academic with children’ (Female, non-STEMM academic).

‘There has never been any mentoring offered and no-one really equipped to offer it’ (Female, non-STEMM academic).

‘I asked a female professor here about starting a formal mentoring scheme and I was told I should just get on with it and do it myself. Many women here have complained about the lack of formal mentoring, but we have never had a mentoring scheme’ (Female, non-STEMM academic)

Key findings: • STEMM and non-STEMM women report less encouragement to engage in professional

development • STEMM women report having less aspiration and expectations for reaching senior

management roles than their male counterparts • Professional development funding is essential to support staff attend networking events and

related conferences • Mentoring and research training is required to build a culture of research capability • Schools need to consider succession planning and building leadership across all disciplines • The PRDP process is only as effective as managers leading the discussion • Building industry links and engaging strategically is an important part of career development

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Action 5.2.3 Support given to academic staff for career progression: Workforce planning with sessional staff Improve career pathways for sessional academic women in STEMM. Action 5.1.3 (c) Promotion: Career advancement workshops Develop a promotion pre-submission workshop where academic staff can receive feedback and support specific to portfolio development. Action 5.1.3 (d) Promotion: Career advancement through mentoring Develop a targeted 1-2 year mentoring program focused on promotion/reclassification portfolio support for women in STEMM in HE and TAFE sectors Action 5.2.1 (a) Career Development: Leadership and Engagement Professional Development Develop and implement a new leadership program and professional development series for senior school staff. Action 5.2.1 (c) Career Development: Provide professional development training and resources to strive for research success Deliver targeted publication writing, grant identifying and grant writing workshops in STEMM focused disciplines. Action 5.2.1 (d) Career Development: Mentoring and Sponsorship for women in STEMM Implement a 12-month formal academic mentoring process recognised in workload planning for STEMM academic women within 6 months of appointment; Offer external leadership sponsorship opportunities Action 5.2.2 Appraisal/development review: Training for implementing the Performance Review and Development Program (PRDP) Develop training for academic and TAFE line managers in the Performance Review and Development Program (PRDP).

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5.3 FLEXIBLE WORKING AND MANAGING CAREER BREAKS (REFER TO PAGE 23 OF THE HANDBOOK) NOTE: PRESENT PROFESSIONAL AND SUPPORT STAFF AND ACADEMIC STAFF DATA SEPARATELY (1636 WORDS)

Cover and support for maternity and adoption leave: before leave (519 words) – Sec I, II, III)

FedUni provides comprehensive ‘before maternity and adoption leave’ support to academic, general and TAFE employees, throughout their period of employment (Figure 5.3.3.1). Institutional data demonstrates that the number of academic staff accessing maternity leave within faculties is low, proportional to the number of women employed in each faculty and more frequent outside the faculty (Table 5.3.1.1, Table 5.3.1.2).

Despite current practices, survey data demonstrates a perceived challenge with ‘contract lengths’ and ‘family planning’, thus reinforcing manager training with existing practices is crucial.

‘Contract lengths and availability have impacted heavily on my choice to have children. It's hard to forward plan when contracts are so short … family planning is definitely impacted, as in I couldn't have another child now as my contract wouldn't see me out for maternity leave and I cannot afford not to be at work. The current trend of not back-filling maternity leave positions also puts an unfair stress on choice as I know a lot more work would fall onto colleagues’ (Female, non-STEMM academic).

Figure 5.3.1.1 Key university measures that support maternity and adoption leave (108 words)

•Maternity Leave Toolkits (Resources & Case studies)•Discussions with line managers and HR staff mapping proposed arrangements and providing information regarding government paid leave and university payments

•Website information regarding entitlements including paid parental leave•HE & TAFE Collective Agreements (Parental leave entitlements such as Maternity Leave, Adoption Leave, Permanent Care Leave, Partner Leave and Foster Parent Leave)

Before Leave

•Flexible Work Arrangements Toolkits available (Resources & Case Studies)•Paid 'Keeping in Touch Days' (up to 10)•Recruiting into a maternity leave backfill arrangement (Manager discretion)

During Leave

•Flexible Work Arrangements Toolkits available (Resources & Case Studies)•Job split/Job share Toolkits (Resources & Case Studies) •Discussions with line managers regarding flexible arrangements

Return to Work

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Table 5.3.1.1 Maternity leave uptake by academic staff (2015-2017) Faculty Academic level 2015 2016 2017 Total FEA Level B - - 2 2 Level C - 1 - 1 FoH Level B 3 2 4 9 FoST Level A - - 1 1 Level B 1 - 1 Level C - - 1 1 FBS Level B 1 - - 1 Total 5 3 8 16

Table 5.3.1.2 Maternity leave uptake by general staff (2015-2017) Faculty HEW level 2015 2016 2017 Total FEA 1-4 1 - - 1 5-7 1 - - 1 8-10 - - - - FoH 1-4 - 1 2 3 5-7 - - - - 8-10 - - - - FoST 1-4 - - - - 5-7 1 - - 1 8-10 - - - - FBS 1-4 1 - - 1 5-7 - - - - 8-10 - - - - Other* 1-4 2 4 7 13 5-7 12 10 8 30 8-10 1 4 4 9 Total 19 19 21 59

Note 1: *The category Other includes all departments outside of the academic schools excluding TAFE.

Cover and support for maternity and adoption leave: during leave

The main support offered during the maternity or adoption leave period is the ‘Keeping in Touch Days’ (Figure 5.3.1.1). Staff are encouraged to view self-paced resources, meet with HR and their managers as appropriate. It is essential to provide managers with adequate back-fill arrangements (where appropriate) which manage workflow and workload for colleagues, once the staff member commence leave.

Action: 5.3.2 Parental Leave Support Refine strategies aligned to supporting academic women while on leave and returning from career breaks regarding research continuity.

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Cover and support for maternity and adoption leave: returning to work

There are several initiatives that academic and general staff, including women in STEMM, can access once they return to work (Figure 5.3.1.1). Survey data (Table 5.3.3.1) highlights four initiatives most useful to returning to work:

• Flexible working hours • Keeping in touch days • Childcare services • Gradually building up from part-time to full-time

Table 5.3.3.1 Facilitating returning to work from career breaks (survey responses) (61 words) Gender equity & diversity survey STEMM (n= 23) Non-STEMM (n =38)

Facilitating return to work – Helpful: F(15) F% M(8) M% F(31) F% M(7) M%

Keeping in touch days 4 27% 1 13% 6 19% 0 0%

Flexible working hours 5 36% 3 38% 8 26% 0 0%

Initial part-time building up to full-time 5 36% 0 0% 6 19% 0 0%

Lower initial teaching load 0 0% 0 0% 4 13% 0 0%

Lower initial administrative load 0 0% 0 0% 2 6% 0 0%

Lower initial research supervision 0 0% 0 0% 2 6% 0 0%

Lower initial clinical work load 0 0% 0 0% 1 3% 0 0%

Parents' network, support group at work 1 7% 0 0% 3 10% 0 0%

Additional block of shared parental leave 0 0% 0 0% 2 6% 0 0%

Facilities for continued baby feeding 3 21% 0 0% 4 13% 0 0%

Childcare services at the workplace 5 36% 0 0% 4 13% 0 0%

Survey commentary also highlighted challenges balancing maternity leave and career progression:

‘I am in the process of preparing for applying for promotion next year (two extended periods of maternity leave have had a severe impact on my (lack of) research output’ (Female, non-STEMM academic)

Key findings:

• Existing processes are comprehensive and strongly support women and men returning to work after periods of leave

• Cultural barriers to those with caring responsibilities needs addressing • Proactive return to work initiatives to support career progression are important

Action 3.3 (a) Upgrade HR data reporting structures and reporting Action: 5.3.3 (a) Returning to work after career breaks: Increase support for research careers and encourage flexible work update Action 5.3.3 (b) Returning to work after career breaks: Targeted financial support for professional development

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Maternity return rate (150 words)

The university-wide overall maternity return rate in 2016 and 2017 was 100% (2015 – not reported). Challenges with data collection and reporting does not allow for an evaluation of maternity leave return rate and inference aligned to contract type. Interview themes specific to maternity leave highlight varied perceptions:

• Excellent maternity leave arrangements currently offered • Extensive supportive measures in place exist to support those preparing for maternity leave • Changes that occurred while on maternity leave can be unsettling to manage upon return • Challenges backfilling staff on maternity leave can be stressful for staff and colleagues

Interview data provides some context to the high ‘maternity return rate’. Throughout the interviews, staff report that regional lifestyle and flexible working arrangements, are key factors for remaining at the University. Quantitative data demonstrates that academic women are successfully returning to their positions on the same or reduced time-fractions (Table 5.3.4.2). No comparison between STEMM and non-STEMM is available.

Table 5.3.4.2 Returning to work time-fraction for women returning from maternity leave (2015-2017)

Academic Level and Faculty

Time-fraction before leave Returning to work time-fraction

FEA ACDB 1 Full-time 1 x 0.6

FBS ACDB 1 x 0.5 1 x 0.4

FoST ACDA & B 2 x 0.5 1 x 0.4, 1 x 0.5

FoST ACDB 1 x 0.5 1 x 0.5

FoH ACDB 8 Full-time, 1 x 0.4 2 x 0.4, 2 x 0.5, 1 x 0.6, 1 x 0.7, 1 X 0.8, 2 F/T

Paternity, shared parental, adoption leave and parental leave uptake (107 words)

The University offers extensive and generous paternity, shared parental, adoption and parental leave entitlements. Institutional data demonstrates that 16 academics engaged with partner leave entitlements during 2015-2017 (Table 5.3.5.1). No comparison between STEMM and non-STEMM could be made. According to the UCA, partner leave includes entitlements of

…Up to ten working days partner leave, or ten working days unpaid leave in the case of an eligible casual employee, to be taken during the period three months to or and three months after the birth or placement of the child (Reference: UCA, page 42)

Table 5.3.5.1 Partner leave uptake (2015-2017) Faculty 2015 2016 2017 Total FEA 1 0 0 1 FoH 2 2 0 4 FoST 2 5 3 10 Research Centres 0 1 0 1 Total 5 8 3 16

Key finding:

• Improvement of data collection, • Improvement in manager training, building awareness and changing culture

Action 3.3 (a) Upgrade HR data reporting structures and reporting

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Flexible working (413 words)

There are several formal and informal flexible working arrangements available however academic arrangements do not require reporting centrally (Figure 5.3.6.1). ‘Purchased Leave’ options (Table 5.3.6.1, Graph 5.3.6.1) are extensively used by women in FoH (academic and general staff). The number of women in FoH also skews STEMM data as the largest cohort accessing this type of leave. ‘Work from Home’ data (Table 5.3.6.2) demonstrates that both men and women in FoH and FEA have the greatest uptake compared to women in FoST. The majority of staff are also below Level C. Survey data (Table 5.3.6.3, Graph 5.3.6.2) demonstrates high level of awareness and uptake of flexible arrangements, particularly by women with no significant difference between STEMM and non-STEMM responses.

Figure 5.3.6.1 Options of Flexible Working Arrangements (51 words)

•Ability to increase annual leave entitlements by purchasing leave •For example, 48/52 (4 weeks extra leave) = 8 in total

Purchase Leave - Reported to HR

•Policy/Procedure/Formal signed agreement reviewed annually (most common) - now reported to HR

Formal 'Work From Home' arrangement

•Mutually agreed between staff member and managerShort notice flexibility

•Depends on the role function Job Share

•Options for extending networks with outside organisationsOutside Studies Program - Reported to HR

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Table 5.3.6.1 Purchased Leave approvals by staff (academic level and general HEW classification) and gender

Numbers FoST FoH FEA FBS Other 2015 F M F M F M F M F M

ACDA 2 1 ACDB 4 1 1 1 ACDC 1 1 ACDD 1

G (HEW 5-10) 1 2 2016 F M F M F M F M F M

ACDA 2 ACDB 4 1 2 1 1 ACDC 1 2 ACDD 1

G (HEW 5-10) 1 1 2 2017 F M F M F M F M

ACDA 1 3 1 ACDB 6 1 1 1 1 ACDC 1 3

G (HEW 5-10) 3 1 1 1

Graph 5.3.6.1 Purchased Leave approvals by staff (academic level and general HEW classification) and gender

0 5 10 15 20 25 30

2015

2016

2017

2015

2016

2017

2015

2016

2017

STEM

MAc

adem

icN

on-S

TEM

MAc

adem

icGe

nera

l

F M

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Table 5.3.6.2 Work from home approvals by staff type (academic level and general HEW classification) and gender

Numbers FoST FoH FEA FBS Other

2015 F M F M F M F M F M ACDA ACDB 4 1 3 1 2 2 ACDC 1 1 HEW 5-10 1 6 4 2016 F M F M F M F M F M ACDA 3 1 ACDB 2 1 ACDC 1 1 HEW 5-10 1 1 1 1 3 2017 F M F M F M F M F M ACDA 1 ACDB 2 3 3 4 ACDC 2 1 ACDD 1 1 HEW 5-10 4 1 4 5

Table 5.3.6.3 Survey awareness of flexible working options Survey response (n=66) Have used Aware of Don’t Know Not available F M F M F M F M Time off at short notice 25 6 15 9 4 0 3 0 Flexibility in hours/work pattern 29 7 13 6 1 1 3 0 Home/ remote working 36 11 7 3 0 0 2 0 Job Share 1 0 20 4 12 6 13 4

Note: STEMM: 16F, 8M; Non-STEMM 31F, 7M

Graph 5.3.6.2 Use of flexible working options (% from survey response)

53%62%

77%

2%

40% 47%

73%

0%0%

20%

40%

60%

80%

100%

Time off at short notice Flexibility in hours Working from home Job Share

Have used F Have used M

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Line managers play a significant role in building staff awareness and explore pre-conceived ideas to flexible work arrangements, thus the importance of manager training. Staff are also aware of options through induction and PRDP discussions. Several interview themes highlight the value and realities of flexible work arrangements:

• Successful flexible arrangements are negotiated between staff and managers, including setting clear goals/outcomes, demonstrating evidence of performance and accountability

• Although flexibility is great, at times it is difficult to engage in meetings via phone or video/conference link

• Flexible arrangements assist both women and men in managing carer responsibilities (i.e. particularly young children, elderly parents etc.).

Outside Studies Program

The Outside Studies Program (OSP) is designed to support the professional development of academic staff for up to six months, to collaborate with academic institutions, industries or engage with other relevant work to the University and the individual. Although small numbers of uptake, women demonstrated higher success rate in OSP applications, particularly those in STEMM (Table 5.3.6.4 –Table 5.3.6.5).

Table 5.3.6.4 Academics undertaking Outside Studies Program by academic level 2015 2016 2017

F M F M F M Total %F %M ACDB 2 1 1 1 1 6 67% 33% ACDC 1 2 1 2 1 7 57% 43% ACDD 3 1 4 75% 25% Total 3 3 5 2 3 1 17 65% 35%

Table 5.3.6.5 Academics undertaking Outside Studies Program by STEMM category 2015 2016 2017

F M F M F M Total %F %M STEMM 1 1 1

2 1 6 67% 33%

Non-STEMM 2 2 4 2 1 0 11 64% 36%

Disability Support

The Disability Liaison Unit provides staff and students advice regarding flexible arrangements aligned to disability needs. Advice can often provide guidance to managers specific to workplace adjustments to meet staff needs. Overall improvements in manager training and staff induction are required to better met staff needs.

‘Having survived cancer and multiple major surgeries, I have found the university leave to be both generous and supportive. Staff entitlements to reasonable adjustment for disability need to be more clear and HOS and Deans need to be educated about what their obligations are’ (Female, non-STEMM academic).

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Transition from part-time back to full-time work (66 words)

Staff transitioning from part-time (PT) to full-time (FT) complete specific HR forms outlining preferred fraction. Interview themes demonstrate that the staff often transition to FT due to financial requirements and perceived impact on research momentum and major curriculum changes as part of their role. Staff transitioning are supported in a phased approach accessing a variety of workplace flexibility options including gradual increased hours, workload and responsibilities.

Childcare (99 words)

Childcare facilities are located on a number of campuses (Mt Helen, SMB and Gippsland) and operate between 7am to 6pm, Monday to Friday (Table 5.3.8.1). Abundant parking is available close to the childcare centres to facilitate transportation. Children of PT/FT students and PT/FT/casual staff have priority access.

There are several other categories regarding priority access, including children at risk of abuse, socially isolated families, from single parents, non-English speaking background, and from Aboriginal or Torres Strait Islander families. Most rooms are normally at maximum capacity. Student requirements take priority, thus at times, STEMM females (5/15 responses) report difficulties accessing adequate placements.

Table 5.3.8.1 Childcare Facility Usage Ages (years) Mt Helen & SMB(Ballarat campuses) Churchill(Gippsland)

Room 1 0-1 12 11 Room 2 1-2 12 16 Room 3 2-3 12 16 Room 4 3-4 22 16 Room 5 4-5 22 16

Total 80 75

Caring responsibilities (282 words)

Caring responsibility provisions are described in employee agreements, University policies and procedures and in section (vi) Flexible Working. STEMM and non-STEMM academics with caring responsibilities, stated that they had ‘less time to engage with training opportunities, conduct research and prepare publications, and promotion submissions’ (Table 5.3.9.1). Staff who access flexible workplace options, report feeling unfairly judged in the workplace.

Table 5.3.9.1 Survey caring responsibilities (22 words) Survey responses( n=63) STEMM Non-STEMM Caring Responsibilities F (15) M (8) F (31) M (7) Parent or legal guardian of any children aged 18 or under 6 3 11 5 Primary carer or assistant for an adult requiring care 2 1 4 0

Action 5.3.6 (a) Flexible working and research Improve academic workload planning and offer more part-time research-inclusive academic roles which allow for research continuity alongside workplace flexibility. Action 5.3.6 (b) Flexible working: Support for training HDR supervisors in workplace flexibility practices

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Interview feedback aligned to caring responsibilities also highlight current perceptions:

‘Length of leave has an impact, especially on research output - I took 18 months off with first child, back at work for 12 months, then 2 years off with second child. Coming back on reduced hours also compounds this [impact on career development]’ (Female, non-STEMM academic).

‘It takes time to build things up again after leave - it can't be the same initially’ (Female, STEMM academic).

‘My decision to take long career breaks when my children were young has had a very negative impact on my career. I am older than most people at my level and I am not competitive for grant funding because of the gaping hole in my track record’ (Female, STEMM academic).

‘Although not affecting me directly, women who come back after having a child are treated unfairly. Lip service is given to giving them opportunities while maintaining a work-life balance. But, in practice they are forced to compromise a lot and are excluded from various opportunities’ (Female, STEMM academic).

Key findings:

• Lack of consideration of caring responsibilities around career development planning including research progression

• Lack of manager training and cultural challenges associated with accessing flexible workplace arrangements

Action 5.2.1 (b) Career Development: Professional Development Calendar Develop and implement a centralised professional development calendar for academic, general and TAFE staff. Action 5.3.6 (a) Flexible working and research Improve academic workload planning and offer more part-time research-inclusive academic roles which allow for research continuity alongside workplace flexibility. Action 5.3.6 (b) Flexible working: Support for training HDR supervisors in workplace flexibility practices Action 5.4.10 Visibility of role models: Showcasing STEMM and non-STEMM academic women and men balancing careers with care responsibilities

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5.4 ORGANISATION AND CULTURE (REFER TO PAGES 24-25 OF THE HANDBOOK) NOTE: PRESENT GENERAL & ACADEMIC STAFF WHERE POSSIBLE [2180 WORDS]

Culture (496 words)

General culture In October 2018, the university engaged with The VOICE survey identifying key cultural measures. Preliminary results were released February 2019 (Table 5.4.1.1). These show general positive cultural indicators however challenges regarding ‘wellness’ and ‘workload’. Further interview and survey feedback also highlight a number of challenges (Figure 5.4.1.1).

Table 5.4.1.1 The VOICE University Wide Cultural Indicators (% participant agreement with pre-set statements around 5 main cultural indicators)

[Redacted table due to confidentiality]

Figure 5.4.1.1 Main cultural themes identified as part of SAS interviews [208]

[Redacted table due to confidentiality]

Interview statements include:

‘The attitudes and behaviours of some managers and senior academics creates a level of gender inequality’ (Male, STEMM academic).

‘There is a real boys club at this university which permeates through senior management’ (Female, STEMM academic).

Several survey questions also provide comparisons between STEMM and non-STEMM academic staff views (Graph 5.4.1.1; 5.4.1.2; Table 5.4.1.2; 5.4.1.3).

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Graph 5.4.1.1 Perceptions of gender equity: Recognition of intellectual contributions (survey)

Graph 5.4.1.2 Perceptions of equality of treatment (survey)

Table 5.4.1.2 Perceptions of being treated unfairly on the basis of protected characteristics (n=68) Survey results STEMM (20) Non-STEMM (39) F (15) F% M (8) M% F (31) F% M (8) M% Age 3 20% - - 17 55% 2 25% Gender or gender identity 9 60% - - 20 65% 3 38% Sexual orientation - - - - 3 10% 1 13% Religion - - - - 2 6% - - Cultural background 1 7% - - 8 26% 1 13% Spoken language - - - - 5 16% 1 13% Disability 2 13% - - 4 13% 1 13% Aboriginal and/or Torres Strait Islander - - - - 1 3% - - Children or other carer responsibilities 2 13% - - 11 35% - - Flexible or part-time work 2 13% - - 6 19% 2 25%

Note: Each respondent could choose more than 1 attribute

1

4

2

14

17

11

4

2

5

7

1

0 5 10 15 20 25






Non

-STE

MM

STEM

MUnidentified F M

1

3

3

17

1

13

6

9

2

1

4

1

1

6

0 2 4 6 8 10 12 14 16 18 20

Disagree

Neutral/no opinion

Agree

Disagree

Neutral/no opinion

Agree

Non

-STE

MM

STEM

M

Unidentified F M

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Table 5.4.1.3 Factors affecting staff academic careers, survey responses (n = 66) STEMM (27) Non-STEMM (39)

F (16) F% M (8) M% F(31) F% M (7) M% Legal sex 5 31% - - 18 58% - - Sexual orientation 1 6% - - 4 13% - - Race or ethnicity - - 1 13% 4 13% - - Marital or civil partnership status 1 6% 1 13% 6 19% - - Disability status 1 6% - - 4 13% - - Religious affiliation - - 1 13% 3 10% - - My caring responsibilities 10 63% 2 25% 18 58% 1 13% My age 5 31% 2 25% 16 52% 2 25% My gender identity - - 2 25% 6 19% - - My country of origin - - 1 13% 6 19% 1 13%

Networks FedUni has several networks, community events and health and wellbeing initiatives to promote positive culture and the importance of gender equity and diversity (Figure 5.4.1.2). These networks are communicated via daily internal posts, emails from the VC and through distributed leadership models across the schools and central areas. Examples of networks include WReN seminars and International Women’s Day (IWD).

• WReN o 4 meetings a year focused on research development o SAS regional meeting (November 2016) with Dr Wafa El Adhami and Dr Saraid Billiards.

• IWD

o 2016 Presentation: Homeward Bound, Leadership Program for Women in Science, Inaugural Voyage by Dr. Jessica Reeves

o 2018 Presentation: Vice-Chancellor, Professor Helen Bartlett and local historian Ms. Jenny Beacham (PhD candidate).

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Figure 5.4.1.2 Institutional Staff Networks and/or Initiatives

Key findings:

• STEMM (65%) and non-STEMM (48%) respondents felt that their departments would be responsive to gender equity concerns

• Gender, caring responsibilities and age were the most significant factors for both STEMM and non-STEMM women liked to career advancement

• There is a gender bias towards males associated with recognition of intellectual property • There are negative perceptions from non-STEMM women around equality of treatment

White Ribbon Day Respect Now Always International Womens Day (IWD) R U OK Day?

10,000 Step Challenge

Racism. It Stops with me FedPride Strategy Social Inclusion

Women's Research Network (WReN)

FedNoW (Fed Network of Women)

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• Networks need greater buy-in from senior women to remain sustainable

Action 5.4.1 (a) Organisational Culture: Workplace Gender Equity Agency Employer of Choice Work towards actions that will enable FedUni to gain Workplace Gender Equity Agency (WGEA) Employer of Choice status for both HE and TAFE. Action 5.4.1 (b) Improve gender equity and diversity in University culture Align portfolio strategic and operational plans with the gender equity and diversity principles of the University.

Action 5.4.1 (c) Organisational culture: Online training targeted at safer campus experiences Implementation of online targeted training modules to strive towards safer campuses experiences for staff and students.

Action 5.4.1 (d) Organisational culture: Impacts of unconscious bias Provision of unconscious bias training and understanding the potential negative impacts in recruitment, promotion and retention of staff. Action 5.4.1(e) Organisational culture: Building sustainable internal networks Create a formal women’s network for both academic, general and TAFE staff.

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HR policies (245 words)

HR policy and procedure development, implementation, five year renewal, dissemination and storage is managed through the University Registrar Directorate (Figure 5.4.2.1, Table 5.4.2.1). Each document is released for a two-week university-wide consultation period. Final documents are easily accessible via the website and updates are communicated to staff via FedNews. Staff induction and training provides clear access and web links of HR policies within the equity, bullying, harassment, grievance and disciplinary domain, although rates of engagement with training varies. Figure 5.4.2.1 Relevant HR policies, procedure and other supportive documents (146 words)

•Aboriginal and Torres Strait Islander Workforce Policy and Procedure•Equal Opportunity and Valuing Diversity Policy•Workplace Adjustments for Staff with Disability Procedure•Discriminatory and Sexual Harassment Complaint Procedure•Union Collective Agreement, Section 8.1 supporting the legislative provisions for anti-discrimination and the Victorian Charter of Human Rights and Responsibilities Act (2006)

Equity and Diversity

•Fair and Transparent Decision Making Guidelines•Recruitment and Merit Selection Policy and Procedure •Honorary Adjunct and Visiting Appointments Policy and Procedure•Induction Policy and Procedure

Recruitment and Appointment

•Staff code of Conduct Policy •Staff Grievance Policy and Procedure •Bullying Prevention and Management Policy and Procedure

Code of Conduct and Grievance

•Breastfeeding of Infants Policy•Parental Leave Guidelines•Working From Home Policy and Procedure•Family and Domestic Violence Policy and Procedure •Outside Studies Program (Higher Education) Policy and Procedure

Workplace Flexibility

•Research Funding Policy•Authorship Procedure•Research Integrity and Misconduct Policy and Procedure•Intellectual Property Policy and Procedure•HDR Supervision Policies and Procedures

Research

•Performance Review and Development Program Policy•Professional Development Policy and Procedure•Managing Staff Performance (UCA)•Student Disciplinary Management (Statute 6.1, Regulation 6.1)

Performance Management

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Table 5.4.2.1 Range of documents underpinning key equity issues

Policy Procedure Guidelines Statute UCA Refs

Bullying Prevention and Management Prevention of Workplace Bullying Staff code of Conduct Staff Grievance 66 Discrimination and Sexual Harassment Complaint Equal Opportunities & Valuing Diversity Policy Fair and Transparent Decision Making Guideline Student Grievance Disciplinary process (Managing Unsatisfactory performance) (staff)

66

Disciplinary process (Students) 6.1 Anti-Discrimination 8.1; 8.2

Key findings:

• Lack of training and advice provided to academics and managers regarding university formal documents

• A number of key policies and procedures require review

Action 4.1.4 Systematically conduct, document and report themes from formal exit interviews with academic and TAFE women leaving STEMM disciplines. Action 5.1.1 (a) Recruitment: Job analysis methodology HR to develop and implement job analysis methodology to eliminate potential barriers and biases within online and paper-based position descriptions. Action 5.1.1 (e) Recruitment: Selection strategy Review, update and implement improved ‘Recruitment and Merit Selection’ Policy and Procedure with respect to gender equity and diversity. Action 5.1.2 (a) Induction: Improve processes for academic and TAFE staff Consistent and sustainable implementation of induction processes for STEMM and non-STEMM academic and TAFE staff to support role transition. Action 5.1.3 (a) Promotion: Review of Academic promotion policies, procedures and practices. Simplify, review and implement the academic promotions policy/procedure focused on gendered language, criteria and process. Action 6.1 Supporting transgender staff Develop a Gender Transition Guide for HR and Schools in HE and TAFE

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Proportion of heads of school/faculty/department by gender (154 words)

Since the Academic portfolio restructure, there are more women in senior Dean and Deputy Dean roles in 2018 compared to 2015-2017 statistics (Table 5.4.3.1; 5.4.3.2). Many of these roles are fixed-term contracts (5 years) and competitively recruited (internally and/or externally). In 2016, the WGEA data reported that women held 29% of senior roles across the university. Although women hold 50% of directorate leadership roles, a gender imbalance at the DVC/PVC level continues. Table 5.4.3.1 Academic Structure (2015-2017)

Faculties with schools Faculty Exec Deans Heads of Schools F M F M FEA 1 2 1 FoH 1 3 0 FoST 1 1 2 FBS 1 1 2 Total 1 3 7 5

Table 5.4.3.2 Senior University Positions (as at March 31, 2017) F M Total % F % M

Vice Chancellor 1 1 100 Deputy Vice Chancellor 1 5 6 17 83 Pro Vice-Chancellor 2 2 100 Executive Deans 1 3 4 25 75 Executive Directors 1 2 3 33 67 Directors/Registrar 6 6 12 50 50 Head of Campus 3 3 100 Total 9 22 31 29 71

Interview and survey (Graph 5.4.3.1) data continues to highlight current perceptions regarding gender equality at senior levels.

‘There are a disproportionate number of men in senior positions in my faculty. I have observed and experienced clear and latent sexism in the workplace [observed through comments and generalisations made about female staff by senior management]’ (Female, non-STEMM academic).

Graph 5.4.3.1 Representation in senior positions

1

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Non

-ST

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STEM

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Unidentified F M

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Key findings:

• Although women are much more prominent in senior roles in 2019, it will take time and progress towards SAS Action Plan objectives to address current gender equity perceptions

Representation of men and women on senior management committees (103 words)

The VCST gender balance is skewed towards men (Table 5.4.4.1). Senior faculty board gender balance varies depending on the discipline; skewed toward women in the FoH and FEA and skewed towards men in STEMM (Table 5.4.4.2). Faculty Board membership is primarily dictated by positional leadership roles with few elected roles. This information is locally coordinated, inconsistent, difficult to collect, report and compare. Recruiting committee representatives adheres to university protocols including voting.

Table 5.4.4.1 Vice-Chancellor and Senior Team (March, 2017) Vice Chancellor and senior team F M Total %F %M 2015 1 6 7 14% 86% 2016 1 6 7 14% 86% 2017 2 5 7 29% 71%

Table 5.4.4.2 Faculty Boards (2017) Faculty Chair Secretary F M %F %M FoST M – Level E F – HEW 5 2 13 13% 87% FoH F – Level E F – HEW 5 15 6 71% 29% FEA M – Level E M – HEW 5 12 6 67% 33% FBS M – Level E F – HEW 5 7 12 37% 63%

Action 5.4.1 (a) Workplace Gender Equity Agency Employer of Choice Work towards actions that will enable FedUni to gain Workplace Gender Equity Agency (WGEA) Employer of Choice status for both sectors. Action 5.4.1 (b) Improve gender equity and diversity in University culture Align portfolio strategic and operational plans with the gender equity and diversity principles of the University. Action 5.2.1 (a) Career Development: Leadership and Engagement Professional Development Develop and implement a new leadership program and professional development series for senior school staff. .

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Key findings:

• VCST and Faculty Board in FoST and FBS is skewed toward men • Improvements are required in all areas of career planning including, career development,

succession planning, mentoring, sponsorship and reporting on a regular basis.

Action 3.3 (a) Upgrade HR data reporting structures and reporting. Action 5.2.1 (a) Career Development: Leadership and Engagement Professional Development Develop and implement a new leadership program and professional development series for senior school staff. Action 5.2.1 (d) Career Development: Mentoring and Sponsorship for women in STEMM

Implement a 12-month formal academic mentoring process recognised in workload planning for STEMM academic women within 6 months of appointment; Offer external leadership sponsorship opportunities

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Representation of men and women on influential institution committees (110 words)

Several influential institution committees (supported by Terms of Reference’s) demonstrate positive gender equality (i.e. University Council, Academic Board, Audit and Risk, HECC, L&T and Research) (Table 5.4.5.1; 5.4.5.2; 5.4.5.3). Committee training and induction is provided to members of Academic Board and Deputy Chairs. Members on influential committees are most likely aligned to leadership positions, thus if women in STEMM are not in these senior positions, they have less impact. Elected member appointment (1-2 years) adheres to university voting procedures and provides opportunities for women in STEMM. Table 5.4.5.1 University Council

Chair F M %F % F Academic

% F General

%F Academic

A-C

% F Academic

D-E 2015 M 5 8 38 50 33 50 50

2016 M 8 9 47 40 50 50 33 2017 M 8 9 46 50 50 0 67

Table 5.4.5.2 Academic Board


% F General

%F Academic

A-C

% F Academic

D-E 2015 F 14 15 48 45 55 100 27 2016 F 12 18 40 45 30 100 42 2017 F 18 14 56 52 67 80 44

Table 5.4.5.3 Higher Education learning and Teaching Committee (L&T)


% F General

%F Academic

A-C

% F Academic

D-E 2015 F 16 2 89 86 91 100 67 2016 F 13 4 76 88 67 100 75 2017 F 14 5 74 89 64 83 100

Table 5.4.5.4 Higher Education Curriculum Committee (HECC)


% F General

%F Academic

A-C

% F Academic

D-E 2015 M 12 4 75 67 100 71 60 2016 M 12 4 75 67 100 71 60 2017 F 12 3 80 75 100 80 71

Table 5.4.5.5 Research Committee


% F General

%F Academic

A-C

% F Academic

D-E 2015 M 9 10 47 47 50 67 36 2016 M 12 5 71 71 67 100 60 2017 M 12 9 57 56 67 67 50

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Table 5.4.5.3 Institutional decision making committees by gender and classification (2017)


% F General

University Council M 8 9 46 50 50 Council Executive M 3 7 42 50 33 Audit and Risk F 4 2 67 0 67 Finance M 3 8 38 50 33 Infrastructure M 2 6 33 0 33 Senior Appointments & Remuneration M 1 3 25 0 33

Key findings:

• Lack of gender balance regarding chairing responsibilities across committee’s • Lack of gender balance across senior committee’s • Lack of transparent reporting and action to improve gender balance

Committee workload (58 words)

Committee chair responsibilities are typically factored into workload calculations compared to committee membership, which is often linked to roles. Committee overload associated with membership or chairing responsibilities are managed through staff and line manager communication. Key Findings

• An absence of ‘Service and Engagement’ standards within the promotion process complicates workload allocation aligned to informal and formal committee involvement.

Institutional policies, practices and procedures (103 words)

The Manager, E&D and Director, HR are intimately involved in policy and procedure revision. Revisions are possible during the renewal period or at request to the document owner. Aspects of equity such as gendered language, unconscious bias and inclusivity are key element part of any revision process. All feedback is documented and considered at the committee/ working group level and informs future drafts prior to formal release and formal promulgation.

Action 3.3 (a) Upgrade HR data reporting structures and reporting. Action 5.4.1 (a) Workplace Gender Equity Agency Employer of Choice Work towards actions that will enable FedUni to gain Workplace Gender Equity Agency (WGEA) Employer of Choice status for both sectors. Action 5.4.1 (b) Improve gender equity and diversity in University culture Align portfolio strategic and operational plans with the gender equity and diversity principles of the University.

Action 5.1.3 (a) Promotion: Review of Academic promotion policies, procedures and practices. Simplify, review and implement the academic promotions policy/procedure focused on gendered language, criteria and process.

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Key Findings

• Inconsistent implementation needs addressing through improved focused professional development and accountability

• Survey feedback indicates that there is no apparent difference in treatment between STEMM and non-STEMM employees aligned to formal documentation

Workload model (269 words)

The current workload model is described within the UCA Managing Workload (Part 5, Section 36 – Academic Workloads; Section 37 – General Staff Employees). Workloads are negotiated between staff and allocated line managers, nominated by the Executive Dean. Academic workloads are distributed based on the nature of the work (Table 5.4.8.1) and the allocation type (i.e. teaching delivery and location, research supervisory responsibilities and pastoral care roles). Given the nature of our regional university with a high demographic of first-in-family, females in pastoral care roles can often spend a significant workload supporting students, thus negatively impacting on other responsibilities. Workload allocation discussions typically occur prior to the commencement of the teaching semester or during PRDP discussions. To improve awareness and measures linked to research performance, new Research Standards were released in November 2017 and piloted in 2018, with plans to review in 2020.

Survey and interview data highlights a range of current challenges with the workload model including inconsistencies between faculties/schools, variations in interpretation and calculations (i.e. student numbers vs hours of delivery) and range of staff responsible for implementation. See survey quote:

‘I think our workload model is not a fair representation of hours worked. Student queries and support required are high as a result of [accepting students with] no ATAR Score’ (non-STEMM female academic).

Table 5.4.8.1 Current Academic Workload (Source UCA 2015 - 2018, p29) Percentage (%)

Teaching up to 10 10 20 30 40 50 60 70 Scholarship 10 10 10 10 10 10 10 10-20 Research 80 or more 70 60 50 40 30 20 0-10 Service balance balance balance balance balance balance balance balance

Key Findings (Interview themes)

• Workload discussions with line manager are paramount • Line managers need additional targeted professional development around workloads • Fear of conflict is reported regarding workload discussions • Workloads are not applied consistently or account for all activities • Completing research out of hours and balancing work and home duties is sometimes the

only way to meet expectations

Action 5.3.6 (a) Flexible working and research Improve academic workload planning and offer more part-time research-inclusive academic roles which allow for research continuity alongside workplace flexibility.

Action 5.2.1 (a) Career Development: Leadership and Engagement Professional Development Develop and implement a new leadership program and professional development series for senior school staff.

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Timing of institution meetings and social gatherings (167 words)

Formal institutional meeting details (Monday – Friday 9-5pm) are typically released December for the following year. General staff hours are set between 8am-6pm Monday to Friday (UCA) although academic hours remain flexible. All SAS meetings occurred between 10am-3pm to remain inclusive of those with caring responsibilities. For STEMM staff, current SoSEIT meetings schedules are between 10-4pm. Survey data highlights that non-STEMM women report feeling that men have greater access to ‘informal circles of influence’ possibly related to the timing of institutional meetings.

Social gatherings that occur at the faculty/school level are not reported. The October Blue-Tie Ball, supporting Beyond Blue (A) and the Christmas in July 3BA Appeal Luncheon (B) are key social events that all staff are encouraged to attend (Table 5.4.9.1, Figure 5.4.9.1 (A&B). Key Findings (Interview themes)

• There are a high number of meeting expectations and clashing priorities • Timing of institutional meetings (outside school hours) can be challenging • Travel associated between campuses must be factored in • A lack of promotion, awareness and coordination of training and events can be challenging

Table 5.4.9.1 Attendance at large university-wide social gatherings Number of attendees 2015 2016 2017

Blue-Tie Ball (October) 200 200 200 3BA Christmas in July Luncheon 260 260 270 Wear it Purple Day n/a n/a 50

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Figure 5.4.9.1 (A & B) Attendance to large university-wide social gatherings

B

A

Action 5.2.1 (b) Career Development: Professional Development Calendar Develop and implement a centralised professional development calendar for academic, general and TAFE staff.

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Visibility of role models (194 words)

Members of the VCST and extended leadership group have been strong advocators of the SAS initiative since June 2016. An analysis of role models presenting at uni-wide research and teaching conferences, demonstrates gender balance (Table 5.4.10.1). Between 2001 and 2008, only three out of 16 Alex Rubinov Memorial Oration (Mathematics) external presenters were women, although 50% balanced between 2015 and 2018. Role modelling for students is demonstrated by images of diversity and featuring women in internal and external promotion photos for engineering, IT and maths disciplines and males in nursing disciplines (Figure 5.4.10.1; 5.4.10.2; Figure 5.4.10.3).

Learning resources in STEMM disciplines also ensure a balance of women in project and cased-based learning environments. In February 2017, “Why research at FedUni” webpages (now retired) featured seven women of diverse backgrounds undertaking higher degrees by research as an SAGE Athena SWAN initiative. Photos in the 2017 Annual Report equally showcase women and men in leadership, awards and academia. Academic achievement by indigenous students were also celebrated.

Table 5.4.10.1 Gender balance at uni-wide conferences Presenters by gender

2015 2016 2017 M F M F M F

Research Conferences (Higher Degree Research) - 30 44 38 38 Learning and Teaching Showcase 2 7 4 8 4 7 Open Classrooms Initiative (2017) - - 5 15

Figure 5.4.10.1 Examples of public facing marketing materials (Multicultural Student Support);

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Figure 5.4.10.2 Examples of promotion material demonstrating females in STEMM by Senior Maths Lecturer

Figure 5.4.10.3 Examples of promotion material demonstrating females in ‘All Engineering Courses’

Key Findings

• Improvements could include a closer scrutiny in public images linked to STEMM disciplines and regular reporting of gender balance related to key speakers, seminars and conferences

• Improvements to networking opportunities for women and STEMM women

5.4.1(e) Organisational culture: Building sustainable internal networks Create a formal women’s network for both academic, general and TAFE staff. Action 5.4.10 Visibility of role models: Showcasing STEMM and non-STEMM academic women and men balancing careers with care responsibilities

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Outreach activities (182 words)

Outreach activities provide services to populations who otherwise would not have access. Our outreach services link to schools, international partners, and community services/initiatives. Common outreach programs with international partner face-to-face teaching arrangements are calculated within academic workloads (Table 5.4.11.1). The majority of academic staff engaging with overseas outreach are men which may be related to discipline or ability to travel. Other outreach programs include ‘VCE Immersion Days’, where local students are introduced to STEMM disciplines on our campus engaging via practical experience.

Staff also engage with local community and industry partner events to share scholarly knowledge and experience. Since 2006, Ballarat staff have engaged with the IBM-EXCITE (Exploring Interests in Technology and Engineering) Camp. In 2018, three FedUni academic women participated as mentors as part of the worldwide IBM initiative, which encourages girls in Year 8-10 to study and pursue STEMM careers (Figure 5.4.11.1). Similarly, the Ballarat Tech School engaged with the ‘Girls in STEM Program’ to increase local girls interest in STEMM disciplines. General outreach activities are included within ‘Service and Engagement’ workload calculations although there is limited documentation at the school level regarding participation.

Table 5.4.11.1 Examples of gender balance with workload outreach activities (China) University 2015 2016 2017 2018

F M F M F M F M Hebei (Environmental Management) 0 2 3 1 6 3 Shaoguan (Information Technology) 1 4 1 5 1 5 1 5 Zhejiang (Engineering) - - - - - 1 - 4

Figure 5.4.11.1 EXCITE Camp – Group Photo [Yellow arrow indicates Dr. Helen Song-Turner (FBS) and A/P Nina Fotinatos (CLIPP)]

Refernece: https://www.ibm.com/blogs/ibm-anz/exite-camp/

https://www.ibm.com/blogs/ibm-anz/exite-camp/

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Leadership (99 words)

The VC assumed sponsorship of the SAS Bronze Level Award preparation in May 2017. Since then, the senior leadership has been exemplary in allocating funding resources and incorporating the SAS work into the Project Lead workload. Continual advice, feedback and positive directions were provided by the SAS governance (Table 3.1.1; Figure 3.1.1) including strong buy-in from previous and current faculties/school senior leaders including Deans and Executive Deans. The SAT collectively developed the post submission SAS accountability measures to be inclusive across all portfolios. There have been several committee presentations, institutional updates and events held to celebrate gender equity and diversity across the institution (Figure 5.4.12.1; 5.4.12.2; 5.4.12.3).

Figure 5.4.12.1 SAS 2017 Symposium

Figure 5.4.12.2 WReN 2018 End of Year Function ‘Theme: Be Ambitious’ (23 female staff attended, (December 12, Melbourne, 2018)

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Figure 5.4.12.3 SAS Sponsored Event: International Women’s Day (March 8, 2018)

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6. SUPPORTING TRANSGENDER PEOPLE Recommended word count: 500 words Actual word count: 448 words Refer to Page 26 of the Handbook

Current policy and practice

There is currently no institutional wide measure of gender equity and diversity. Survey data (n=68) responses were not recorded from any staff identifying as transgender. Although there are a number of key guiding documents (listed below) which support the intersection of equity and transgender diverse staff, there is no measure regarding current awareness levels or adherence to guiding documents. Accountability specific to action plans are one method to increase engagement across the university.

• 2015 – 2016 Social Inclusion Plan • 2015 – 2016 FedPride Strategy (Figure 6.1.1) • Equal Opportunity and Valuing Diversity Policy • Discriminatory and Sexual Harassment Complaint Procedure • Union Collective Agreement, Section 8.1 supporting the legislative provisions for anti-

discrimination and the Victorian Charter of Human Rights and Responsibilities Act (2006) • Staff code of Conduct Policy • Staff Grievance Policy and Procedure • Bullying Prevention and Management Policy and Procedure • FedUni Communication Guides (emphasis use of gender neutral language) • Practice of gender neutral toilets

Figure 6.1.1 FedPride Strategy (72words)

•Recognition of a staff and student support group, FedAllys •Plans for a Transitioning and Coming-Out Plan for both students and staff•The Equity and Diversity team is on hand to advise staff.

Support

•Participation in the Australian Workplace Equality Index 2016•Recognition and celebration of the LGBTQIA+ student support group, The Rainbow Collective (Figure 6.1.2)

•Recognition and celebration of International Day Against Homophobia, Transphobia and Biphobia, (IDAHOBIT) day (May 17, 2018)

Recognition

•Identified staff FedPride Champions.

Local Champions

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Figure 6.1.2 Rainbow Collective Celebration Photos (Source: Rainbow Collective Facebook Page)

Review

The Manager, E&D is responsible for monitoring complaints associated with trans and gender diverse staff. Where complaints are received which contradict existing university documents, the E&D department work closely with key stakeholders to resolve situations. The current university plans and associated committee also play a significant role in capturing current and new issues that need further addressing. Patterns of behaviour are also raised with the DVC SSS and Manager, Risk, Health and Safety.

Further work

FedUni is working on a transitioning and coming-out plan within the new 2019-2022 FedPride Strategy to support staff and students. An institutional-wide, cross-portfolio working group is currently developing this plan and ensuring a more accepting and diverse workplace environment. Existing educational sector best-practice resources (Safe Schools Gender Affirmation Support Plan) informs a local checklist for students who are planning or currently transitioning. Details includes change of name, preferred pronouns and a support person at the University with whom the individual is comfortable knowing their gender transitioning status. The transitioning plan will ensure computer systems are harmonized with respect to individual record changes. The goal is to ensure University’s record keeping and systems have all individual’s personal details consistent and end name configuration issues. FedUni has recently introduced (March 2019) online training Preventing Discrimination and Harassment. There has been high levels of engagement with this training and subsequent workshops/forums aimed at building staff awareness across the University.

Action 6.1 Supporting transgender staff Develop a ‘Gender Transition Guide’ for HR and Schools in HE and TAFE Action 5.4.1 (c) Organisational culture: Online training targeted at safer campus experiences Implementation of online targeted training modules to strive towards safer campuses experiences for staff and students. Action 5.4.1 (d) Organisational culture: Impacts of unconscious bias Provision of unconscious bias training and understanding the potential negative impacts in recruitment, promotion and retention of staff.

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7. INTERSECTIONALITY Recommended word count: 500 words Actual word count: 494 words Refer to Page 26 of the Handbook


There are several policies, procedures, plans, practices and committees that underpin acceptance, understanding and awareness of intersection between gender equity and other factors (ie race, disability and sexual orientation). These include:

• Policies listed in Section 5.4 (ii) and Section 6 (SAS Bronze Level Application) • Social Inclusion Plan (2014-2015) and (2015-2016); Disability Action Plan (2014-2016) • Social Inclusion Committee • E&D and HR

To address intersectionality with disability, FedUni is currently reviewing the Disability Action Plan (2019-2022) and focusing on the following improvements:

• improve guidelines for access to all new buildings • minor works and refurbishments • updating campus maps • improved signage • ensuring recruitment processes are unbiased • website accessibility • increasing diversity in marketing and publications • improved processes for registering for adjustments and • guides for accessible events.

A high proportion of women in STEMM are from cultural minority backgrounds (ie African, Asian, Indian cultures). STEMM management supports this cohort by offering targeted professional development opportunities (ie Women in Science Engineering (WISE) Summit (2015); RMIT’s Minority Women’s symposium (2017); Institute of Electrical and Electronics Engineers, 2019). This cohort of women also initiated their own active research network to progress goals and sense of community across all FedUni campuses. SAS consultation engaged with this cohort and sought direct feedback regarding SAS Action Plan.

Review

As part of the SAS communication and engagement process, a closer review into survey data (n = 68) demonstrates some issues raised by both STEMM and non-STEMM women (Tables 5.4.1.2 – 5.4.1.3):

• 4/15 STEMM women identified as having intersectional identities o 2 x disability (both reported being unfairly treated) o 1 x sexual orientation (reported feeling that this negatively impacted career) o 1 x cultural background (both reported being unfairly treated)

• Non-STEMM women quantitative and qualitative data demonstrates the following:

o 6 indicated their country of origin was a factor negatively affecting their academic career, indicated race or ethnicity was an issue

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o 4 responded that sexual orientation affected their careers o Feeling untreated based on cultural background (n =8), spoken language/accent (n =5)

and disability (n=4) o ‘I have a disability that is not obvious. I don't require adjustments at work but I do

experience harassment when people assume they can say in my presence negative things about people with disability’ (Female, non-STEMM academic)

Given the recent feedback, FedUni will continue to raise awareness of intersectionality and gender equity through (1) improved training programs, (2) improved marketing and publishing key events, (3) increased accountability to meet key plan milestones and objectives and (4) escalated reporting by E&D and HR to the Social Inclusion Committee and Risk Health and Safety as required.

Further work

FedUni’s is committed to improved training as outlined in the SAS Action Plan. This includes university-wide roll out of the online training Preventing Discrimination and Harassment module released late 2018. Further work includes updating the Disability Action Plan (as described above), the FedPride Strategy and improving staff awareness and accountability as described earlier. Several action plans objectives are also linked to attraction, promotion and retention of STEMM women with intersectionality identities.

Action 7.1: Intersectionality: Disability Action Planning Provision of training specific to disability support and meeting unique staff needs. Action 7.2 Intersectionality: LGBTQIA+ staff Update and implement FedPride Strategy 2019-2022. Action 7.3 Intersectionality: Women in STEMM with minority cultural backgrounds Implement an informal support network for women in STEMM with minority cultural backgrounds. Action 5.4.1 (c) Organisational culture: Online training targeted at safer campus experiences Implementation of online targeted training modules to strive towards safer campuses experiences for staff and students. Action 5.4.1 (d) Organisational culture: Impacts of unconscious bias Provision of unconscious bias training and understanding the potential negative impacts in recruitment, promotion and retention of staff. Action 4.1.4 Systematically conduct, document and report themes from formal exit interviews with academic and TAFE women leaving STEMM disciplines.

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8. ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE Recommended word count: 500 words Actual word count: 440 words Refer to Page 27 of the Handbook


Policies The University acknowledges inherent disadvantage the employment and advancement of Aboriginal and Torres Strait Islander people based on cultural-racial assumption. The following documents have been developed to support staff and students:

• University’s Strategic Plan (2018-2022) includes the goal to be a preferred employer and education destination for Aboriginal and Torres Strait Islander staff and students

• Reconciliation Action Plan (2015-2017) • Aboriginal and Torres Strait Islander Workforce Strategy (2018-2020) • Aboriginal and Torres Strait Islander Employment policy and procedure

Practice Currently 120 undergraduate students of Aboriginal and Torres Strait Islander heritage are studying at FedUni in a variety of programs, supported by the Aboriginal Education Centre (AEC) who provide cultural security to staff and students, empower success and firmly embed cultural practice in the university environment.. In developing and understanding the specific challenges and identifying appropriate and targeted action plans, extensive consultation has occurred with the Manager, AEC. Supports offered by the AEC include:

• Access to tutorial support • Career advice • Referral to childcare, accommodation, counselling, financial, transport and other services. • Access to a computer and resource library • Strengthening networks with local Aboriginal communities • Referral to community organisations • Focused improvements in learning management system (Moodle student interfacing)

training • New IBM mentoring partnership to STEMM students in 2017-2018

Review

Recent exploration into this area has identified that the uptake of Cultural Competency training is low (Table 5.2.1.1; 5.2.1.2). To address this issue, a ‘Cultural Safety and Inclusion Strategy’ will be developed in collaboration with Deans from STEMM and non-STEMM areas. Current training accountability and training opportunities within the STEMM and non-STEMM academic portfolio also needs addressing, with potential increased resourcing to create more training opportunities. Improved training is envisaged to improve inclusivity in curriculum and positive experiences for all students, both essential in developing improved pathways and retention strategies. To improve financial options to support Aboriginal and Torres Strait Islander students, the 12-week Cadetship program needs reviewing. The SAS process has also identified very few Aboriginal and Torres Strait Islander employees compared to overall employment profile.

https://federation.edu.au/about-us/our-university/indigenous-matters/aboriginal-education-centre/community-organisations

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The University will utilise and promote ‘Special Measures’, Section 12 of the Equal Opportunity Act 2010 to further improve recruitment of Aboriginal and Torres Strait Islander employees. FedUni will take appropriate affirmative action measures in recruitment, selection, retention and staff development, in both mainstream and designated careers, to achieve equality for Aboriginal and Torres Strait Islander peoples with the aim of:

• Support active identification and promotion of employment opportunities • Support employment outcomes at a whole-of-University level and ensure Aboriginal and

Torres Strait Islander peoples engagement across the institution

Further work

The workforce strategy is embedded into the SAS Action Plan prioritising training, student engagement and stronger alignment between schools, senior committee meetings and members.

Action 8.1 Aboriginal and Torres Strait Islanders in STEMM and higher education: Staff targets and Governance. Increase the number of Aboriginal and Torres Strait Islander people in academic and/or research positions to 0.5%. Action 8.2 Aboriginal and Torres Strait Islander Employment Strategy (Policy and Procedure) promoted to Schools. Action 8.3 Aboriginal and Torres Strait Islander employment objectives and targets embedded in school annual plans. Action 8.4 Aboriginal and Torres Strait Islanders in STEMM and higher education: Cadetship program Redevelop the Cadetship program enabling Aboriginal and Torres Strait Islander cadets to continue into higher education. Action 8.5 Aboriginal and Torres Strait Islanders in STEMM and higher education: Create a ‘Cultural Safety and Inclusion’ strategy.

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9. FURTHER INFORMATION Recommended word count: 500 words Actual word count: Click here to enter text. Refer to Page 28 of the Handbook

Please comment here on any other elements that are relevant to the application.

This is intentionally left blank.

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10. ACTION PLAN Refer to Pages 28-29 of the Handbook

The action plan should present prioritised actions to address the issues identified in this application.

See FedUni SAGE Athena SWAN Action Plan