Athena SWAN Institution Application · Name of institution Swinburne University of Technology Date of application 29 March 2018 Award level Bronze Date joined Athena SWAN September

Athena SWAN Institution Application

Bronze Award (Published Copy - 6 August 2018)

Name of institution Swinburne University of Technology

Date of application 29 March 2018

Award level Bronze

Date joined Athena SWAN September 2015

Contact for application Professor Sarah Maddison

Email [email protected]

Telephone (03) 9214 5971

Athena SWAN Institution Application Bronze Award 2

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.

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.

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.

Word Limit 11,0001. Letter of endorsement 5002. Description of the institution 5003. Self-assessment process 1,0004. Picture of the institution 2,0005. Supporting and advancing women’s careers 5,0006. Supporting transgender people 5007. Intersectionality 5008. Indigenous Australians 5009. Further information 50010. Action plan N/A


A. GLOSSARY OF TERMS

For ease of reference, we include a glossary of terms and abbreviations used throughout the document.

Table 1 Glossary of terms used throughout the application.

Acronym DefinitionACAD AcademicCALD Culturally and linguistically diverseDNS Data Not ShownE&I Survey Equity and Inclusion Survey issued to academic staff in August 2017, with 287 respondents

(15% participation rate).EG Senior Executive GroupFBL Faculty of Business and LawFHAD Faculty of Health Arts and DesignFSET Faculty of Science, Engineering and TechnologyFT Full TimeFTE Full-time equivalentHDR Higher Degree by ResearchHE Higher EducationHEW Higher Education Worker including university services employees and Swinburne

Research employeesHR Human ResourcesP&C People and Culture, our Human ResourcesPAVE Pathways and Vocational EducationPBCA Performance Based Contract Academic staffPBCG Performance Based Contract General staffProfessional staff Professional staff include University Services staff, which include some STEMM staff in the

technical support areas in PAVE and Higher EducationPT Part TimePVC Pro Vice-ChancellorRSCHA Research AssistantSAT Self-Assessment Team – referred to as Swinburne SAGE Steering CommitteeSTEMM Science, Technology, Engineering, Mathematics, Medicine (Health Sciences at Swinburne)SUT Swinburne University of TechnologyVE Vocational EducationX Government definition of gender identity X =Indeterminate/Intersex/Unspecified


Table 2 Data sources considered in the application

B. SOURCES CONSIDERED

This document presents Swinburne University of Technology’s application for the SAGE pilot of the bronze Athena SWAN award. The data analysed is extracted from a number of sources (Table 2).

Data source Additional details regarding data used Application of data analysed

HR information system – Ascender Pay

Demographic data from HR system. Census date 1 April 2014, 2015, 2016 and 2017.

Comparison of data sets (by contract type, gender, STEMM/non-STEMM, work fraction, etc.) across 3 or 4 year period, provided ‘master data sets’ to compare demographic information.

Informal Focus Groups with women in STEMM

5 focus groups of women in STEMM conducted July/Aug 2016 by SAGE project lead. Comments collated by support staff.

Some of the comments from the focus groups were used in the qualitative data findings.

Formal Focus Groups with STEMM staff and students (PhD)

8 focus groups with STEMM staff and PhD students conducted June/July 2017 with Ethics Committee approval to understand perceptions of equity/inclusion at Swinburne. External gender equality consultant conducted sessions.

Some focus group comments were used in the qualitative data findings.

Equity and Inclusion Survey

Academic staff survey created by SAT and working group members with Ethics Committee approval. Analysis undertaken by internal statistics team.

Quantitative and qualitative data analysed (casual, ongoing and fixed-term academic staff participated). Results suggest a number of gender differences, mainly relating to perceptions, rather than increased personal experience, of inequity for women relative to men.

1:1 InterviewsSeveral (less than 10) 1:1 interviews conducted by SAT member and academic staff post participation in E&I Survey.

Qualitative responses analysed and used in this report where appropriate.

Your Voice SurveyRegular staff engagement and job satisfaction survey facilitated by the Voice Project.

Voice data provided global and faculty-based gender perspectives. Comparative 2016 and 2017 responses used.


C. NOTES ON THE DATA

We chose to represent staff data predominantly by headcount to understand the representation of people in respective departments. Where headcount differs significantly from full-time equivalent (FTE) data, we show FTE to highlight intensity of work by gender comparable to standard full-time contract. In some instances, data are averaged over a 3-year period. Data for the years used in our analysis (2014-2017) is effective 1 April annually. Where data is used in relation to employment processes (e.g., recruitment, leave), data is based on entire calendar year. Academic staff are those on teaching and research, research-only, or teaching-only contracts from academic classifications Research Assistant to Professor. Swinburne’s HR systems capture diversity information in an inconsistent manner. We need to start capturing data systematically to gather insights to improve decision-making. This includes information on non-binary gender identities, including gender diverse and transgender staff, disability, culturally and linguistically diverse (CALD) and Aboriginal and Torres Strait Islander staff. Our student systems provide gender options: M, F or X since 2015. Table 2 lists primary sources used in our data collection and analysis.


TABLE OF CONTENTS

Completing the form ...............................................................................................................................................................................2Word Count ...............................................................................................................................................................................................2

A. GLOSSARY OF TERMS ............................................................................................................................................3B. SOURCES CONSIDERED ........................................................................................................................................4C. NOTES ON THE DATA .............................................................................................................................................5

1. Letter of endorsement from the VICE CHANCELLOR/DIRECTOR ............................................................................ 102. Description of the Institution ................................................................................................................................................ 11

i. 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 ...........................................................................................................................................................11

ii. Information on its teaching and its research focus ....................................................................................11iii. The number of staff; present data for academic staff, and professional and support

staff separately.......................................................................................................................................................12iv. The total number of departments and total number of students .........................................................13v. List and sizes of Science, Technology, Engineering, Mathematics and Medicine

(STEMM) departments; present data for academic staff, and professional and support staff separately.......................................................................................................................................................14

3. The self-assessment process ................................................................................................................................................ 15i. A description of the self-assessment team ...................................................................................................15ii. An account of the self-assessment process .................................................................................................23iii. Plans for the future of the self-assessment team (Meeting regularity, Monitoring Action

Plan, Engagement with other departments) .................................................................................................234. A picture of the institution .....................................................................................................................................................25

4.1 Academic and research staff data ...................................................................................................................26i. Academic and research staff by grade and gender ....................................................................................26ii. Academic and research staff on fixed-term, open-ended/permanent and casual

contracts by gender .............................................................................................................................................28iii. Academic staff by contract function and gender: research-only, research and teaching,

and teaching only ..................................................................................................................................................29iv. Academic leavers by grade and gender .........................................................................................................30v. Equal pay audits/reviews ....................................................................................................................................32

5. Supporting and advancing women’s careers ..................................................................................................................345.1 Key career transition points: academic staff (pages 21-22 of the Handbook) ................................... 34

i. Recruitment ........................................................................................................................................................... 34ii. Induction ..................................................................................................................................................................36iii. Academic Promotion ............................................................................................................................................37iv. Higher Education Research Data Collection (HERDC) ...............................................................................41

5.2 Career development: academic staff (Refer to page 22 of the Handbook) ........................................ 44i. Training .................................................................................................................................................................... 44ii. Appraisal/development review ........................................................................................................................ 48iii. Support given to academic staff for career progression ..........................................................................49

5.3 Flexible working and managing career breaks (Refer to page 22 of the Handbook) .......................51i. Cover and support for primary carer and adoption leave: before leave .............................................51ii. Cover and support for primary carer and adoption leave: during leave ..............................................52iii. Cover and support for primary carer and adoption leave: returning to work ....................................52iv. Primary Carer Leave (Application titled ‘Maternity’) return rate ............................................................ 54v. Secondary (Application titled ‘Paternity’) Carer, shared parental, adoption leave and

parental leave uptake ......................................................................................................................................... 54vi. Flexible working .....................................................................................................................................................55


vii. Transition from part-time back to full-time work .........................................................................................56viii. Childcare ..................................................................................................................................................................57ix. Caring responsibilities ..........................................................................................................................................58

5.4 Organisation and culture (Refer to pages 24-25 of the Handbook) .......................................................59i. Culture ......................................................................................................................................................................59ii. HR policies ...............................................................................................................................................................61iii. Proportion of heads of school/faculty/department by gender ...............................................................62iv. Representation of men and women on senior management committees .........................................63v. Representation of men and women on influential institution committees ........................................63vi. Committee workload........................................................................................................................................... 64vii. Institutional policies, practices and procedures ..........................................................................................65viii. Academic Workload model (AWM) ..................................................................................................................65ix. Timing of institution meetings and social gatherings ................................................................................67x. Visibility of role models ........................................................................................................................................67xi. Outreach activities ...............................................................................................................................................68xii. Leadership ...............................................................................................................................................................69

6. Supporting transgender people ...................................................................................................................................70i. Current policy and practice ................................................................................................................................70ii. Review .......................................................................................................................................................................70iii. Further work ...........................................................................................................................................................71

7. Intersectionality ........................................................................................................................................................................72i. Current policy and practice ................................................................................................................................72ii. Review .......................................................................................................................................................................72iii. Further work ...........................................................................................................................................................73

8. Indigenous Australians ............................................................................................................................................................ 74i. Current policy and practice ................................................................................................................................74ii. Review .......................................................................................................................................................................74iii. Further work ...........................................................................................................................................................75

9. Further information .................................................................................................................................................................7610. Action plan ..................................................................................................................................................................................77


TABLE OF TABLES

TABLE 1 Glossary of terms used throughout the application ............................................................................................3TABLE 2 Data sources considered in the application ............................................................................................................4TABLE 3 Staff headcount and FTE by area and gender, including casual staff (1 April 2017). .................................12TABLE 4 Staff headcount and FTE numbers by area and gender, excluding casual staff (1 April 2017). .............12TABLE 5 Total number of schools, departments and centres (1 October 2017) ........................................................13TABLE 6 Student enrolment headcount by sector, gender and discipline (November 2017).

Source: Swinburne Student One system ...............................................................................................................13TABLE 7 All academic, PAVE teaching, professional STEMM staff, excluding casuals (1 April 2017)......................14TABLE 8 Self-Assessment Team members involved throughout the SAGE pilot ........................................................16TABLE 9 Academic staff by headcount (excluding casuals) by work function and gender (1 April 2017). ...........29TABLE 10 Overall pay gap analysis (2016 and 2017) ............................................................................................................32TABLE 11 Academic gender pay gap by classification level (2016 and 2017). ..............................................................32TABLE 12 Academic STEMM/non-STEMM gender pay gap by classification level (2016 and 2017). .....................33TABLE 13 Swinburne author contributions to HERDC eligible publications by gender and STEMM/

non-STEMM (2014-2016) ...........................................................................................................................................41TABLE 14 Individual Swinburne researchers named on successful Category 1-4 grants by gender

and STEMM/non-STEMM (2014-2017) ..................................................................................................................41TABLE 15 Distribution of students across active PhD supervisors, by gender and STEMM/

non-STEMM (2017) ......................................................................................................................................................42TABLE 16 Leadership training 2014-2017 .............................................................................................................................. 44TABLE 17 Women in Leadership career development programs (2014-2017) ............................................................45TABLE 18 Diversity training programs (2014-2017) *compliance requirement; biennial training ..........................45TABLE 19 Academic Career Development programs. Data on Swinburne Research and Development

programs 2016-2017; LTU teaching and learning programs 2014-2016 ................................................... 46TABLE 20 2017 Voice Survey responses by gender and faculty for performance appraisal. ................................. 48TABLE 21 Summary of Appraisal related E&I survey responses August 2017. ............................................................49TABLE 22 2017 Voice Survey responses by gender and faculty for career development ........................................49TABLE 23 Parental leave provisions at Swinburne for all staff (December 2017). Primary carer

entitlements with at least 12 months continuous service; else one week full pay per month of service .........................................................................................................................................................51

TABLE 24 Primary carer return rates by employee group and contract type (2014-2016). ................................... 54TABLE 25 Reasons staff did not return from primary carer leave by employee group and staff cohort

(2014-2016). ................................................................................................................................................................. 54TABLE 26 Information about childcare services provided at Swinburne campuses (October 2016). ..................57TABLE 27 Average annual carers leave uptake (based on personal leave) by employment group and

gender (2014-2017) ....................................................................................................................................................58TABLE 28 2017 Your Voice results in faculties related to local workplace culture. The final row lists the

percentage point (pp) difference in response by gender. ...............................................................................59TABLE 29 E&I survey respondents who perceived they personally experienced inappropriate behaviours

in the past 12 months, by gender, faculty and discipline (August 2017) ....................................................60TABLE 30 Senior management committees identified between October 2016 and March 2017

(*Senior EG 1/4/2017). Staff composition includes academic (A); professional (P); and PAVE teaching (PAVE). ................................................................................................................................................63

TABLE 31 Influential institution committees identified between October 2016 and March 2017. Staff composition includes academic (A); professional (P); and PAVE teaching (PAVE). .................................. 64

TABLE 32 Sample of outreach events run in 2017 and gender of guides .....................................................................68TABLE 33 Summary of SAGE expenditure 2014-2017 ........................................................................................................69


TABLE OF FIGURES

FIGURE 1 Comparison of female academic staff at Victorian universities, excluding casuals (Source: HEIMS) ............................................................................................................................................................25

FIGURE 2 Comparison of academic staff gender representation at Swinburne and the ATN, excluding casuals. Left: ATN average compared with Swinburne. Right: proportion of women at each ATN institute and Swinburne. (Source: HEIMS) ...................................................................25

FIGURE 3 Academic staff (excluding casuals) by academic classification and gender (1 April 2017) ....................26FIGURE 4 Gender representation by academic classification STEMM and non-STEMM (2015-2017)..................26FIGURE 5 Gender representation by academic classification across three FSET Schools (2015-2017). ..............27FIGURE 6 Academic staff (FTE) by contract type and gender (1 April 2017) ................................................................28FIGURE 7 Distribution of research & teaching and research-only academics (by headcount) by

academic classification and gender (1 April 2017) ............................................................................................29FIGURE 8 Turnover rates by gender and classification for STEMM/non-STEMM academics averaged

over 2015-2017. The numbers shown in table: [average number of exits]/ [average number of staff] (% of departures for each cohort) .........................................................................................................30

FIGURE 9 Headcount of all exits by classification and departure reasons (2015-2017). Includes ongoing and fixed-term staff (2014-2016) ...........................................................................................................30

FIGURE 10 Appointments by academic levels, gender and STEMM/non-STEMM (2014-2016) ............................. 34FIGURE 11 Academic promotion application rates averaged over 2014-2016, normalised to the

gender representation of each level. The numbers shown in table: [average number of applications]/[average size of cohort] (% application rate per cohort) .....................................................37

FIGURE 12 Academic promotion success rates (relative of applications per cohort) averaged over 2014-2016 ....................................................................................................................................................................37

FIGURE 13 Average length of service for all staff (fixed-term and on-going) by gender and academic classification (1 April 2017) .....................................................................................................................................38

FIGURE 14 STEMM/non-STEMM academics by gender at each academic grade as at 1 April 2017 proportions of staff commencing at different clasifications ........................................................................39

FIGURE 15 Academic applications and promotions headcount by gender (2009-2017) .........................................39FIGURE 16 Academic promotion success rates by gender 2009-2017 ......................................................................... 40FIGURE 17 STEMM applications submitted for ARC funding during 2014-2016, including DECRA

fellowships (DE); Discovery Projects (DP) and Linkage Projects (LP) ........................................................41FIGURE 18 Total number of active PhD supervisors in STEMM and non-STEMM (September 2017) ..................42FIGURE 19 Appraisal (YPD) participation rates by employee group and gender (30 November 2016) .............. 48FIGURE 20 Primary carer parental leave uptake by employee group and contract type (2014 - 2016) ..............52FIGURE 21 Average length of parental leave between 2014 and 2016 across all employee groups. ...................53FIGURE 22 Return to work employment fraction after parental leave (2014-2016) ..................................................53FIGURE 23 Secondary carer parental leave uptake by employee group and contract type (2014 -2016) ..........55FIGURE 24 Percentage of part-time and full-time staff by employee group and gender (1 April 2017) ..............55FIGURE 25 Proportion of Heads by gender and employee group, effective 1 April 2017. Heads

include Faculty Executive Deans (retitled Pro Vice-Chancellors mid-2017), School Deans, Faculty Associate Deans, Centre Directors and Department Chairs. In non academic areas, Heads include, Pro Vice Chancellor, Vice Presidents, Assistant/Associate Directors and Heads of departments ...................................................................................................................................62

FIGURE 26 Academic workload allocation for staff by level and gender (2016) ..........................................................66FIGURE 27 Academic workload allocation for staff by level and gender in STEMM/non-STEMM (2016) ............66


1. LETTER OF ENDORSEMENT FROM THE VICE CHANCELLOR/DIRECTOR Recommended word count: 500 words Actual word count: 556 words

Refer to Page 17 of the Handbook

Swinburne University of Technology | Chancellery

Professor Linda Kristjanson AO Vice-Chancellor and President Chancellery Level 1 Swinburne Place South 24 Wakefield Street Hawthorn Victoria 3122 Australia PO Box 218 Hawthorn Victoria 3122 Australia Telephone +61 3 9214 8163 Facsimile +61 3 9818 3649 Email: [email protected] swinburne.edu.au ABN 13 628 586 699 CRICOS Provider 00111D

Dr Wafa El-AdhamiSAGE Executive DirectorAustralian Academy of ScienceGPO BOX 783CANBERRA ACT 2601

29 March 2018

Dear Dr El-Adhami,I am delighted to endorse Swinburne University of Technology’s (Swinburne) application for an Athena SWAN Bronze Institution Award. As SAGE project sponsor, and Swinburne’s Vice Chancellor, I am committed to a strong culture of gender equity and inclusion. This report is an honest, original, accurate, and true representation of our institution and our approach to gender equity, especially in STEMM areas.

As a health sciences practitioner and senior Higher Education leader, I am very aware of the systemic challenges in achieving gender equity. We need to face these challenges head-on to achieve our vision of being a world-class university, creating social and economic impact through science, technology and innovation. We value and embrace diversity and celebrate how it enriches experiences, fosters understanding, drives innovation and impacts on a social and global scale. Gender equity is a crucial aspect of our diversity and inclusion culture.

The SAGE pilot brings our existing gender equity programs under one framework, enabling us to assess our gaps and implement a range of initiatives. Staff and students have shared their experiences of equity and we have developed several important actions and already seen improvements in culture.

Some initiatives we are proud of include: the introduction of a Women in STEM Fellowship program; a peer-support program for women applying for promotion; financial assistance for academics re-establishing their research careers after extended leave; a school holiday program; a parents meeting room; parents feeding rooms; gender neutral bathrooms; and policy improvements to enhance gender neutrality.

Our senior executive leadership team has hosted seminars and attended events on topics of intersectionality, supporting transgender and gender diverse people and Indigenous Australians. Our Self-Assessment Team (SAT) has engaged staff and students in data collection and analysis, sharing insights, and action planning to support gender equity, diversity and inclusion at Swinburne.

Our data analysis reveals the following opportunities:

• Recruitment: implement temporary measures to increase the number of women in STEMM to help close our gender gap; improve our HR systems to monitor, report on and evaluate our practices across the recruitment pipeline; and carefully monitor our direct hiring practices.

• Career Support: specific, targeted efforts to support the careers of female academics enabling them to achieve their research goals; better support for our line managers to have honest and meaningful career development conversations with academic staff; and training programs aligned to staff needs.

• Culture: clear guidelines of expectations and behaviours that embed gender equity into our standard practices; a safe and effective complaints system; a clear understanding of flexible work options and manager training to support its implementation; and appropriate support for our academics during and after parental leave.

• Systems: having identified gaps in our recording and reporting of data we need fit for purpose systems that allow us to track metrics and ensure accountability amongst our leaders around gender equity, diversity and inclusion. This will also allow us to evaluate our programs and initiatives to ensure that benefits are being realised.

In alignment with Swinburne’s strategy, our 4-year SAGE action plan enables us to continue developing a sustainable and diverse culture of inclusion, focussing on attracting and retaining women in STEMM.

Yours sincerely,

Professor Linda Kristjanson AOVice Chancellor and PresidentSwinburne University of Technology


Please provide a brief description of the institution, including any relevant contextual information

i. 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

The SAGE pilot has consolidated Swinburne’s existing programs and strategic plans to enhance gender equity, diversity and inclusion. Our participation has sharpened our efforts towards a systematic approach to gender equity and encouraged collective action for a number of initiatives. By embracing the SAGE principles, we have already seen improvements in the past 2 ½ years in our culture and approach to diversity and inclusion benefiting all staff and students.

ii. Information on its teaching and its research focus

In 1908, George and Ethel Swinburne established the Eastern Suburbs Technical College in Hawthorn, to provide education to those otherwise without access. The college initially focused on engineering and technology.

In 1992, the institute became Swinburne University of Technology, a dual-sector university offering both vocational education (skills-based) and higher education (academic-based). The University remains committed to its original vision of ensuring all community members have access to education, regardless of their previous educational attainment. Through our pathway and vocational education (PAVE) programs, students can pathway to employment or to higher education programs. We maintain our strong STEMM focus, and our 2025 vision is to be a world-class university creating social and economic impact through science, technology and innovation.

In 1998, the first of our Research Centres was established. By concentrating resources, we have built a strong research culture and a world-class reputation for research excellence in key areas. Our main strengths include astronomy and physics, engineering, materials science, computer science, information technology, design and innovation. We also have substantial capability and research excellence in health science, and the humanities and social sciences, particularly in measuring the impact of technology on society.

In 2017, our research ecosystem expanded to include five interdisciplinary, university-wide Research Institutes: Data Science, Manufacturing Futures, Smart Cities, Social Innovation, and Iverson Health Innovation. Our Swinburne Innovation Precinct, where design, manufacturing and digital innovation engage with commercial partners to create technology-based innovations for our society, launches in 2018.

Our academic programs align with our research, covering science, engineering, technology, design, business and humanities. In the last 5 years, we have broadened our teaching offerings to include health sciences, education, law and architecture. We continue to maintain a strong technology foundation in all programs.

2. DESCRIPTION OF THE INSTITUTION Recommended word count: 500 words Actual word count: 456 words



iii. Thenumberofstaff;presentdataforacademicstaff,andprofessionaland supportstaffseparately

Our professional staff (by FTE) is female dominated (67%) (Table 3 and 4). PAVE numbers are balanced. These numbers remain relatively constant when casuals are included (Table 3).

Employee Group Total Male Female % Female

Headcount (Includes casuals)

Academic 2,167 1,298 869 40%

(PAVE) Teaching 760 359 401 53%

Professional 1,151 379 772 67%

Total HC 4,078 2,036 2,042 50%

FTE (Includes casuals)

Academic 918.9 578.3 340.6 37%

(PAVE) Teaching 403.2 201.7 201.5 50%

Professional 1,069.8 368.0 701.8 66%

Total FTE 2,391.9 1,148.0 1,243.9 52%

Table 3 Staff headcount and FTE by employee group and gender, including casual staff (1 April 2017).

Employee Group Total Male Female % Female

Headcount (Excludes casuals)

Academic 800 498 302 38%

(PAVE) Teaching 266 127 139 52%

Professional 1,151 379 772 67%

Total HC 2,217 1,004 1,213 55%

FTE (Excludes casuals)

Academic 719.0 457.3 261.7 36%

(PAVE) Teaching 225.7 114.5 111.3 49%

Professional 1,069.8 368.0 701.8 66%

Total FTE 2,014.5 939.8 1,074.7 53%

Table 4 Staff headcount and FTE numbers by employee group and gender, excluding casual staff (1 April 2017).


iv. The total number of departments and total number of students

The university is divided into three main areas: Higher Education (three faculties), Pathways and Vocational Education (PAVE) and University Services (Table 5).

As a dual-sector university, our students are across Higher Education (HE) and Vocational Education (VE) (Table 6)

Our 46,808 students come from PAVE, undergraduate, and postgraduate.

Table 5 Total number of schools, departments and centres (1 October 2017).

Organisational Area Organisational Unit Total Schools Departments Centres

Higher Education FBL 7 2 3 2

FHAD 18 3 10 5

FSET 15 3 8 4

PAVE Trades, and Engineering Technology 10 - 10 -

Design, Business, Media, ICT 6 - 6 -

Health, Science and Community 5 - 5 -

Foundation and Pathways 3 - 3 -

University Services Students 4 - 4 -

People and Culture 5 - 5 -

Engagement 7 - 7 -

Operations 6 - 6 -

Research and Development 4 - 4 -

Academic 4 - 4 -

PAVE services/operations 2 - 2 -

Grand Total 96 8 77 11

Table 6 Student enrolment headcount by sector and gender identify in STEMM/non-STEMM (November 2017). Source: Swinburne Student One system.

STEMM Non-STEMMSector Total M F X % Female Total M F X % Female

Higher Education (HE) 10,059 7,782 2,270 7 23% 22,287 8,991 13,285 11 60%

Vocation Education (VE) 5,207 3,008 2,193 6 42% 9,255 4,663 4,581 11 49%

TOTAL 15,266 10,790 4,463 13 29% 31,542 13,654 17,866 22 57%


v. List and sizes of Science, Technology, Engineering, Mathematics and Medicine (STEMM)departments;presentdataforacademicstaff,andprofessionalandsupportstaffseparately

Our STEMM staff include HE academics, PAVE teaching staff, and professional technical support staff. • STEMM staff within our HE faculties are defined as:

1. All of FSET2. School of Health Sciences and Department of Interior Architecture & Industrial Design within FHAD3. Some academics in the Information Systems group within the Department of Business Technology

& Entrepreneurship of FBL.• In PAVE, STEMM teaching staff are in six teaching departments: Engineering, Networking and Security,

Games and Web Development, Science, Nursing and Allied Health, and Foundation and Pathways – Science, Engineering and Technology.

• Some professional staff provide STEMM technical support in Higher Education and PAVE.

Table 7 summarises our total STEMM staff numbers, indicating 31% are women. In the future, our HR systems will flag new staff as STEMM/non-STEMM to assist with reporting. For this application, we have focused our analysis on academic and professional staff. We refer to PAVE teaching staff in relevant areas of Section 5.

Employee group Area Male Female % Female

Academic

FBL 9 4 31%

FHAD 73 69 49%

FSET 217 57 21%

Academic Total 299 130 30%

Professional

FHAD 1 10 91%

FSET 35 8 19%

PAVE 4 2 33%

Professional Total 40 20 33%

Teaching PAVE 38 13 30%

Teaching Total 38 16 30%

Total STEMM Total 377 166 31%

Table 7 All STEMM staff (excluding casual) by employee groups across the organisation (1 April 2017).


Describe the self-assessment process. This should include:

i. A description of the self-assessment team

We identify the Self-Assessment Team (SAT) and their roles in Table 8. Members were nominated or expressed interest to join, and include representation across the entire university. Throughout the 2.5-year pilot, twenty-four SAT members joined and five left either due to workload or other commitments (e.g. sabbatical).

The key SAT roles included:

• SAGE Project Lead: drives the SAGE pilot across the organisation, engaging directly with the SAGE regional network, key internal and external stakeholders, and the senior EG. Sets the strategy for data collection and analysis, and supports implementation of actions over the 2.5 years. With the Project Manager, drives the recommendations to the SAT and WGs to lead project outcomes and University engagement.

• SAGE Project Manager: oversees the implementation and operationalisation of the SAGE pilot, including managing and contributing to data collection and analysis activities, and supporting SAT and WG efforts.

• SAT Chair: runs the SAT meetings, and tracks and approves SAT actions, ensuring accountability amongst members.

The self-assessment process involved:• exploratory data collection and analysis and review of current practices and policies, to produce

explanatory visuals for deep self-reflection,• engagement with Swinburne community via information forums, workshops, focus groups, surveys & interviews,• development of SMART actions using affinity mapping processes, reporting to SAT and senior EG on

draft action plans and SAGE application.

3. THE SELF-ASSESSMENT PROCESS Recommended word count: 1000 words Actual word count: 737 words


Picture 1: SAGE forum on equity in STEMM, November 2017 (left) and affinity mapping workshop to identify actions, August 2017 (right).

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for h

er te

am a

nd fo

r oth

ers.

Prev

ious

role

s dur

ing

SAG

E pi

lot:

Actin

g Fa

culty

Pro

Vice

-Cha

ncel

lor F

SET

and

Dea

n, S

choo

l of

Scie

nce

(FSE

T). S

ubst

antiv

e ro

le: P

rofe

ssor

of A

stro

phys

ics.

2 ½

year

s

2M

s Ang

ela

McM

illan

(non

-STE

MM

) Pr

ofes

siona

l

SAG

E Pr

ojec

t Man

ager

(P&

C)An

gela

has

wor

ked

at S

win

burn

e fo

r 5 ye

ars i

n th

e P&

C te

am. A

ngel

a is

a w

orkin

g pa

rent

of a

pre

-sch

ool a

ged

child

and

tran

sitio

ned

to fu

ll tim

e w

ork

in M

ay 2

017

afte

r 2 ye

ars p

art-t

ime.

She

is a

pas

siona

te su

ppor

ter

of g

ende

r equ

ity, in

ters

ectio

nalit

y and

inclu

sion

and

flexib

le w

orkin

g.

Ange

la h

as m

anag

ed a

dat

a an

alys

t who

wor

ked

flexib

ly fro

m h

ome.

An

gela

has

a b

ackg

roun

d in

Hum

an R

esou

rces

Bus

ines

s Par

tner

ing,

he

lpin

g or

gani

satio

ns o

ptim

ise th

eir b

usin

ess a

nd p

eopl

e ou

tcom

es.

Ange

la is

a ce

rtifie

d H

BDI a

nd K

FLA

Com

pete

ncy f

ram

ewor

k pr

actit

ione

r and

cont

inui

ng to

wor

k in

the

field

of o

rgan

isatio

nal

deve

lopm

ent a

nd cu

lture

chan

ge.

1 ½

year

s

3M

s Rita

Ci

ncot

ta

(non

-STE

MM

) Pr

ofes

siona

l

Vice

Pre

siden

t Peo

ple

and

Cultu

re; S

AT C

hair,

an

d Su

ppor

ting

and

Adva

ncin

g W

omen

’s Ca

reer

s W

G le

ad

Rita

has

wor

ked

at S

win

burn

e fo

r 5 ye

ars a

s a p

rofe

ssio

nal s

taff

mem

ber a

nd cu

rren

tly o

vers

ees a

ll Peo

ple

and

Cultu

re fu

nctio

ns. R

ita

was

nom

inat

ed to

be

on th

e SA

T by

her

pre

vious

man

ager

, Dr A

ndre

w

Smith

, and

adj

usts

her

wor

kload

to a

ccom

mod

ate

thes

e co

mm

itmen

ts.

Rita

has

3 yo

ung

child

ren

and

regu

larly

wor

ks fl

exib

ly an

d ad

voca

tes

flexib

le w

orkin

g fo

r her

team

. She

com

men

ced

her P

hD in

201

4,

how

ever

it is

curr

ently

on

hold

. Her

topi

c foc

uses

on

the

effica

cy o

f ge

nder

targ

ets i

n w

orkp

lace

s.

2 ½

year

s

4D

r And

rew

Sm

ith

(non

-STE

MM

) Pr

ofes

siona

l

Vice

Pre

siden

t Stu

dent

s (pr

evio

us S

AT

Chai

r Dec

201

5-D

ec 2

016)

Andr

ew w

as th

e Ch

air o

f the

SAT

for t

he fi

rst 1

2 m

onth

s and

then

pa

ssed

on

the

man

tle to

Rita

Cin

cotta

. And

rew

has

wor

ked

at

Swin

burn

e fo

r ove

r 20

year

s as a

pro

fess

iona

l sta

ff m

embe

r. H

e cu

rren

tly le

ads t

he S

tude

nts t

eam

, pro

vidin

g al

l ope

ratio

nal s

ervic

es to

st

uden

ts in

cludi

ng M

edia

, Ext

erna

l Com

mun

icatio

ns, S

tude

nt

Adm

inist

ratio

n &

Lib

rary

Ser

vices

, Mar

ketin

g &

Rec

ruitm

ent,

Stud

ent &

Ac

adem

ic Se

rvice

s. An

drew

is a

wor

king

step

-par

ent o

f tw

o ch

ildre

n,

and

regu

larly

role

mod

els fl

exib

le st

art a

nd fi

nish

tim

es a

nd w

orkin

g fro

m h

ome,

act

ively

prom

otin

g th

is fo

r his

team

. He

has p

revio

usly

wor

ked

as D

irect

or, P

&C,

and

is a

pas

siona

te sp

okes

pers

on fo

r gen

der

equa

lity,

inclu

ding

his

pres

enta

tion

at th

e Au

stra

lian

Coun

cil o

f Wom

en

in P

olici

ng co

nfer

ence

in 2

015.

2 ½

year

s

17 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

5A/

Prof

Hel

ana

Sche

eper

s (S

TEM

M)

Acad

emic

Asso

ciate

Pro

fess

or, In

form

atio

n Sy

stem

s (FB

L)H

elan

a he

lped

est

ablis

h th

e Sw

inbu

rne

Wom

en’s

Acad

emic

Net

wor

k (S

WAN

) in 2

014

whi

ch h

as b

een

a ke

y pro

gram

to e

nhan

cing

gend

er

equi

ty fo

r wom

en in

aca

dem

ic pr

omot

ions

. Wor

king

pare

nt w

ho a

lso

dem

onst

rate

s flex

ible

wor

king

and

rese

arch

ing

over

seas

in th

e ar

ea o

f In

form

atio

n Sy

stem

s. (R

ecen

tly re

turn

ed fr

om re

sear

ch sa

bbat

ical in

At

lant

a, U

SA, in

Aug

ust 2

017)

2 ye

ars

6Pr

of S

arah

Ru

ssel

l (S

TEM

M)

Acad

emic

Prof

esso

r, Ce

ntre

for M

icro-

Phot

onics

(FSE

T);

Care

er D

evel

opm

ent,

HER

DC

and

Appr

aisa

l sub

-W

G le

ad

Sara

h is

a re

sear

ch a

cade

mic

and

has a

ctive

ly pr

omot

ed g

ende

r equ

ity

for s

ever

al re

sear

ch o

rgan

isatio

ns. H

er m

ajor

caus

e is

impr

ovin

g fe

mal

e su

cces

s, ca

reer

stab

ility a

nd w

ork-

life b

alan

ce in

rese

arch

and

ac

adem

ic ca

reer

s. Sa

rah

has r

aise

d ch

ildre

n w

hile

wor

king

flexib

ly, a

nd

enco

urag

es fl

exib

le w

ork

in h

er te

am.

1 ye

ar

7Pr

of A

jay

Kapo

or

(STE

MM

) Ac

adem

ic

Pro

Vice

-Cha

ncel

lor (

Inte

rnat

iona

l Res

earc

h

and

Enga

gem

ent);

Key

Tra

nsiti

on P

oint

s su

b-W

G le

ad

Ajay

is re

spon

sible

for S

win

burn

e’s in

tern

atio

nal r

esea

rch

enga

gem

ent.

He

stud

ied

in In

dia

and

UK

and

was

an

acad

emic

in U

K fo

r ove

r 20

year

s bef

ore

mov

ing

to S

win

burn

e in

200

7. H

e br

ings

an

inte

rsec

tiona

l le

ns to

the

subj

ect o

f gen

der e

quity

. He

was

nom

inat

ed to

be

the

Rese

arch

voice

on

the

SAT

by B

erna

dine

Van

Gra

mbe

rg w

ho m

oved

aw

ay fr

om th

e SA

T in

ear

ly 20

17. H

e sp

ends

abo

ut 5

% o

f his

wor

kload

on

SAG

E co

mm

itmen

ts.

1 ye

ar

8Pr

of Jo

hn

Wils

on

(STE

MM

) Ac

adem

ic

CEO

and

Dep

uty V

ice-C

hanc

ello

r Sar

awak

ca

mpu

s, M

alay

sia

John

has

wor

ked

for S

win

burn

e sin

ce 2

005

in S

TEM

M a

cade

mia

and

le

ader

ship

role

s. H

e is

curr

ently

the

Dep

uty V

ice C

hanc

ello

r and

CEO

of

Swin

burn

e Sa

raw

ak, o

ur U

nive

rsity

cam

pus b

ased

in M

alay

sia. P

rior t

o jo

inin

g Sw

inbu

rne,

John

was

an

acad

emic

at th

e U

nive

rsity

of

Mel

bour

ne fo

r 12

year

s and

a co

nsul

ting

engi

neer

for a

furth

er 1

2 ye

ars.

He

is a

keen

adv

ocat

e fo

r gen

der e

quity

and

has

bal

ance

d fa

mily

an

d w

orkin

g life

raisi

ng tw

o ch

ildre

n w

ho a

re n

ow yo

ung

adul

ts. A

s a

rese

arch

er, Jo

hn is

very

aw

are

of th

e ch

alle

nges

ass

ocia

ted

with

ac

adem

ics ta

king

a ca

reer

bre

ak ye

t nee

ding

to st

ay cu

rren

t with

the

late

st g

loba

l res

earc

h in

thei

r fiel

d. Jo

hn h

as a

dvoc

ated

for b

alan

ced

recr

uitm

ent i

nter

view

pan

els a

nd ca

ndid

ate

shor

tlist

s tha

t are

re

pres

enta

tive,

par

ticul

arly

in th

e ph

ysica

l STE

M fi

elds

whi

ch te

nd to

be

pred

omin

atel

y mal

e. P

revio

us ro

les d

urin

g SA

GE

pilo

t: Pr

o Vi

ce-

Chan

cello

r (Ac

adem

ic Im

plem

enta

tion)

; and

Exe

cutiv

e D

ean,

FSE

T

2 ½

year

s

18 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

9Pr

of S

cott

Thom

pson

-W

hite

side

(STE

MM

) Ac

adem

ic

Facu

lty P

ro V

ice-C

hanc

ello

r, FH

ADSc

ott h

as a

STE

MM

bac

kgro

und

in In

dust

rial D

esig

n an

d D

esig

n M

anag

emen

t with

ext

ensiv

e ex

perie

nce

in te

achi

ng a

nd e

duca

tiona

l m

anag

emen

t in

the

UK,

Mal

aysia

and

Aus

tralia

. Sin

ce jo

inin

g Sw

inbu

rne

in 2

005,

Sco

tt ha

s had

varie

d ro

les i

nclu

ding

Ass

ocia

te

Dea

n In

tern

atio

nal, D

eput

y Dea

n an

d D

ean.

He

has b

een

resp

onsib

le

for a

rang

e of

stra

tegi

c int

erna

tiona

l eng

agem

ent a

ctivi

ties a

nd

partn

ersh

ips.

Scot

t has

supp

orte

d an

d ad

voca

ted

flexib

le w

orkin

g fo

r te

ams a

nd th

e pr

omot

ion

of w

omen

in th

e w

orkp

lace

. He

has

dem

onst

rate

d th

is pe

rson

ally

by a

ppoi

ntin

g a

num

ber o

f wom

en in

th

e Fa

culty

Exe

cutiv

e G

roup

and

indi

vidua

lly su

ppor

ted

fem

ale

acad

emics

thro

ugh

care

er co

unse

lling

and

prom

otio

ns.

2 ½

year

s

10M

s San

dra

Koze

lj (no

n-ST

EMM

) Pr

ofes

siona

l

Seni

or M

anag

er, G

radu

atio

ns, S

chol

arsh

ips a

nd

Orie

ntat

ion;

Org

anisa

tion

and

Cultu

re s

ub-W

G

lead

Sand

ra re

pres

ents

the

Stud

ent a

nd P

rofe

ssio

nal S

taff

voice

on

the

SAT.

Sa

ndra

curr

ently

wor

ks fu

ll tim

e bu

t has

wor

ked

part-

time

whi

lst ra

ising

a

fam

ily, a

nd a

dvoc

ates

for fl

exib

le w

orkin

g w

ith h

er te

am. S

andr

a ha

s a

back

grou

nd in

lead

ersh

ip a

nd m

anag

emen

t.

1 ye

ar

11M

s Elle

n H

orva

t (n

on-S

TEM

M)

Prof

essio

nal

Seni

or N

ew P

rodu

ct D

evel

opm

ent M

anag

er

(Ope

ratio

ns);

Flexib

le W

orkin

g &

Man

agin

g Ca

reer

Bre

aks s

ub-W

G le

ad

Elle

n w

as n

omin

ated

to jo

in th

e SA

T in

Mar

ch 2

017

by th

e Vi

ce

Pres

iden

t Peo

ple

and

Cultu

re to

repr

esen

t a F

inan

cial a

nd P

rodu

ct a

nd

Prof

essio

nal S

taff

voice

on

the

SAT.

Elle

n ha

s 2 yo

ung

child

ren

and

wor

ks p

art-t

ime

and

flexib

ly w

ith st

art a

nd fi

nish

tim

es a

nd fr

om h

ome

one

day p

er w

eek.

1 ye

ar

12M

s Zoë

Br

adle

y (n

on-S

TEM

M)

Prof

essio

nal

Seni

or In

tern

al C

omm

unica

tions

Man

ager

(P&

C)Zo

ë w

as n

omin

ated

to p

rovid

e a

Com

mun

icatio

ns vo

ice o

n th

e SA

T in

D

ecem

ber 2

016.

Zoe

’s w

orklo

ad h

as b

een

adju

sted

acc

ordi

ng to

key

SA

GE

com

mun

icatio

ns p

eaks

and

trou

ghs a

nd a

lloca

ted

appr

oxim

atel

y 1 d

ay p

er m

onth

to th

e pr

ojec

t with

the

supp

ort o

f her

le

ader

s. Zo

ë w

orks

flex

ibly

and

prom

otes

SAG

E ac

tiviti

es a

ctive

ly an

d de

mon

stra

tes t

his t

o he

r tea

m b

y enc

oura

ging

them

to w

ork

flexib

ly w

ith ta

ilore

d st

art a

nd fi

nish

tim

es a

nd a

ccom

mod

atin

g re

ques

ts to

w

ork

from

hom

e.

1 ½

year

s

13M

s Gay

nor

Witt

s (n

on-S

TEM

M)

Prof

essio

nal

Hea

d of

Org

anisa

tiona

l Dev

elop

men

t (P&

C);

Supp

ortin

g Tr

ansg

ende

r WG

lead

, and

In

ters

ectio

nalit

y WG

lead

Gay

nor h

as h

elpe

d w

orkin

g w

omen

with

bot

h pr

ofes

siona

l de

velo

pmen

t and

per

sona

l effe

ctive

ness

in h

er ca

reer

. She

has

bui

lt le

ader

ship

capa

bilit

y acr

oss m

any s

ecto

rs fo

cusin

g on

hig

h pe

rform

ing

cultu

res.

Her

curr

ent r

ole

inclu

des d

ivers

ity a

nd ta

lent

dev

elop

men

t. W

orkin

g pa

rent

of t

hree

adu

lt ch

ildre

n, sh

e w

orks

flex

ibly

and

advo

cate

s for

her

team

and

oth

ers t

o do

so.

1 ½

year

s

19 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

14M

s Tar

a W

alle

r (n

on-S

TEM

M)

Prof

essio

nal

Dive

rsity

Man

ager

(P&

C)Pr

evio

usly

at B

risba

ne C

ity C

ounc

il, Ta

ra h

as d

esig

ned

and

deliv

ered

de

velo

pmen

t for

LG

BTI in

clusio

n aw

aren

ess

and

allie

s, as

wel

l as

grad

uate

dev

elop

men

t pro

gram

s an

d le

ader

ship

pro

gram

s fo

r se

nior

wom

en in

the

publ

ic se

rvice

. Rec

ogni

sed

as th

e In

stitu

te o

f Pu

blic

Adm

inist

ratio

n Au

stra

lia’s

Que

ensla

nd y

oung

lead

er o

f the

ye

ar.

Tara

is c

omm

itted

to in

ters

ectio

nal in

clusio

n an

d ha

s ac

tivel

y ad

voca

ted

for L

GBT

I inclu

sion,

gen

der e

quity

and

the

proa

ctive

re

crui

tmen

t of p

eopl

e fro

m a

refu

gee

back

grou

nd. T

ara

com

bine

s fu

ll tim

e w

ork

with

her

stu

dies

in H

uman

Rig

hts

and

wor

ks fl

exib

ly fro

m h

ome

or in

the

office

. Cur

rent

ly, T

ara

is cr

eatin

g Sw

inbu

rne’s

fir

st D

ivers

ity a

nd In

clusio

n ov

erar

chin

g fra

mew

ork.

6 m

onth

s

15D

r Jah

ar

Bhow

mik

(S

TEM

M)

Acad

emic

Seni

or L

ectu

rer i

n St

atist

ics (F

HAD

)Ja

har j

oine

d Sw

inbu

rne

in F

ebru

ary 2

007.

He

was

nom

inat

ed o

nto

the

SAT

whe

n th

e D

ean

of H

ealth

Scie

nces

left

the

grou

p. H

is no

min

atio

n w

as d

ue to

his

acad

emic

expe

rienc

e in

stat

istics

. Jaha

r’s w

orklo

ad h

as

been

adj

uste

d to

acc

omm

odat

e SA

T co

mm

itmen

ts b

y app

roxim

atel

y 1

day p

er m

onth

. He

has 2

hig

h sc

hool

-age

d ch

ildre

n an

d w

orks

flex

ible

st

art a

nd fi

nish

tim

es a

nd fr

om h

ome.

1 ye

ar

16M

s Am

y Sa

poun

tzog

lou

(STE

MM

) PAV

E Te

achi

ng

Man

ager

, Scie

nces

(PAV

E); s

uppo

rts In

dige

nous

Au

stra

lians

WG

Amy j

oine

d Sw

inbu

rne

in S

epte

mbe

r 200

6. A

my w

as n

omin

ated

to b

e pa

rt of

the

SAT

give

n he

r STE

MM

role

in th

e PA

VE te

am. A

my’s

w

orklo

ad h

as b

een

adju

sted

in co

nsul

tatio

n w

ith h

er m

anag

er to

ac

com

mod

ate

SAT

com

mitm

ents

by a

ppro

ximat

ely 1

day

per

mon

th.

Amy c

urre

ntly

wor

ks fu

ll tim

e ac

ross

2 ro

les a

nd o

rgan

isatio

ns. A

my

wor

ks 4

day

s for

Sw

inbu

rne

and

1 da

y in

indu

stry

as a

par

tner

in a

lab.

Th

ere

is so

me

nigh

t and

wee

kend

wor

k un

derta

ken

to ru

n th

e bu

sines

s. Am

y has

two

high

-sch

ool a

ged

child

ren

and

man

ages

a la

rge

team

of S

cienc

e te

ache

rs a

nd la

b te

chni

cians

. She

wor

ks fl

exib

ly an

d en

cour

ages

her

team

to d

o th

e sa

me.

Rec

ently

, Am

y has

also

had

to

jugg

le ca

rer d

utie

s for

her

eld

erly

fath

er a

nd se

vere

ly di

sabl

ed b

roth

er.

Her

man

ager

and

colle

ague

s in

the

PAVE

wor

king

envir

onm

ent h

ave

acco

mm

odat

ed th

ese

need

s.

1 ye

ar

20 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

17A/

Prof

Ch

ristin

e Cr

itchl

ey

(STE

MM

) Ac

adem

ic

Asso

ciate

Pro

fess

or a

nd D

epar

tmen

t Cha

ir;

Stat

istics

, Dat

a Sc

ienc

e an

d Ep

idem

iolo

gy (F

HAD

); su

ppor

ts D

emog

raph

ics W

G

Chris

tine

is an

app

lied

stat

istici

an a

nd so

cial p

sych

olog

ist e

mpl

oyed

at

Swin

burn

e fo

r 18

year

s. D

urin

g th

at ti

me

she

has m

ento

red

man

y fe

mal

e st

uden

ts a

nd ju

nior

staff

in th

e ar

ea o

f sta

tistic

s and

act

ively

prom

otes

stat

istics

am

ongs

t her

psy

chol

ogy s

tude

nts.

In th

e ar

ea o

f So

cial P

sych

olog

y, he

r tea

chin

g of

ten

emph

asise

s gen

der s

tere

otyp

es,

attit

udes

tow

ards

wom

en a

nd im

plici

t (un

cons

cious

) bia

s in

rela

tion

to

gend

er. A

s a D

epar

tmen

t Cha

ir, C

hrist

ine

has c

onsis

tent

ly m

odel

ed

inclu

sive

beha

viour

s and

em

path

y tow

ards

min

oriti

es, w

omen

and

th

ose

with

care

r res

pons

ibilit

ies.

Chris

tine

was

a so

le p

aren

t for

10

year

s whi

lst w

orkin

g as

a fu

ll-tim

e ac

adem

ic. C

hrist

ine

was

nom

inat

ed

to b

e pa

rt of

the

SAT

give

n he

r sta

tistic

al e

xper

ienc

e an

d on

ce th

e D

ean

of th

e Sc

hool

of H

ealth

Scie

nces

was

una

ble

to a

ttend

the

SAT.

Ch

ristin

e’s w

orklo

ad h

as b

een

adju

sted

to a

ccom

mod

ate

SAT

com

mitm

ents

by a

ppro

ximat

ely 1

day

per

mon

th, in

cons

ulta

tion

with

he

r man

ager

. Chr

istin

e w

orks

flex

ible

star

t and

fini

sh ti

mes

and

from

ho

me

and

enco

urag

es h

er st

aff to

do

the

sam

e.

1 ye

ar

18Pr

of A

ndre

w

Gun

ston

e (n

on-S

TEM

M)

Acad

emic

Exec

utive

Dire

ctor

, Rec

oncil

iatio

n St

rate

gy a

nd

Lead

ersh

ipW

orkin

g pa

rent

of 3

scho

ol a

ged

child

ren.

Wor

ks fl

exib

le st

art a

nd

finish

tim

es a

nd a

dvoc

ates

flex

ibilit

y for

his

team

. And

rew

join

ed

Swin

burn

e in

Oct

ober

201

5. H

e w

as n

omin

ated

to b

e pa

rt of

the

SA

T gi

ven

his e

xper

tise

in th

e ar

ea o

f Ind

igen

ous S

tudi

es a

nd

Reco

ncilia

tion

Stud

ies a

nd h

is le

ader

ship

of S

win

burn

e’s In

dige

nous

te

achi

ng a

nd re

sear

ch, a

nd th

e Re

conc

iliatio

n Ac

tion

Plan

.

1 ye

ar

19M

s Sar

ah

Bahr

i (n

on-S

TEM

M)

Prof

essio

nal

Busin

ess A

nalys

tSa

rah

join

ed S

win

burn

e in

May

201

6. S

arah

was

nom

inat

ed to

be

part

of t

he S

AT g

iven

her b

usin

ess

anal

ysis

expe

rtise

and

invo

lvem

ent

in th

e de

velo

pmen

t of d

ynam

ic vis

ualis

atio

ns o

f Sw

inbu

rne’s

dat

a.

Sara

h’s

wor

kload

has

bee

n ad

just

ed b

y he

r man

ager

to re

ason

ably

acco

mm

odat

e he

r SAG

E co

mm

itmen

ts. S

he w

orks

from

hom

e w

ith

flexi

ble

star

t and

fini

sh ti

mes

with

sup

port

from

her

man

ager

. Sar

ah

has

a ba

ckgr

ound

in B

usin

ess

Anal

ytics

, Des

ign

Thin

king

and

facil

itatio

n to

hel

p bu

sines

s ex

plor

e an

d dr

aw o

ut b

usin

ess

insig

hts

to

mak

e eff

ectiv

e st

rate

gic

decis

ions

to p

rogr

ess

orga

nisa

tions

and

de

velo

p pe

ople

.

1 ye

ar

20M

s Joy

ce

How

ard

(n

on-S

TEM

M)

Prof

essio

nal

Exec

utive

Ass

istan

t, Vi

ce P

resid

ent S

tude

nts;

SA

GE

secr

etar

iat (

until

Nov

201

7)W

orks

flex

ible

star

t and

fini

sh ti

mes

, as s

uppo

rted

by h

er m

anag

er a

nd

is a

pass

iona

te su

ppor

ter o

f gen

der e

quity

. Pro

vided

full s

ecre

taria

t su

ppor

t for

SAT

mee

tings

and

eng

agem

ent a

ctivi

ties

acro

ss ca

mpu

s.

2 ye

ars (

left

SAT

Nov

20

17)

21 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

21M

s Deb

orah

Ri

ce (n

on-

STEM

M)

Prof

essio

nal

Exec

utive

Ass

istan

t, Vi

ce P

resid

ent P

&C;

SAG

E se

cret

aria

t (fro

m N

ov 2

017)

Deb

orah

join

ed S

win

burn

e in

July

2017

, and

was

nom

inat

ed to

be

on

the

SAT

give

n he

r rol

e is

to su

ppor

t the

SAT

Cha

ir. D

ebor

ah’s

wor

kload

ha

s bee

n ad

just

ed a

ccor

ding

ly to

acc

omm

odat

e ag

enda

and

min

ute

prep

arat

ion

for t

he S

AT co

mm

ittee

mee

tings

, as a

gree

d w

ith h

er

man

ager

. Deb

orah

wor

ks fl

exib

le st

art a

nd fi

nish

tim

es, a

s sup

porte

d by

her

man

ager

.

4 m

onth

s

22Pr

of Ja

net

Hille

r (S

TEM

M)

Acad

emic

Dea

n, S

choo

l of H

ealth

Scie

nces

(FH

AD)

Jane

t is a

n ep

idem

iolo

gist

and

hea

lth se

rvice

s res

earc

her w

ith e

xten

sive

teac

hing

and

rese

arch

exp

erie

nce

in P

ublic

Hea

lth a

nd jo

ined

Sw

inbu

rne

in M

arch

201

4. S

he w

as n

omin

ated

to b

e on

the

SAT

by th

e Ex

ecut

ive D

ean,

Fac

ulty

Hea

lth A

rts a

nd D

esig

n. H

er w

orklo

ad w

as n

ot

adju

sted

as p

art o

f her

com

mitm

ent o

n th

e SA

T gi

ven

she

is no

t on

a w

orklo

ad m

odel

. How

ever

, give

n th

e U

nive

rsity

’s H

ealth

Stra

tegy

, Jane

t ne

eded

to fo

cus h

er a

ttent

ion

on th

is an

d w

ithdr

ew fr

om th

e co

mm

ittee

. Jane

t has

two

child

ren

and

is ca

rer t

o 3

pare

nts a

ged

over

93

livin

g in

3 g

eogr

aphi

cally

disp

erse

d lo

catio

ns. Ja

net w

orks

full t

ime,

ap

prox

imat

ely f

rom

8am

to 5

pm a

nd fl

exib

ly af

ter h

ours

and

on

wee

kend

s. Ja

net s

uppo

rts fl

exib

le st

art a

nd fi

nish

tim

es fo

llow

ing

cons

ulta

tion

with

line

man

ager

s.

1 ye

ar

(left

SAT

early

20

17)

23Pr

of

Bern

adin

e Va

n G

ram

berg

(n

on-S

TEM

M)

Acad

emic

Pro

Vice

-Cha

ncel

lor (

Gra

duat

e Re

sear

ch a

nd

Rese

arch

Tra

inin

g)Be

rnad

ine

join

ed S

win

burn

e in

201

2. S

he w

as n

omin

ated

to b

e on

the

SAT

by D

r And

rew

Sm

ith. H

er w

orklo

ad w

as a

djus

ted

initi

ally

as p

art o

f he

r com

mitm

ent o

n th

e SA

T bu

t the

n gi

ven

com

mitm

ents

, Ber

nadi

ne n

eede

d to

focu

s her

atte

ntio

n on

oth

er

proj

ects

and

with

drew

from

the

com

mitt

ee a

nd n

omin

ated

her

re

plac

emen

t, Aj

ay K

apoo

r. Bo

th B

erna

dine

and

Aja

y rep

rese

nt

Swin

burn

e's r

esea

rchi

ng a

cade

mic

staff

and

rela

ted

prof

essio

nal s

taff.

Be

rnad

ine

wor

ks fl

exib

le st

art a

nd fi

nish

tim

es a

nd fr

om h

ome

and

supp

orts

her

staff

to d

o th

e sa

me

by a

rran

gem

ent.

1 ye

ar

(le

ft SA

T ea

rly

2017

)

22 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

24M

s Mich

elle

G

illesp

ie

(non

-STE

MM

) Pr

ofes

siona

l

Dire

ctor

Stu

dent

Adm

inist

ratio

n &

Lib

rary

Se

rvice

sM

ichel

le jo

ined

Sw

inbu

rne

in 2

013

as a

pro

fess

iona

l sta

ff m

embe

r. Sh

e w

as n

omin

ated

to b

e on

the

SAT

by D

r And

rew

Sm

ith g

iven

her

posit

ion

lead

ing

the

expe

rienc

e of

stud

ents

. Her

wor

kload

was

adj

uste

d in

itial

ly as

par

t of h

er co

mm

itmen

t on

the

SAT

but t

hen

give

n co

mm

itmen

ts, M

ichel

le w

ithdr

ew fr

om th

e co

mm

ittee

for o

ther

pr

iorit

ies,

and

nom

inat

ed h

er re

plac

emen

t, Sa

ndra

Koz

elj. M

ichel

le h

as

3 ch

ildre

n ag

ed 1

9, 1

4 an

d 11

and

retu

rned

to th

e w

orkp

lace

whe

n he

r el

dest

was

9 m

onth

s old

full t

ime,

wor

king

one

day p

er w

eek

from

ho

me.

Mich

elle

wor

ks fl

exib

le st

art a

nd fi

nish

tim

es a

nd fr

om h

ome

and

activ

ely e

ncou

rage

s her

staff

to d

o th

e sa

me

by e

nsur

ing

thei

r wor

k ho

urs a

re fa

mily

frie

ndly,

such

as s

tart

times

of 9

.30a

m w

here

pos

sible

to

allo

w fo

r sch

ool d

rop

offs.

Mich

elle

has

bee

n an

act

ive a

dvoc

ate

for a

fa

mily

frie

ndly

wor

k en

viron

men

t to

enab

le w

omen

to h

ave

a ca

reer

an

d a

fam

ily.

1 ye

ar

(left

SAT

ea

rly 2

017)

Tabl

e 8 S

elf-A

sses

smen

t Tea

m m

embe

rs (c

urre

nt em

ploy

ees)

invo

lved

thro

ugho

ut th

e SAG

E pr

ojec

t.


Describe the self-assessment process. This should include:

ii. An account of the self-assessment process

The SAT formed and first met in December 2015, initially conducting six-weekly meetings to explore data requirements and staff engagement with SAGE. The pilot evolved throughout 2016, with monthly meetings and effective project management and governance. A shared drive and wiki were established for document and ideas sharing. Each SAT member provided feedback on issues, reviews, debates, and made decisions for the project.

Six working groups (WGs) assisted the SAT with data analysis and determining actions for the key sections of the application. Three workshops were organised for WGs in March, July and October 2017. Each WG held physical and virtual meetings to analyse their data, discuss key issues, and establish draft actions. Over 40 people engaged in the WGs, along with SAT leads and support members.

Broader engagement across the university occurred with:• 4 open forums (November 2015, November 2016, February 2017, November 2017) • 4 external visits (Dr Zuleyka Zevallos, Nov 2015; Prof Hilary Lappin-Scott, Feb 2016; Dr Wafa El-Ahamdi

and Dr Saraid Billiards, November 2016; Prof Tom Welton, January 2017) • 5 SAGE deep dives led by internal or external experts (Intersectionality 101, July 2017; Aboriginal

and Torres Strait Islander initiatives, August 2017; Supporting Transgender and Gender Diverse People, September 2017; Women and Super – Bridging the Gap, September 2017; Women in STEMM Soapbox, October 2017).

• Regular communications through our On Course weekly staff newsletter, providing project updates and advertised new initiatives (e.g. school holiday program and support for academic carers after career breaks).

External consultation regarding best practice in the sector involved liaising with the SAGE Regional Network, discussions with UK Athena SWAN visitors, and consultation with a range of professionals in the diversity and inclusion space.

The SAT also engaged with the FSET Gender Equity Committee and the Swinburne Women’s Academic Network (SWAN). The SAGE Project Lead and Project Manager reported twice yearly to the Senior EG with updates and to seek endorsement of recommended actions.

iii. Plans for the future of the self-assessment team (Meeting regularity, Monitoring Action Plan, Engagement with other departments)

The SAT will continue to champion the project, keep the action plans on track, and make decisions to implement actions. The SAT will meet monthly for the duration of the four-year action plan to maintain momentum and monitor implementation of actions. New people will be brought into the project, allowing others an opportunity to participate. Consideration of membership will ensure representation across gender and other identities, a mix of staff by classification and areas of the organisation. STEMM undergraduate and postgraduate student representation will also be sought. Our SAT needs a mix of leadership buy-in, as well as passion and enthusiasm for the Athena SWAN principles.

SAT members will participate in events and liaise with Faculties, PAVE and departments where necessary and interact with relevant committees. SAT members will also report annually to their respective department meetings to encourage deep and wide engagement with the SAGE action plan, issues and progress. Workload will be accounted for by individual SAT members and discussed at the beginning and middle of each calendar year.


Staff and students will be updated on the Action Plan via regular open forums and internal newsletters such as Student News and On Course. Biannual progress reports will also be presented to the senior EG.

Swinburne will incorporate the SAT actions into the overall diversity key performance indicators for the university. These form part of Executive member KPIs, received at an aggregate level and reviewed by University Council.

Ref No. Actions planned: Recruitment and Onboarding

11.1 Implement SAGE Action Plani. Develop the SAGE implementation and engagement plan to roll out the actions and embrace the Athena SWAN

principles. ii. Appoint dedicated SAGE resource(s) to support the implementation of SAGE action plan and continue to monitor

progress and provide support to the SAT.

11.2 Continuing momentum for SAGEi. Maintain momentum for SAGE activities by continuing regular staff forums, reporting on achievements to date to

staff/students/EG/Council.

11.3 Ensure solid governance foundationi. Establish SAGE governance.ii. Report SAGE pilot project achievements, challenges and learnings internally to IDLG, EG and externally.

11.4 Maintain relevance of SAGE Action Plani. Review, refresh and update the SAGE action plan and encourage departments to apply for other levels of

accreditation as they become available.ii. Annual consultation conducted and feedback incorporated into action plan.


Swinburne contextThe gender balance of our academic workforce is the poorest in the state of Victoria (Figure 1), which may reflect our history and focus as a technical university. We also have the largest gender gap compared to the technical institutes in the Australian Technology Network (ATN) (Figure 2).

30%

35%

40%

45%

50%

55%

60%

2012 2013 2014 2015

Fem

ale

Prop

ortio

n

Swinburne University of Technology

RMIT University

Deakin University

Federation University of Australia

La Trobe University

University of Melbourne

Monash University

Victoria University

Victoria Average

Gen

der

Prop

ortio

n

ATN Male

ATN Female

Swinburne Male

Swinburne Female

30%

35%

40%

45%

50%

55%

60%

65%

70%

2012 2013 2014 2015

Fem

ale

Prop

ortio

n

30%

35%

40%

45%

50%

2012 2013 2014 2015

Swinburne University of Technology

Curtin University

RMIT University

University of South Australia

ATN Average

Sydney University of Technology

Queensland University of Technology

Figure 1: Comparison of female academic staff at Victorian universities, excluding casuals. (Source: HEIMS)

Figure 2: Comparison of academic staff gender representation at Swinburne and the ATN, excluding casuals. Left: ATN average compared with Swinburne. Right: proportion of women at each ATN institute and Swinburne. (Source: HEIMS)

4. A PICTURE OF THE INSTITUTION Recommended word count: 2000 words Actual word count: 892 words

Refer to Page 19-20 of the Handbook


4.1 ACADEMIC AND RESEARCH STAFF DATA

i. Academicandresearchstaffbygradeandgender

Across all staff at Swinburne, our gender balance is 49% female by headcount on average (2014-2017, DNS). Women comprise 38% of our academic staff (excluding casuals), and this gender gap widens with academic level (Figure 3).

Gender disparity is worse in STEMM compared to non-STEMM areas, with 30% vs 46% women respectively. Although the gender gap has been decreasing in our non-STEMM areas over the past 4 years, little has changed in STEMM (Figure 4). The STEMM gender disparity is also discipline-specific. Across all academic levels, women comprise just 14% (n=11) of academics in the School of Engineering, and 18% (n=13) in the School of Software and Electrical Engineering (1 April 2017), with few women at levels D and above (Figure 5). Further analysis is required into contract types across various classification levels.

36.4%

54.6%58%

66% 68%72.7%

68.4%63.6%

45.4%

42%

34% 32%27.3%

31.6%

RSCHA A B C D E PBCA

8 71 142 105 66 93 13

14 59 103 54 31 35 6

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male

Female

Male

Female

Gen

der

Prop

ortio

n

Figure 3: Academic staff (excluding casuals) by academic classification level and gender (1 April 2017). Table shows headcount.

Non-STEMM

STEMM

Non-STEMM

STEMM

Male

Female

Male

Female

2014 2015 2016 2017

7 51 61 66 38 49 210 20 22 21 11 10

6 28 73 44 21 23 95 22 64 28 13 12 2

4 59 85 71 39 54 215 41 34 21 14 13

2 30 68 38 24 30 93 29 67 30 13 13 3

1 49 78 66 41 56 517 34 36 25 12 12 1

2 29 64 36 24 28 52 26 62 32 18 11 5

5 42 74 68 43 60 710 26 43 21 12 16 1

3 29 68 37 23 33 64 33 60 33 19 19 5

RSCH

A A B C D E

PBCA

RSCH

A A B C D E

PBCA

RSCH

A A B C D E

PBCA

RSCH

A A B C D E

PBCA

Male

Female0

25%

50%

75%

100%

0

25%

50%

75%

100%

44% 39%34% 49%

44%

30%

47% 47%

28%

53%

47%37%

38%

24% 21%

41%27%

18%

41%

23% 19%28% 24%

17%

Figure 4: Gender representation by academic classification level in STEMM and non-STEMM (2015-2017). Table shows headcount.


Keyfindings• Women are relatively well represented at lower academic levels, but poorly represented at higher levels. • The gender gap is larger in the STEMM areas, but a gap remains at the higher levels of non-STEMM.• Improvements have been made in closing the gender gap in non-STEMM areas, but little has changed

in STEMM over the past 4 years.• Deeper analysis of key transition points from STEMM fixed term to ongoing positions and from lecturer

to senior lecturer and to the professoriate positions, is required.

0%20%40%60%80%

100%

0%20%40%60%80%

100%

0%20%40%60%80%

100%

A B C D E

2015

A B C D E

2016

A B C D E

2017

School of Science

School of Engineering

School of Software and Electrical Engineering

Male

Female

26%7%

31% 32%

0%

24% 43%0%

36%

30%15% 7%

38%18% 13% 15% 14% 7%

36%

14%0%

30%16%

7%

30%17%

7%

Figure 5: Gender representation by headcount per academic classification across the three FSET Schools (2015-2017).


1.2 Report and monitor on organisation gender ratios

i. Establish specific gender KPIs for STEMM leadership and STEMM staff ratios.***ii. Use gender dashboards to report and evaluate this against gender statistics with KPIs for EG. ***iii. Annually report and monitor against broader gender equity scorecard, specifically in recruitment activity.iv. Monitor and report gender of nominated (targeted) hires annually and application of gender equity strategies in these processes

1.3 Investigate key career transition points

i. Analyse key transition points from STEMM fixed term to ongoing positions, and across the academic classification levels and develop actions to mitigate barriers for women’s advancement.


ii. Academicandresearchstaffonfixed-term,open-ended/permanentandcasualcontracts by gender

On-going staff comprise 59% of our academic workforce by FTE, with fixed-term and casual contract types contributing 19% and 22% respectively. In non-STEMM, there is near gender parity in on-going and casual contracts, and more men in fixed-term roles (Figure 6). In STEMM, about a quarter of the on-going and casual contracts, and 34% of fixed-term contracts, are held by women.

Figure 6: Academic staff (FTE) by contract type and gender (1 April 2017).

Casual Fixed-term OngoingST

EMM

Non

-STE

MM

60.4 76.0 202.518.0 39.1 71.160.8 35.3 142.260.8 26.7 126.1

Female

Male

Female

Male

Female

Male

77%

23%

66%

34%

74%

26%

50%50% 57%43%

53%47%

Non-STEMM

STEMM


iii. Academicstaffbycontractfunctionandgender:research-only,researchandteaching, and teaching only

Table 9 reflects headcount by gender and work function of academic staff (excluding casuals). The majority of academic roles are research & teaching (67%), with 26% research-only roles. Figure 7 shows the distribution by academic level of research & teaching and research-only staff in STEMM and non-STEMM areas.

Table 9 Headcount of academic staff (excluding casual) by work function and gender (1 April 2017).

Work Function Total Male Female % Female

Research & Teaching 532 328 204 38%

Research only 208 136 72 35%

Teaching only 34 17 17 50%

Leadership 26 17 9 35%

Figure 7: Distribution of research & teaching and research-only academics (by headcount) by academic classification and gender (1 April 2017).

0

25%

50%

75%

100%

0

25%

50%

75%

100%

2 12 15 25 20 19 188 18 6 12 14 12 203 22 22 35 34 32 342 20 10 16 18 17 32

Teaching &Research

Teaching &Research

Researchonly

Researchonly

STEMM Non-STEMM

Male

Female

Male


Female

1 4 8 7 6 93 2 7 4 3 62 24 52 30 14 21 31 24 50 28 14 9 4


Male

Female

Keyfindings• Fewer women than men have research-only positions, in STEMM and non-STEMM areas. This requires

further investigation to understand why.• The only work functions with gender parity are teaching-only positions.


iv. Academic leavers by grade and gender

Swinburne undertook a faculty restructure in 2014, moving from five to three faculties. We therefore focused on 2015-2017 staff exit data only. Figure 8 shows that the largest group of academic leavers averaged over those 3 years are at level A, primarily due to expiration of fixed-term contracts (Figure 9). A number of level A resignations are likely due to fixed-term contract staff accepting positions at other institutes before their current contract expires.

There is little gender disparity amongst academic leavers, except for the jump in level E women in STEMM leaving the organisation, which appears to be at almost twice the rate of their male counterparts. Note, however, that headcount is very low. Figure 9 shows that these level E women all resigned or took voluntary early retirement (offered in 2016). Given the low numbers of senior women in STEMM, this is a concern. Swinburne does not systematically conduct exit interviews or surveys to investigate in detail why these senior STEMM women are leaving.

Figure 8: Turnover rates by gender and classification for STEMM/non-STEMM academics averaged over 2015-2017. The numbers shown in table: [average number of exits]/ [average number of staff] (% of departures for each cohort).

43.4%

21.3%

8.8% 7.7%9.4%

27.6%

11.8% 12.8% 13.0%14.8%

37.5%

19.4%

9.1% 8.3%

16.7%

30.8%

15.6%

6.7%

20.0%

8.3%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%Non-STEMMSTEMM

A B C D E A B C D E

Turn

over

rat

e

Male

Female

23/53(43.4%)

12/32 (37.5%)

16/75(21.3%)

6/31 (19.4%)

6/68 (8.8%)

2/22(9.1%)

3/39 (7.7%)

1/12 (8.3%)

5/53 (9.4%)

2/12 (16.7%)

8/29 (27.6%)

8/26 (30.8%)

8/68 (11.8%)

10/64 (15.6%)

5/39 (12.8%)

2/30 (6.7%)

3/23 (13.0%)

3/15 (20.0%)

4/27(14.8%)

1/12 (8.3%)

Female

Male

Figure 9: Total headcount of all exits by classification and departure reasons (2015-2017). Includes ongoing and fixed-term staff.

15

50

20

1

5

5

18

6

3

1

3

13

29

6

6

17

7

1

2

RSCHA

E

D

C

B

A

RSCHA

PBCA

E

D

C

B

A

Non

-STE

MM

STEM

M

Contract expiry

18

20 8

8

4

8

1

6

10

4

7

3

3

3

7

4

2

3

6

15

2

5

2

Resignation

1

6

6

2

1

9

7

2

2

3

2

1

2

1

7

3

2

1

Voluntary departure

Male

Female


Keyfindings• The largest cohort of academic leavers are Level A staff, with departure associated with

contract expiration.• STEMM women at level E are leaving at twice the rate of their male counterparts, due to resignation

or voluntary departures, though numbers are very small.

Ref No. Actions planned: Systems, Policy, Reporting, Data, Frameworks

8.1 Implement Staff Exit interviewsi. Implement staff exit interviews and surveys, and monitor and report on departure reasons, by gender and

STEMM/non-STEMM.ii. Use information to improve retention, job satisfaction and support of staff as appropriate.


v. Equalpayaudits/reviews

Our overall gender pay gap is approximately 14%, confirmed by the Workplace Gender Equality Agency, February 2018. This calculation includes base salary, overtime, WorkCover payments, casual staff annualised salaries and allowances, bonuses and superannuation. Our internal SAGE pay gap analysis includes base salary, superannuation and allowances in the remuneration package (RP), which results in a pay gap of 15.3% in April 2017.

We determined the pay gap by: [average female RP – average male RP] / [average male RP].

Table 10 shows the pay gap across each employee group. Table 11 shows academic staff pay gaps. Analysing each academic classification level shows relatively small pay gaps. Large annual pay gap fluctuations are seen in groups with small staff numbers (RSCHA and PBC). Because of the higher proportion of men at Level E and PBCA, the total academic pay gap is skewed towards higher salaries, resulting in an overall academic pay gap of -9.49%.

Table 12 compares STEMM and non-STEMM academics, where we see disparities at the higher academic levels. Once again, the total pay gap in each of STEMM and non-STEMM is driven by the higher proportion of men in more senior positions.

Deeper analysis of total remuneration package, including investigation of upper classification level outliers and loadings, is required to determine effective actions.

Table 10 Total gender pay gap by employee group, 2016 and 2017.

Table 11 Academic staff gender pay gap by classification, 2016 and 2017.

1 Vice-Chancellor salary and casual staff excluded 2 Further details about SWAN in section 5.3 iii

Employee group Overall Pay Gap2016 Headcount 2017 Headcount

Higher Education (including PBCA) -11.24% 776 -9.49% 797

PAVE Teaching 4.58% 226 -0.032 261

Professional (including PBCG) -12.16% 1,075 -9.73% 1,146

Academic Level Overall Pay Gap

2016 Headcount 2017 Headcount

RSCHA -28.79% 22 20.85% 22

A -2.12% 138 -3.21% 128

B -0.55% 239 0.02% 244

C -2.20% 159 -1.53% 159

D -1.36% 95 -1.94% 97

E -2.25% 107 -2.70% 128

PBCA -8.81% 16 -0.33% 19

TOTAL -11.24% 776 -9.49% 797


Keyfindings• Our overall gender pay gap is driven by proportion of men in senior positions. • The key driver in the STEMM pay gap that drives the total gap is at levels E and PBCA which is male

dominated. The large shift in the PBCA pay gap was likely due to one senior female appointment in STEMM.

• The women leaders in the non-STEMM areas drive the positive gap in PBCA levels. However, there is a consistent pay gap in levels C and D. The increase in number of level E academics has shifted the pay gap in favour of men.

Table 12 Academic staff gender pay gap by classification for STEMM and non-STEMM staff, 2016 and 2017.

Academic Level STEMM Non-STEMM2016 Headcount 2017 Headcount 2016 Headcount 2017 Headcount

RSCHA 13.80% 18 27.10% 15 -24.70% 4 13.40% 7

A -6.30% 83 -2.20% 66 -2.30% 55 -2.10% 62

B 0.80% 114 0.30% 117 -0.20% 125 -0.50% 127

C -1.10% 91 -0.20% 89 -3.50% 68 -2.10% 70

D -0.50% 53 -0.50% 55 -3.20% 42 -3.60% 42

E -5.70% 68 -4.30% 76 1.90% 39 -2.30% 52

PBCA -30.90% 6 -0.50% 8 7.60% 10 14.80% 11

TOTAL -16.97% 433 -12.91% 426 -5.61% 343 -5.79% 371

Ref No. Actions planned: Systems, Policy, Data, Reporting, Frameworks

8.2 Conduct detailed pay gap analysisi. Undertake detailed and transparent reporting of our gender pay gap.ii. Align with WGEA’s approach to pay gap analysis and identify corrective systemic actions required to close

pay gap, which may include financial increases, targets for female hires, and gender targets in our succession planning processes.

iii. Determine Executive Group member KPIs for closing the gender pay gap, connected to targets for proportions of women in senior leadership roles and achieve these targets.

iv. Develop transparent reporting processes of the salaries paid outside of standard classification system, including performance-based contracts (PBC) and loadings and market rate allowances for non-PBC academic salaries.


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

i. Recruitment

Our academic recruitment data is incomplete and noted in our action plan. Using available data, twice as many men are appointed to STEMM roles as women (Figure 10). The discrepancy is STEMM-specific, and increases with academic level. 25% of STEMM roles are filled by women at levels C and above, compared to 40% in more junior roles.

Figure 10: Appointments by academic classification levels, gender and STEMM/non-STEMM (2014-2016).

60.6% (134) 39.4% (7)

E & PBCA

C & D

A & B

E & PBCA

C & D

A & B

STEM

M

0% 10% 20% 30% 40% 50%

New appointments by gender

60% 70% 80% 90% 100%

Non

-STE

MM

Male

Female

76.7% (23) 23.3% (27)

73.0% (27) 27.0% (10)

42.0% (55) 58% (76)

48.0% (12) 52% (13)

64.1% (25) 36% (14)

Targeted appointments to support strategic objectives, combined with limited focus on gender diversity in our hiring practices, meant 64% of STEMM appointments in 2014-2016 went to men, compared to 47% of non-STEMM appointments.

Sessional (casual) staff recruitment practices vary between open processes and direct recruitment of PhD students and industry partners with appropriate skills. While teaching experience is important career development for PhD students, we note that the gender profile of our STEMM PhD students, academics and consequently sessionals, are similar. In FSET, 28% of sessional staff and 29% of PhD students were women (February 2016). Given we offer ongoing teaching-only academic tutor roles to some of our sessional staff, consistent recruitment processes need to be applied.

Keyfindings• Two times more men than women were appointed as STEMM academics at Level C and above. This is

the primary driver of our STEMM gender gap.

Recent Actions• Four Women in STEM Fellows were appointed in 2017. This scheme provides a 3-year fellowship to focus

on research profile building, followed by the security of an ongoing role.• HR system updates in 2017 are improving our recruitment data collection.• FSET introduced a policy requiring all hiring panels to have gender balance.

5. SUPPORTING AND ADVANCING WOMEN’S CAREERS Recommended word count: 5000 words Actual word count: 5953 words

Refer to Page 21-25 of the Handbook



1.1 Offer women-only positions in STEMMi. Continue Women in STEMM Fellowships: appoint at least 4 more over 4 year plan, subject to funding.ii. Implement temporary women-only positions for standard Research & Teaching academic STEMM roles as they

become available in STEMM.iii. Implement temporary women-only PAVE teaching roles as they become available, minimum 4 over 4-year plan.iv. Expand existing women in STEMM mentoring and networking programs to support the retention and

advancement of all women in STEMM at Swinburne.

1.4 Develop a comprehensive end-to-end recruitment process to support gender equity and diversity in STEMM i. Support faculties in all recruitment processes across all contract types (casual, fixed term, ongoing).ii. Implement training for all recruitment panel members to mitigate unconscious bias, and embed strategies into all recruitment processes.iii. Monitor and report on gender ratios throughout the recruitment process.iv. Trial blind recruitment process in STEMM areas, and evaluate and report on success.v. Actively seek and build an external talent pool of diversity in women in STEMM including:• Aboriginal and Torres Strait Islander talent • People living with disability talentvi. Expand advertising of vacancies to peak bodies and other networks (e.g. Pride in Diversity, Women in Engineering).

1.6 Investigate and support sessional engagement i. Document and review current state in selected area (systems, processes) for engagement of sessional workforce

and develop recommendations for consideration.ii. Implement recommendations in selected area and review post-implementation. Project scope includes recruitment; on-boarding, training & development. iii. Use 2017 sessional cohort as baseline for diversity demographics.

9.4 Enhance Swinburne equity, inclusion and diversity online presence i. Update all existing equity and diversity intranet/internet pages to communicate our inclusion and diversity strategy and programs. Include information on intersectionality; tools for employees who identify with diverse backgrounds; and tools for managers and employees of diverse colleagues.ii. Regularly communicate content to ensure increased use of the information available and monitor ‘hit rates’ of pages.iii. Establish diversity role models promotion/communications strategy.


ii. Induction

All staff are offered a half-day organisation induction within the first six months of employment, covering Swinburne’s culture, history and strategy. The E&I survey results and direct feedback suggest the program is generally effective.

Local departmental inductions vary. • Only 50% of respondents reported receiving a local induction. • Women were less likely to have received a local induction than men.• Respondents were dissatisfied with the lack of specific information about the discipline/role/

Swinburne processes. • This correlates with 2017 Your Voice results.

Keyfindings• Swinburne has an effective organisation induction, but departmental induction participation varies.


1.5 Review and improve visibility and content of University-wide and local on-boarding processesi. Train managers in on-boarding staff to effectively induct new staff and provide relevant information to support

career development.ii. Implement buddy system - all new starters assigned a buddy during induction process.iii. Provide mentor for STEMM women in fixed term & ongoing academic and technical support positions.


iii. Academic Promotion

Women applied for promotion at a similar rate to men from 2014-2016 (Figure 11), and were more successful than men (Figure 12).

• Gender differences are seen at level A and D in STEMM. • No Level A applications were received in 2014 and 2016. • Application rates by level D women in STEMM exceeded all other cohorts, due to their lower numbers

and their doubling of applications (3 to 6) 2015-2016.

0%

20%

40%

60%

80%

100%

A B C D

STEMM Non-STEMM

Succ

ess

rate

A B C D

4/4 6/8 7/10 6/11

7/12 13/19 12/22 7/9

MaleFemale

Male

Female

7/9 14/20 9/9 2/5

6/9 9/18 3/10 1/6

Figure 11: Academic promotion application rates averaged over 2014-2016, normalised to the gender representation of each level. The numbers shown in table: [average number of applications] / [average size of cohort] (% application rate per cohort).

Figure 12: Academic promotion success rates (relative of applications per cohort) averaged over 2014-2016.

MaleFemale

0%

5%

10%

15%

20%

25%

30%

35%

STEMM Non-STEMM

Prom

otio

n ap

plic

atio

n ra

te

Male

Female

A B C D A B C D

4/53 (7.5%) 6.3/74.7 (8.5%) 7.3/67.7 (10.8%) 3/39.3 (7.6%)

1.3/31.7 (4.2%) 2.7/30.7 (8.7%) 3.3/22.3 (14.9%) 3.7/12.3 (29.7%)

3/29 (10.3%) 6/68.3 (8.8%) 3.3/39.3 (8.5%) 2/23 (8.7%)

3/25.7 (11.7%) 6.7/64.3 (10.4%) 3/30 (10%) 1.7/14.7 (11.4%)


• E&I survey qualitative feedback indicated some staff feel the process lacks transparency in how the criteria are used by the committee, and how ‘eminence’ (Level D to E applications) is assessed.

• Focus groups reported that “achievement relative to research opportunity and performance evidence” was generally accepted, but assessment was unclear.

• 39% of staff felt that “when I apply for promotion, I receive appropriate and useful feedback”.

Factors for delaying a promotion (e.g. lack of encouragement, advice against applying, the perception that the application would not be fairly assessed, and avoidance of anxiety) were reported by between 24% and 43% of respondents, with no significant gender skew. The only factor disproportionately affecting women was “taking a career break”.

Ethnic minorities were twice as likely to feel that:• they were not encouraged, or were actively discouraged, from applying by their line managers; • they were unfamiliar with the criteria; and• their application would not be fairly assessed.

Caregivers of all genders were more than twice as likely to delay academic promotion and 30% less likely to receive:

• feedback that encouraged career progression;• encouragement to undertake further training/professional development; and• advice about how to publish.

No gross gender disparities were observed in the average length of service (LOS) for each cohort (Figure 13).• LOS decreased from level D to E in all cohorts. • The level E drop in LOS may be due to relatively recent recruitment of external professors and/or faster

promotion of high performers.

To explore this we considered the proportion of staff commencing at different levels (Figure 14). Of the current level C women in STEMM, 24% started at level A, 52% level B, and 24% level C. Half the level E STEMM academics were recruited at that level.

Figure 13: Average length of service for all staff (fixed-term and on-going) by gender and academic level (1 April 2017).

MaleFemale

STEMM Non-STEMM

3

4

5

6

7

8

9

10

11

12

Aver

age

leng

th o

f ser

vice

(yea

rs)

A B C ED

3.94 5.40 10.25 10.48

4.42 6.07 9.39 8.45

11.92

11.35

Male

Female

A B C ED

5.59 8.34 8.34 5.91

6.70 6.39 9.03 5.71

11.20

8.94


Figure 14: STEMM/non-STEMM academics by gender at each academic level by proportions of staff commencement levels (1 April 2017).

0%

10%

20%

30%

40%

Com

men

cing

cla

ssifc

atio

n le

vel

A B C D E A B C D E A B C D E A B C D EFemale

STEMM Non-STEMM

Male Female

Current classification level

Male

50%

60%

70%

80%

90%

100%

RSCHA

A

B

C

D

E

4% (1)

47%(8)

52%(11)

8%(1)

6%(1)

64% (27)

4% (1)

77% (57)

31% (21)

21% (9)

54%(32)

47%(15)

17%(3)

64%(43)

54%(20)

17%(4)

15%(3)

75%(15)

39%(7)

6% (1)7% (2)

2% (1)

92%(23)

33%(14)

24%(5)

25%(3)

12%(2)

12%(2)

25%(3)

24%(5)

42%(5)

49%(33)

43%(18)

23%(14)

10%(6)

17%(7)

50%(30)

24%(4)

100% (42)

23% (17)

21% (14)

100% (30)

44% (26)

84%(28)

9%(3)

29%(7)

41%(15)

33%(22)

93%(27)

13%(3)

5%(2)

3% (2)

42%(11)

1% (1)

17%(3)

34%(6)

19% (11)

22% (4) 5% (1)

5% (1)

19% (8)

7% (4)

2% (1) 2% (1) 1% (1)

Recent actionsSwinburne Women’s Academic Network (SWAN)SWAN, established in 2015, is a peer-mentoring program supporting women’s application for academic promotion. SWAN is an exemplar of best practice in the sector, now being emulated at other universities. It has been extremely successful in improving the promotion experience for women academics, and in creating and sustaining a vibrant network across Swinburne as evidenced in the qualitative E&I survey and focus group results. Both the number of women applying for promotion and their success rates have increased (Figure 15 and 16).

The increasing proportion of women at higher academic levels (Figure 4) is attributed to this program. The 2017 drop in applications is likely due to a clearing of the ‘backlog’ of promotions.

Figure 15: Academic applications and promotions headcount by gender (2009-2017).

2009 2010 2011 2012 2013 2014 2015 2016 2017

12 12 15 25 20 19 18 21 249 18 6 12 14 12 20 23 1026 22 22 35 34 32 34 39 3319 20 10 16 18 17 32 27 17

0

5

10

15

20

25

3035

40

Acad

emic

pro

mot

ions

(hea

dcou

nt)

Male applicants

Female applicants

Male promotions

Female promotions


Figure 16: Academic promotion success rates by gender 2009-2017 (merge with fig 16 and add table 10)

46%

55%

68% 71%

59% 59%

53% 54%

73%

47%

90%

60%

75%78%

71%

63%

85%

59%

40%

50%

60%

70%

80%

90%

100%

2009 2010 2011 2012 2013 2014 2015 2016 2017

Prom

otio

n su

cces

s ra

te

Year

Male

Female

Ref No. Actions planned: Academic Promotions

2.1 Support staff through academic promotions processi. Maintain support for the SWAN program, with specific focus on support for Academic level A.ii. Determine assistance required by ethnic minorities and care givers and propose and implement

appropriate support.iii. Review and update promotion guidelines incorporating E&I survey feedback.iv. Provide guidelines on how to apply the term ‘eminence’ in Level E academic promotion applications for

candidates and promotion panel members. Investigate what activities lead to eminence and gender representation of staff involved in these.

v. Provide more appropriate and useful promotion feedback to staff on the outcomes of their promotion application.

2.2 Incorporate academic promotion advice in career conversationsi. Ensure academic promotion discussion occurs during career development conversations, as part of YPD

process, especially staff returning from career breaks.ii. Provide supporting documentation and training for managers on effective career conversations.



iv. Higher Education Research Data Collection (HERDC)

PublicationsWomen contributed 35% of all STEMM HERDC-reportable publications and almost 50% of all non-STEMM publications 2014-2016 (Table 13). Given women comprise approximately 25% (STEMM) and 42% (non-STEMM) of active researchers, women are publishing at higher rates than men relative to their representation.

Table 13 Swinburne author contributions to HERDC eligible publications (20014-2016) by gender and STEMM/non-STEMM.

STEMM Non-STEMM All Swinburne

Year M F % F M F % F M F % F

2014 2031 1001 33% 714 793 53% 2745 1794 40%

2015 2097 1090 34% 729 747 51% 2826 1837 39%

2016 2506 1233 33% 846 919 52% 3352 2152 39%

GrantsWomen’s participation and success rate in being awarded research funding averaged about 30% in all categories 2014-2017. Non-STEMM contributions were at almost 50%; STEMM just 20% (Table 14).

Category 1 STEMM grants are an important metric of researcher success. • Women in STEMM were under-represented in both submission and success rates.• Of Australian Research Council (ARC) Discovery Project (DP) funding rounds during 2014-2016, only 13%

of Swinburne’s STEMM applicants were women (Figure 17) and just 7% (2/27) of successful applicants were women.

• In 2017, only 16% of our ARC DP applications (STEMM and non-STEMM) were led by women, compared to the national average of 25%, and our success rate by women was 0% (compared to 17.5% nationally).

Table 14 Individual Swinburne researchers named on successful Category 1-4 grants over the past 4 years by gender and STEMM/non-STEMM.

STEMM Non-STEMM All Swinburne

Year M F % F M F % F M F % F

2014 174 48 22% 72 78 52% 246 126 34%

2015 159 40 20% 68 61 47% 227 101 31%

2016 172 49 22% 83 81 49% 255 130 34%

2017 222 55 20% 92 99 52% 314 154 33%

Figure 17: STEMM applications submitted for ARC funding during 2014-2016, including DECRA fellowships (DE); Discovery Projects (DP) and Linkage Projects (LP).

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

DE

DP

LP

Appl

icat

ions

Sub

mitt

ed

ARC applications by gender

76% (19) 24% (6)

87% (130) 13% (19)

70% (7) 30% (3)

Male

Female

• Swinburne Research and some research groups offer publication development workshops for early career researchers (ECRs).

• These workshops are not specifically targeting women. • In the E&I survey, 47% of staff reported they “receive advice about getting my research published”.


Figure 18: Total number of active PhD supervisors in STEMM and non-STEMM (September 2017).

189

117

(59%)

82

0

50

100

150

200

STEMM Non-STEMM

(76%)

(24%)(41%)

Male

Female

Supe

rvis

ors

Table 15 Distribution of students across active PhD supervisors, by gender and STEMM/non-STEMM.

Students

Supervisors M F Total

STEMMMale 610 382 992

Female 122 138 260

Non-STEMMMale 224 194 418

Female 156 196 352

Swinburne Research offers support and coaching in writing ARC and NHMRC grants. • Only 49% of E&I survey respondents reported they “receive advice about preparing research grants”. • Non-STEMM staff more strongly agreed that they received support (37%) than STEMM staff (27%), with

no significant gender differences.

PhD supervision68% of Swinburne’s 451 active PhD supervisors are male. The STEMM gender distribution of active PhD supervisors is similar to their overall gender distribution (24% female:76% male), suggesting no particular bias against female supervisors (Figure 18).

• Female supervisors are more likely to have female students (Table 15). • The fraction of female students with female supervisors is 26% STEMM and 50% non-STEMM compared

to female supervisor fractions in Figure 18.• Male STEMM researchers supervise more students. In STEMM areas, the average number of PhD

students is 5.2 for men and 4.4 for women. In non-STEMM areas, men have 3.6 students on average, women have 4.3.

Keyfindings• No major gender discrepancy is seen in publication rates and student supervision.• Women in STEMM publish at higher rates than men relative to their representation.• Female students are predominantly supervised by female supervisors.• Women are under-represented in Category 1 grants.


Ref No. Actions planned: Career Support

3.1 Review and improve ECR career support processi. Investigate what sort of career support our ECRs desire to identify their needs.ii. Evaluate all ECR training programs (including monitoring attendance) to ensure it meets ECR needs.iii. Provide guidance/resources to line managers of ECRs regarding career support and advice (including research

transition plans related to career breaks, research options etc).iv. Provide targeted career support and guidance for early career researchers (ECRs) in Teaching and Research roles.v. Mimic ARC extension to ECR status by 2 years per child for primary carers. Implement into Swinburne research

activities (e.g. ECR status in academic workload model; access to ECR scholarships and seed funding).

3.3 Provide effective grant application development and support i. Provide a comprehensive program to support academics at different levels across the academic pipeline.ii. Provide a targeted women in STEMM mentoring program connecting to SWAN new career support program,

with focus on specific career phases, career breaks, carers leave.


5.2 CAREER DEVELOPMENT: ACADEMIC STAFF (PAGES 22 OF THE HANDBOOK)

i. Training

Data analysis throughout this section includes PAVE teaching staff.

Swinburne’s career training and diversity programs are covered in Tables 16-19. Total staff attendance, but not demographic information, was collected for most programs, so gender data is patchy.

Of the (non-gendered) 2016 leadership programs (Table 16), women comprised 61% of participants, mainly professional staff. Academic uptake was 20%, with women participating at near equal rates to men (9.6%). Participation rates by women in STEMM were 3%. The Senior Leadership Development program attracted the greatest number of academics.

Overhauled research training programs were relaunched in 2016. Most focused on funding schemes/ grant proposals. Over 900 people attended 43 workshops. No demographic data is available, but coordinators indicate most events were attended by academic levels A-C, reflective of gender representation at these levels.

The Learning Transformations Unit supports academic/PAVE staff (Table 19). Over 2700 attendees (54% women) participated in 97 programs in 2014-2016.

The E&I survey data indicates that 56% of staff agreed they were “encouraged to undertake further training and pursue personal development opportunities relevant to my career”. Systematic data collection to measure/evaluate session outcomes is required.

3 Not including PhD supervisor training.

Table 16 Leadership training 2014-2017.

Training Title Objective Audience/Duration

Mode of Promotion

Current/ Future Plans Uptake

Leadership training (People and Culture department )

Senior Leadership Development

• Establish leadership mindset

• Provide resources across key leadership roles

Senior Leaders

3 day retreat

• Email

• IntranetRedesign for 2018

102 attendees (53% women; 47% academics; 7% women in STEMM) [2016]

Management Essentials

• Equip new managers with core team leadership skills

People Leaders

2.5 days

• Intranet

Replacing with ‘New Supervisor’ and ‘Positive Leadership’ training in 2018

235 attendees (62% women; 15% academics; 3% women in STEMM) [2016]

Emerging Managers

• Provide aspiring/current managers with fundamental leadership skills

Aspiring People Leaders

2 days

46 attendees (15% academics; 6% women academics) [2016-2017]

Coaching Essentials

• Deepen managers’ coaching knowledge/application

New People Leaders

2 days

42 attendees (5% academics; 2% women academics) [2014-2017]


Table 17 Women in leadership career development programs (2014-2017)

Training Title Program Objectives Audience and Duration

Mode of Promotion

Current & Future Plans Uptake

Women in Leadership

Being bold for change

• Improve skills of women (confidence, influence, communication) to assist career progression

Academic women • 1 day

• Email

• intranet

• ELMO

Launched 20175 in 2017

9 registered for 2018

Women’s Development Program

• Assist female academics with professional development/ career opportunities.

(*detailed program description below)

Academic women, all levels

(10-15 women/year)

• 1 year

• Monthly group meetings

• Bi-monthly one-on-one coaching

• Targeted email

Ended 2016Ran 2012-2016:

46 women completed

Envisage (Academic Mentoring for Women)

• Combines mentoring with executive coaching

Several Swinburne leaders mentor for this program, delivered by ETHOS Consulting.

Academic women

(3-5 years’ experience)

• 3 mentoring sessions per year

• Virtual workshops

Launched late 2017

17 women to start 2018

Table 18 Diversity training programs (2014-2017). *Compliance requirement; biennial training.

Training title Objective Audience and Duration Uptake

Diversity training

Workplace Behaviours(face-to-face)

• Leaders learn responsibilities & management practices for a safe and healthy workplace.

People Leaders

• 2 hours

2014-2017• 410 attended• 53% womenAcademic completions:• 30% academics• 34% women

Working Together(Online)

• Inform all staff about supporting positive workplace culture

• Provide understanding of bullying, discrimination and harassment.

All employees

• 30 minutes*

2014-2017• 3,457 attended• 54% women• 1 person identified gender as ‘x’Academic completions:• 30% academics• 34% women

Unconscious Bias(face–to-face)

• Inform senior leaders about biases

• Offer mitigating strategiesSeminar by Robert Wood & Cordelia Fine (Centre for Ethical Leadership).

People Leaders and staff

• 2 hours; ran in 2014-2016

2016• 81 attended• 64% womenAcademic completions:• 10% academics• 4% women, 1% women in STEMM

Aboriginal and Torres Strait Islander Cultural Awareness(Online)

• Inform staff of our RAP• Build cultural competence• Discuss working

appropriately and respectfully in culturally diverse areas.

All employees including casuals• 30 minutes*

2016-2017• 3,609 completed• 53% womenAcademic completions:• 48% academics• 42% women


Table 19 Academic career development programs. Data on Swinburne research & development programs 2016-2017; LTU learning & teaching programs 2014-2016.

Training Title Program Objectives Audience and Duration

Mode of Promotion

Current & Future Plans

Uptake

Academic career development

ARC and NHMRC funding programs (various)

• Grant writing support • 17 programs, 2016-2017

(including visits by funding agencies, external consultants, researchers/industry speakers)

All academic staff• 1.5 hours (most

programs)• 1-on-1 sessions -30

minutes• 1-day retreats

• Email all staff • Researcher

Development (RD) Portal Continue

into 2018

384

Industry engagement programs (various)

• Industry engagement support (preparing industry grants and government tenders, engaging with industry and managing relationships)

• 6 programs, 2016-2017 (including visits by the funding agencies, consultants, and industry speakers)

All academic staff• 1-3 hours (most

programs).149

General research funding (various)

• Using funding databases and international funding opportunities

• 3 programs, 2016-2017

All academic staff• 1.5 hours.

124

Ethics & integrity programs (various)

• Ethics and integrity training (codes of research conduct, conflicts of interest, ethics in media, communications)

• 11 programs, 2016-2017

All academic staff• 2 hours (most

programs)• Half day and

full-day retreats

254

Early Career Research support (various)

• ECR support (research strategy, grant writing, paper writing, and mentoring)

• 6 programs, 2016-2017

All Early Career Researchers• 1-2 hours.

• Email all ECRs • RP Portal

Unknown

Functional training & development (various)

• Training in use of digital teaching tools (Blackboard and TurnItIn, general pedagogy support, grading rubrics, effective feedback and learning design)

• 55 programs, 2014-2016

All academic and teaching staff

• Email all staff • LTU training

portal

Continually revised to suit teaching needs.

1604; 54% women

Grant and award writing programs (various)

• Training in the scholarship of learning and teaching

• Assisting staff to prepare for internal/external grants and awards

• 66 programs, 2014-2016

Continue into 2018

48; 38% women

Innovative teaching practices (various)

• Lunch sessions, the latest pedagogic approaches, informed teaching practices

• 36 programs, 2014-2016

Continually revised to suit teaching needs.

801; 57% women


Women’s Development Program (Table 15)• Approximately 50% of participants have since been successful in academic promotion; about 25% moved to

leadership roles.• Participants connected to alumni program.• SWAN program leaders are alumni. • E&I surveys/focus groups say it was extremely valuable. • Participants say it changed how they thought about themselves/their careers.

Keyfindings• E&I survey results indicate that managers are not encouraging staff to pursue the many career

development opportunities available, or staff are not aware of them.• Systematic data collection/evaluation is required to determine program effectiveness.

Ref No. Actions planned: Career Support

3.2 Improve the mentoring programi. Provide a comprehensive program to support academics at different levels across the academic pipeline.ii. Provide a targeted women in STEMM mentoring program connecting to SWAN new career support program, with

focus on specific career phases, career breaks, carers leave.

3.4 Equip line managers to have effective career conversationsi. Create and implement capability framework to support career development conversations. ii. Enhance the University’s performance development processes to attract academic STEMM participation and to

ensure regular effective conversations occur.iii. Ensure managers are trained to properly support their staff.

Ref No. Actions planned: Manager Training

7.1 Develop effective manager trainingi. Design, pilot and implement a series of development programs, communications and promotions for leaders,

specifically:• A leadership induction program that clarifies expectations of leaders and introduces the processes they are

required to execute.


8.4 Evaluate effectiveness of academic trainingi. Implement system to report on uptake of training.ii. Monitor and evaluate effectiveness (quality) of academic, research and teaching training programs offered by

Swinburne Research and LTU.iii. Use results to address gaps and recommend actions.


ii. Appraisal/developmentreview

‘Your Performance and Development’ (YPD) is Swinburne’s appraisal/development process. • While not compulsory, senior managers encourage participation. • Fewer STEMM than non-STEMM academics participated. • The gender difference was minimal within employee groups (Figure 19).

35% (101)

34% (44)

54% (102)

58% (87)

41% (50)

49% (68)

49% (177)

59% (456)

65% (186)

66% (84)

46% (86)

42% (62)

59% (72)

51% (71)

51% (187)

41% (319)

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

Acad

emic

ST

EMM

Acad

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Non

-STE

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Teac

hing

Prof

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Empl

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YPD participation rate

Male participated

Female participated

Female not participated

Male not participated

Figure 19 Appraisal (YPD) participation rates by employee group and gender (30 November 2016).

Performance Appraisal

Performance evaluated fairly

Clear guidelines for improvement

Frequent informal feedback

Valueable feedback on performance

Cohort FSET FHAD FBL FSET FHAD FBL FSET FHAD FBL FSET FHAD FBL

Women (%) 73 69 65 60 66 57 61 58 60 55 66 60

Men (%) 59 49 71 53 48 70 45 51 75 63 65 75

Genderdiff.(%) 14 20 -6 7 18 -13 16 7 -15 -8 1 -15

Table 20 2017 Voice Survey responses by gender and faculty for performance appraisal questions.

E&I survey results indicate a lack of ‘helpful feedback’ (54% n=104), performance development conversations (66% n=123) and career progression feedback from supervisors (49% n=95). Men more likely than women to consider workload model conversations development discussions.

The 2017 Your Voice results indicate women in FSET were more likely to respond positively (Table 20), but scored lower than men when asked if they received valuable performance feedback.

Keyfindings• A significant number of staff and managers do not see YPD as relevant. • Academics want more regular advice regarding career development (through YPD or other means).


iii. Supportgiventoacademicstaffforcareerprogression

Career progression is supported via mentoring, training and development (in research/academia), promotion advice, YPD, and SWAN. No formal shadowing program is offered, though some staff informally shadow leaders if they are moving into similar roles.

Swinburne’s mentoring program, open to all staff, has about 100 mentors, but only 11 known mentees. E&I survey responses (Table 21) and focus groups revealed an appetite for mentoring that covers all aspects of academic roles.

Swinburne Research’s ECR training program (Table 19) covers community building, role modelling/mentoring, skills development, and engagement initiatives. Some Research Centres and Departments offer ECR programs.

2017 Your Voice indicates:• 80% of academic staff (regardless of gender) feel supported by their managers.• Men are more likely than women to feel their managers help them make career decisions (Table 22). • Staff satisfaction with career development increased 5 percentage points (pp) to 52% from 2016. • This is low compared to professional staff (70%).

The SWAN program offers a general academic support network. Focus groups want this network to continue.

The qualitative data from all sources suggests staff want more effective career development conversations with their managers.

Table 21 Summary of appraisal related E&I survey responses, August 2017

Question Supportive responses

“I have regular career and performance development conversations with my supervisor.” 34% (n=187)

“I receive helpful feedback about my performance.” 46% (n=193 )

“my department supports me to attend conferences.” 45% (n= 187)

Performance Appraisal

Support for teaching goals

Support for research goals

Manager gives me help & support

Manager support to make career decisions

Cohort FSET FHAD FBL FSET FHAD FBL FSET FHAD FBL FSET FHAD FBL

Women (%) 43 53 60 77 51 44 82 80 76 48 67 57

Men (%) 62 53 59 65 33 68 82 82 80 61 71 76

Genderdiff.(%) -19 0 1 12 18 -24 0 -2 -4 -13 -4 -19

Table 22 2017 Voice Survey responses by gender and faculty regarding career support.


Recent Actions• Financial investment to facilitate career support of Early and Mid-Career Researchers (EMCRs) was

established in 2017. 8 PhD scholarships were provided to ECRs paired with senior research supervisors, supported by a mentoring program for the ECR as co-supervisor on the project.

• The SWAN program was expanded to include Career Development in 2017. This program met with broad enthusiasm and will be formally evaluated in 2018.


5.3 FLEXIBLE WORKING AND MANAGING CAREER BREAKS (PAGES 22 OF THE HANDBOOK)

i. Cover and support for primary carer and adoption leave: before leave

Swinburne’s Parental Leave Kit includes comprehensive information about leave options (Table 23). Checklists are available to help staff and managers plan for leave.

Swinburne Connections supports:• transition to parental leave• staff on leave• their return to work.

HR coordinates twice-yearly events about leave entitlements/keep–in-touch days. Staff are encouraged to discuss how they will keep in touch with their supervisor.

Swinburne Connections events were not offered in 2017 due to HR staffing changes. Only 2/30 invitees attended in November 2016, due possibly to inconvenient timing, insufficient notice or the challenges of attending with a young child. The program is under review for 2018.

Focus groups/E&I survey qualitative data suggests insufficient discussion between managers and staff prior to commencing parental leave. Anecdotal evidence suggests managers are not well-informed about parental leave provisions and/or comfortable discussing this with their employees. Some managers did not know the parental leave checklists existed and wanted more easily accessible information regarding leave and their role.

From 20 October 2016, Swinburne extended paid parental leave entitlements to all primary carers, beyond the birth parent. To date, three non-birth parents have taken primary carer parental leave. It is unclear whether all employees are aware of this benefit.

The Academic & General Enterprise Agreement offers the flexibility of returning to work 2 days a week after the first 14 weeks of full pay parental leave. In conjunction with their 38 weeks of leave at 60% pay, staff receive full salary. This enables academics to continue their research whilst parenting, but appears relatively unknown to employees.

Postdoctoral researchers also receive these entitlements. However, their contract is not automatically extended by the duration of their parental leave. This depends on the funding source, and potentially puts them at a career disadvantage.

In 2014-2016, professional staff made up 84% of staff taking primary parental leave (Figure 20). • Academics were just under 14% of leave-takers. • 17 women in STEMM took primary carers leave.

PrimaryCarer/ Adoption Parental Leave[1]

Secondary Carer Parental Leave Foster Parent Leave

14 weeks @ full pay20 days @ full pay

6 weeks @ 50% pay for child <5 years

38 weeks @60% pay 3 weeks @ 50% pay for child ≥ 5 years

Table 23 Parental leave provisions at Swinburne for all staff as of December 2017.[1] Primary carer entitlements with at least 12 months of continuous service; else one week full pay per month of service.


Figure 20: Primary carer parental leave uptake by employee group and contract type (2014 - 2016).

6

11

7

3

10

135

0 20 40 60 80 100 120 140

Acad

emic

ST

EMM

Acad

emic

Non

-STE

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Teac

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Prof

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Empl

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gro

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Primary carer parental leave (headcount)

On-goingFixed-term

ii. Cover and support for primary carer and adoption leave: during leave

Staff may take up to 10 “Keeping in Touch Days” per parental leave period, under the Paid Parental Leave Act (2010). This allows staff to attend work (e.g. field work/conferences) and be paid at their normal pre-primary carer leave rate following 14 weeks paid parental leave.

• The related pay timesheets are kept by payroll; however analysis of uptake is unavailable.• Few staff seem aware of this provision.• Academic women in STEMM might find this valuable.

Currently, conversations about contact preferences on leave appear to be the employee’s responsibility. • Practices vary. • It is unclear whether effective conversations are taking place prior to taking leave. • 44% of staff agreed in the E&I survey that the level of contact during breaks was “appropriate

and supportive”.

iii. Cover and support for primary carer and adoption leave: returning to work

Professional staff take the longest periods of leave; academics the shortest (Figure 21).• Academic STEMM staff take shorter parental leave than their non-STEMM colleagues. • From 2014-2016, parental leave was only taken by staff at academic levels A to C. This correlates with the

average (child-bearing) age for academic levels A (36) and B (41). • 70% of staff return from parental leave part time (Figure 22). • Professional staff are more likely to work part time than academic staff.

Some department managers accommodate a range of flexible options for returning staff, but knowledge of Swinburne Connections is limited.

• Managers know that HR provides information, but want system prompts to help. • Some staff are unsure how to navigate the return-to-work conversation; and expressed concerns

around flexibility of timetabling/personal needs.


Figure 21: Average length of parental leave between 2014 and 2016 across all employee groups.

7.5

10.811.5

0

2

4

6

8

10

12

Professional Teaching Academic Academic STEMM Academic non-STEMM

Aver

age

pare

ntal

leav

e (m

onth

s)

Employee group

8.4

9.4

Figure 22: Return to work employment fraction after parental leave (2014-2016).

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

Professional

Academic non-STEMM

Academic STEMM

26% (30)

67% (4)

45% (5)

74% (86)

33% (2)

55% (6)

Full-time

Part-time

Empl

oyee

gro

up

Return to work fraction


iv. Primary Carer Leave (Application titled ‘Maternity’) return rate

Primary carer leave return rates for 2014-2016 averaged 78% (Table 24).

v. Secondary (Application titled ‘Paternity’) Carer, shared parental, adoption leave and parental leave uptake

Professional and academic staff uptake of secondary carers leave numbers are evenly split (Figure 23). • One woman took secondary carers leave 2014-2016. • On average, 24 staff (11 academics) take this leave per year. • 100% of secondary carers returned from leave 2014-2016. • Not all staff/managers are aware of this leave option.

Focus groups revealed that returning to work is difficult for women in both academic and professional roles. Concerns about “falling behind” may be influencing the shorter parental leave taken by women in STEMM (Figure 21).

• While non-birth parents can now take primary parental leave, from 2014-2106 all primary carers were women.

• Most staff taking primary carers leave were professional staff (Figure 20). Larger numbers of professional staff take leave; hence the larger numbers of staff g/who do not return (Table 25).

• Resignations over 2014-2016 across all employee groups dropped from 13% to 7%.• No adoption leave was accessed 2014-2016.

Parental leave Employee group On-going Fixed-term

172

24 Academics 13 11

145 Professional 135 10

3 PAVE Teaching - 3

Returned to work Employee group On-going Fixed-term

135

17 Academics (11 STEMM) 12 (6 STEMM) 5 (5 STEMM)

117 Professional (1 STEMM) 114 (1 STEMM) 3

1 PAVE Teaching - 1

Table 24 Primary carer return rates for 2014-2016 by employee groups and contract type.

Did not return Reasons Employee group Academicstaff

29

19 resigned 2 academics16 professional

1 PAVE teaching

1 fixed-term STEMM1 on-going non-STEMM

10 contracts ended on leave 4 academics6 professional

4 fixed-term STEMM

Table 25 Reasons staff did not return from primary carer leave by employee group and staff cohort during 2014-2016.

5 8 staff were still on leave at time of data collection.


Figure 23: Secondary carer parental leave uptake by employee group and contract type (2014 - 2016).

23

4

6

1

1

1

8

30

0 5 10 15 20 25 30

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Secondary carer parental leave uptake (headcount)

On-goingFixed-term

vi. Flexible working

Flexible working arrangements are available to staff (part-time, flexible or compressed work hours; time off in lieu; job share; working from home; 48/52 week employment purchased leave).

• Options are advertised through the staff intranet/HR website. • The Flexibility@Swinburne campaign shares stories from employees/managers who work flexibly to

encourage uptake.• Staff apply to their line manager for flexible work.• HR advises on reasonable business consideration of requests.

Limited data exists on the uptake of flexibility, except for part-time work (Figure 24). • Effective 1 April 2017, 24% of all (non-casual) staff work part-time. • Women are twice as likely to work part-time as men (31% vs 15%). • Of academic staff, 27% (n=83) of women and 17% (n=87) of men work part-time.• In academic STEMM areas, nearly twice the percentage of women work part-time compared to men.

86% (256)

78% (155)

72% (91)

92% (349)

14% (43)

22% (44)

28% (36)

8% (30)

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

Acad

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Work fraction after parental leave

69% (89)

75% (130)

42% (58)

72% (558)

31% (40)

25% (43)

58% (81)

28% (215)

Male full-time

Female full-time

Female part-time

Male part-time

Figure 24: Percentage of part-time and full-time staff by employee group and gender (1 April 2017).


70% of E&I survey respondents (n=121) are aware of flexible working options and indicated that they met their needs. However, focus groups indicated that for some STEMM staff (academic and professional support) managers do not consistently consider or make efforts to accommodate requests for part-time work. Reports suggest that:

• part-time roles were considered a “privilege”;• part-time academics, though thought to have job flexibility, are likely to work many more hours than

stipulated by their contracts, due to a culture of long hours, which makes flexibility difficult.

Staff are concerned about the effects of flexible working on career progression. • Approximately 60% of E&I survey respondents saw flexibility (e.g. part-time work) as potentially

career-limiting.• Comments included “A colleague was told that they were not on campus often enough, and just because they

are not on campus does not mean they are not productive”.

Ref No. Actions planned: Flexibility and Workload

5.1 Embrace flexibilityi. Develop a clear statement on what flexibility entails at Swinburne. ii. All roles at Swinburne to be offered flexibly, where practical.iii. Equip managers and teams with the skills to understand the benefits of flexibility and how to make it work and

update available resources.iv. Effectively communicate flexible working options for staff returning to work after career break.v. Devise and implement a communications strategy to raise awareness of all types of flexible working and

employment benefits.vi. Communicate the technology and associated processes which support flexible working arrangements (e.g. remote

access to all required tools and systems) and evaluate effectiveness of this support.vii. Collect and report on uptake of all types of flexible work options.

5.2 Clearly articulate and communicate all leave options to staffi. Launch the newly updated parental leave information kit to provide access to necessary information for people

leaders and staff.ii. Regularly clearly articulate and communicate other leave entitlements for staff (e.g. including parental leave for all

gender identities).iii. Clearly articulate and communicate personal leave for gender transitioning and return to work.iv. Profile and share stories of staff who access different types of leave and the impact of this leave.

5.3 Promote parental leave to all gendersi. Ensure gender-neutral language is associated with parental leave in all our systems and policies; communicate

updated terminology to staff (e.g. replacement terms for maternity and paternity leave given parental leave is available to all genders).

vii. Transition from part-time back to full-time work

To return to full-time work, staff complete the flexible working arrangement request form and access HR advice.

• Data is limited on staff transitioning from part-time to full-time work following a career break. • The duration of temporary part-time work arrangements is not restricted. However, some part-time

staff feel they work more than their FTE, and return full-time sooner than preferred in order to be paid for the work they are expected to deliver.


viii. Childcare

All three Swinburne campuses offer long day childcare. See 2016 uptake in Table 26.

The E&I survey results indicated: • some staff want access to more on-campus childcare, especially at Hawthorn; • some want other options (e.g. parents’ room where children can play and parents can work/have

meetings without interrupting their colleagues);• 7.5% (n=5/67) of respondents considered childcare options sufficient.

At Hawthorn, securing salary-sacrificed childcare places is difficult: available places are limited as the centre is often at capacity. The centre’s contract requires it to prioritise Swinburne staff and students, but how this occurs is unclear.

It is unclear which childcare options staff require (pre-primary school-aged care; school holiday programs; flexibility during pupil free-days).

Our School Holiday Program, trialled in July 2017, was successful.• 43 families have accessed it each subsequent holiday period.

Campus location

Swinburne staffwithchildren at centre

Swinburne students with children at centre

Public with children at centre

Opening times

Centre capacity

(children)

Croydon 1 (n=2%) 17 (n=34%) 32 (n=64%) 7am-6pm 50

Hawthorn 3 (n=9%) 14 (n=40%) 18 (n=51%) 8am-6pm 35

Wantirna 3 (n=7%) 24 (n=53%) 18 (n=40%) 7:30am-6pm 45

Table 26 Details related to childcare services provided at Swinburne campuses, effective October 2016.

Ref No. Actions planned: Managing Career Breaks; Childcare and Carer’s Support

4.1 Support childcare options at Swinburnei. Effectively communicate and regularly promote childcare offerings, evaluate usage satisfaction annually and adjust

offerings for continuous improvement.ii. Investigate, identify and evaluate which childcare options have the greatest demand across all campuses.iii. Continue support for our newly established childcare options – the School Holiday Program and parents

feeding rooms.iv. Investigate how ‘priority’ access is provided to our Swinburne associated childcare centres and ensure this

meets our needs.

4.2 Support the academic careers of carers to re-establish their research careersi. Continue Academic Carer’s Financial Assistance (ACFA) scheme, supporting research productivity impacted by

carers/parental leave breaks. Run annually between 2018-2021; monitor effectiveness and impact on recipients’ career trajectories.

ii. Update travel policy to enable parents to take dependants with them whilst working. iii. Provide guidance and support for line managers and academics prior to parental or carers leave, to have plans

in place for their research to continue via collaboration support or other avenues whilst on leave.iv. Investigate and recommend options for covering academics’ duties beyond teaching while on parental leave

which could include an RA to continue some of the research and service duties.


The E&I survey indicated:• Only 34% of respondents had a good understanding of the support available.• Caregivers were 95% more likely than other groups to perceive they experienced bullying (21/247). • These ongoing staff (14 women, 6 men, 1 x) are spread across the Faculties (FBL 7; FHAD 11; FSET 3) and

equally spread across STEMM (11) and non-STEMM (10) areas.• Intersectionality may also play a role: 9 people identified from an ethnic minority.

ix. Caring responsibilities

Information on carer responsibilities is only available through their leave requests. In our HR system, staff must select the ‘carers leave’ category (and not ‘sick leave’) when taking personal leave to care for others.

In 2014-2017, most carers leave was taken by professional staff (Table 27).• On average, 30% of professional staff take carer’s leave annually (compared to 17% PAVE teaching

staff/ 12% academic staff). • Women take on more carer responsibilities in each employee group. • Women in STEMM are the smallest cohort of women taking carers leave.

Employment group Gender Average headcount Cohort % of cohort

Academics Male 51.5 498 10%

Female 46.0 302 15%STEMM Male 33.3 299 11%

Female 19.0 130 15%Non-STEMM Male 18.3 199 9%

Female 27.0 172 16%PAVE Male 16.0 127 13%

Female 29.5 139 21%Professional Male 101.0 379 27%

Female 245.3 772 32%

Table 27 Average annual carers leave uptake (based on personal leave) by cohort between 2014-2017 by employment group and gender.


5.4 ORGANISATION AND CULTURE (PAGES 22-25 OF THE HANDBOOK)

i. Culture

Our people strategy aims to build a supportive and inclusive culture. Our participation in the SAGE pilot has been inclusive and enhanced staff awareness of gender equity.

Staff and student networks include:• Swinburne Professional Staff Network (SPSN) • Swinburne Staff Club • Student networks (including the Queer Department, Women’s Department, Indigenous Network,

Women in ICT, Women in STEM, and (Tech) Platform Female).

Other inclusiveness/diversity initiatives include Pride Day, International Women’s Day, Midsumma Festival, White Ribbon Day, Reconciliation Week, Chinese New Year, Health and Wellbeing Week, R U OK? Day, Breast Cancer Awareness Day, and Australia’s Biggest Morning Tea.

Your Voice includes workplace culture questions (Table 28). On average, 75% of faculty staff agree that ‘the culture of my work unit is positive and constructive’.

Overall, women are less positive than men that ‘my manager treats me and my colleagues fairly’. FSET women responded least favourably to ‘we have a non-blame culture in my department’.

All faculties felt that Swinburne supports inclusive culture and accepts diversity. Responses to, ‘this organisation is committed to achieving a gender diverse workforce’ increased 42pp to 97%, demonstrating significant change in perceptions. This may relate to initiatives such as establishing the FSET Gender Equity Committees, appointing four Women in STEM Fellows (all in FSET), and the FSET senior leader in 2017 being the SAGE Project Lead.

The Centre for Astrophysics and Supercomputing’s Equity & Diversity Committee won the Astronomical Society of Australia’s bronze Pleiades Award in 2014 and a silver Pleiades in 2016 for their sustained commitment to improving gender equity.

We have little data on student perceptions of culture. The results of a 2017 PhD survey are not yet available. However, focus groups of female PhD students in 2016 indicate:

• FSET students generally felt supported,• the issues women face in male-dominated environments was not well understood in some areas,• supportive professional networks, visibility of women in seminars, and hearing from women in industry

were all considered important, • FBL STEM students wanted a Women in STEMM PhD network.

Local culture Positive culture Fair treatment Non-blame culture

Cohort FSET FHAD FBL FSET FHAD FBL FSET FHAD FBL

Women (%) 85 71 67 84 82 75 65 74 75

Men (%) 79 75 78 85 85 87 84 78 76

Genderdiff.(pp) 6 -4 -11 -1 -3 -12 -19 -4 -1

Table 28 2017 Your Voice results in the faculties related to local workplace culture. The final row lists the percentage point (pp) difference in response by gender.


247 respondents to the E&I survey answered questions about experiences of inappropriate behaviour (Table 29). Respondents perceived they personally experienced inappropriate behaviours in the last 12 months; harassment (9%), bullying (12%), sexual harassment (2%) and discrimination (13%). This is a concern. Further support is required to address these behaviours and help staff in responding to/reporting inappropriate behaviours.

Table 29 redacted to maintain privacy of individuals as per ethics approval.

Ref No. Actions planned: Organisation and Culture

6.1 Implement a diversity and inclusion frameworki. Create and implement a Diversity and Inclusion (D&I) framework.ii. Establish appropriate staff training including being inclusive and valuing diversity. Focus on intersectionality;

inclusive culture, gender equity, diverse sexes, sexual orientations and gender identities, Indigenous Australians, accessibility, cultural linguistic and religious diversity, intergenerational workforces and financial inclusion.

iii. Implement a version of the Male Champions of Change in STEMM program with key leaders involved (including Executive Group) to lead change relating to D&I framework.


8.8 Run a PhD student equity and inclusion surveyi. Design, develop, implement and analyse survey data regarding PhD student equity and inclusion perceptions.ii. Identify actions to better support our students.


ii. HR policies

Policy: Bullying, harassment and discrimination are not tolerated. The HR manual and Enterprise Agreements include grievance processes and disputes and misconduct procedures.

• Staff receive training in workplace behaviours and diversity policies and procedures (Table 18). • There are no specific consequences for remaining delinquent, but data (excluding casuals) show a

high number of completions.• Managers monitor completion rates and ideally ensure staff complete their training. • This SAGE data collection is the first gender-based analysis of training completion rates.

Practice: • The E&I Survey shows that staff perceptions of practice can differ markedly. • A relatively high number of staff personally witnessed/experienced inappropriate behaviours in the

past 12 months, but there were issues around reporting and follow up. • 59% (n= 145/246) of staff felt that they “would be comfortable reporting instances” of inappropriate behaviour.• Of staff who did report, only 44% (n= 15/33) were satisfied with the actions taken.

There are consequences when formal complaints about inappropriate behaviour are upheld and substantiated. HR guides and supports employees through the grievance and disciplinary processes.

Our existing HR systems cannot quantify the time it takes to process a formal complaint. WorkCover complaints are not currently analysed against formal workplace complaint data, E&I Survey or Voice Survey relevant results.


6.3 Addressing inappropriate behavioursi. Enhance our current workplace behaviours training with additional training specifically for teams - pilot this and

offer to all disciplines and across university as appropriate. Include intersectionality lens.ii. Implement Contact Officer program across the University to assist early intervention and support (including

bystander training).


8.7 Improve reporting and analysis of inappropriate behavioursi. Develop an integrated system of complaints management, from informal local resolution to formal complaints

processes. Staff and students are in scope. Consider numbers of issues raised about sexual harassment, bullying, discrimination and harassment claims and outcomes. Correlate with Health and Safety indicators (WorkCover Claims, lost time injury frequency rates, absenteeism rates) and Voice engagement survey results (and other survey results).

ii. Leverage our “Respect now Always” student campaign for staff through online training modules and awareness campaigns.

iii. Regularly monitor and report on inappropriate behaviours to EG and Council (formal and informal complaints), and recommend actions to address the issues.


iii. Proportionofheadsofschool/faculty/departmentbygender

In 2017, 48% of all school/faculty/department heads across all employee groups were women (Figure 25). • Women were 36% of academics heads, 21% of STEMM and 50% of non-STEMM heads. • Men in STEMM are almost twice as likely to hold a head role than women (10% vs 6%). • In the female dominated professional staff areas, men are still 50% more likely to hold head roles than

women (9% v 6%).

All Faculty leadership roles have fixed terms (3-5 years). • Swinburne does not currently have a strategy for leadership rotation. • Succession plans are reviewed annually.• Our organisational workforce strategy specifies inclusiveness.

The FSET Gender Equity Committee is considering actions to improve its leadership gender balance. Its Management Advisor Committee has just 13% women academics (3/23).

Figure 25: Heads of departments by employee group and gender (1 April 2017). Heads include Faculty Executive Deans (retitled Pro Vice-Chancellors mid-2017), Faculty Associate Deans, School Deans, Centre Directors and Department Chairs. In the non-academic areas, Assistant/Associate Directors and Heads.

86% (256)

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iv. Representation of men and women on senior management committees

Over 100 active committees support Swinburne’s day-to-day activities. Fifteen ‘senior committees’, which relate to Academic Governance, were analysed (Table 30). Women represent 49% (n=72) of committee members and 27% (n=4) of committee Chairs.

Chairs are allocated according to each Committee’s Terms of Reference and are generally assigned by role. Committee workload/overload is not formally considered in workload, as most committee members are in leadership roles.

v. Representationofmenandwomenoninfluentialinstitutioncommittees

Swinburne’s 60+ ‘influential committees’ recommend Swinburne policy decisions, or feed into important national or international projects. Service on some of these committees is well regarded for academic promotion.

Analysing 12 of these committees (Table 31):• Women comprise 56% of members and 50% of chairs. • Almost half of these committee members are academic staff.• Academic women represent 21% of all committee members.

In some committees, Chairs are appointed based on the incumbent’s role.

Committee Name Composition Members Male Female % Female Chair

Council P, Externals 13 6 7 54% M

Senior Executive Group* A, P, PAVE 13 7 6 46% F

Academic Executive Group A, P 8 6 2 25% M

Research Executive Group A, P 14 10 4 29% M

Resources Committee P, External 6 2 4 67% F

Executive & Remuneration Committee A, P, External 6 4 2 33% M

Audit & Risk Committee P, External 6 2 4 67% M

Academic Senate Steering Committee A, P, PAVE 8 6 2 25% F

Academic Senate Courses Committee A, P, PAVE 16 4 12 75% M

Academic Quality and Standards Committee A, P 12 6 6 50% F

Academic Regulation and Quality Committee A, P 12 6 6 50% M

Research Policy and Quality Committee A, P 11 4 7 64% M

Faculty Executive Committee (FHAD) A, P 7 2 5 71% M

Faculty Executive Committee (FSET) A, P 8 5 3 38% M

Faculty Executive Committee (FBL) A, P 8 4 4 50% M

Table 30 Senior committees identified between October 2016 and March 2017 (* Senior EG 1/4/2017). Staff composition of members includes A = academic; P = professional; and PAVE = PAVE teaching.

6 Data collected between October 2016 and March 2017


Committee Name Composition Members Male Female % Female Chair

Learning and Teaching Committee A, P 9 4 5 56% M

Capital Investment Committee P 6 4 2 33% M

Pricing and Scholarships Committee P 6 3 3 50% M

Higher Degrees Research Executive Committee A, P 4 2 2 50% F

PAVE Academic Committee PAVE, P 32 4 28 88% F

PAVE Leadership Team Committee PAVE, P 39 15 24 62% F

Faculty Research Committee (FSET) A, P 7 5 2 29% M

Faculty Research Committee (FHAD) A, P 25 13 12 48% F

Faculty Research Committee (FBL) A, P 11 8 3 27% M

Faculty Academic Committee (FSET) A, P 20 14 6 30% M

Faculty Academic Committee (FHAD) A, P 12 2 10 83% F

Faculty Academic Committee (FBL) A, P 26 12 14 54% F

Table 31 Influential institution committees identified between October 2016 and March 2017. Staff composition of members includes A = academic; P = professional; and PAVE = PAVE teaching.

vi. Committee workload

Swinburne encourages female representation and recognises the need for diversity of thinking on senior and influential committees. There is, however, no formal reporting of the gender composition of committees, and senior leaders are expected to participate on a range of committees.

Some influential committees have a specific workload allocation (e.g. Faculty Academic Committees), but most committee workload is covered within the 50 hours general service allocation in the Academic Workload Model.

Focus groups suggested women undertake more committee work (relative to their representation) than men in order for there to be reasonable gender representation on committees in male-dominated departments.


viii. Academic Workload Model (AWM)

Swinburne’s single academic workload model (AWM) prescribes the allocated hours for teaching, research, and leadership & service.

• All staff have 10% of their workload unallocated.• In 2017, 50 additional hours of general service was allocated for meetings and committee work.

Workload by gender across academic levels (Figure 26) shows: • women at level C and above have disproportionately larger leadership & service allocation than men.• men have higher teaching allocations at levels B and above, and slightly higher research allocations

across almost all levels.

The gender differences at each level are stronger in non-STEMM (Figure 27) • Level A STEMM staff are predominately researchers (postdocs).• Level A non-STEMM staff split their time between research and teaching. • Across all levels, STEMM academics have more research time than non-STEMM staff. • Men have more research and teaching.• Women have more leadership & service.• This likely advantages men. • Women are well represented on decision-making committees (Tables 30, 31), but less well represented

in leadership roles (Figure 25), particularly STEMM.

The E&I survey asked about workload allocation: • 78% of respondents felt that their manager “tried to be fair and reasonable”. • 64% think “service is allocated fairly”.• 54% of respondents feel that tasks “are not well accounted for by official workload hours”. • Some felt career development time is inadequately allocated.

vii. Institutional policies, practices and procedures

Our current policy suite was reviewed in 2016. Gender-specific language changed to ‘they/their’ pronouns and replaced ‘sex’ with ‘gender’ to reflect the non-binary aspects of gender identity. A review of all other non-HR policies is planned to remove binary gendered language.

Practices and procedures are developed at the local level. While policy owners approve any policy changes, there is no formal process for reviewing procedures.


8.6 Update organisation policies incorporating inclusion and diversityi. Review and update all policies (P&C, Finance, Payroll, Integrity, Risk etc) to ensure an intersectional approach. ii. Implement a biennial policy review and benchmark our policies against appropriate organisations; update

where necessary.iii. Explicitly include detailed references to transgender and gender diverse staff in policies to include and educate all.


6.4 Adopt gender neutral course contenti. Create guidance (tools/resources) and professional development program to upskill and enable gender-neutral

course content preparation by Swinburne staff (building on existing gender neutral language pilot that is underway in the Engineering Practice Academy).

ii. Update content in HR compliance module titled ‘Working Together’ to adopt gender-neutral language and how it is applied in our teaching practices.

iii. Assess implementation of gender-neutral course content, in Education and Quality Services (EQS) assessment of units.


Figure 26: Academic workload allocation for staff by classification and gender (2016)

Research hours

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Figure 27: Academic workload allocation for staff by classification and gender in STEMM/non-STEMM (2016)

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Non-STEMM 2315 20 54 60 31 37 12 20 11

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42% 40% 26% 30% 42% 41% 48%52%

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ix. Timing of institution meetings and social gatherings

Asked whether “meetings and events are deliberately scheduled to be within family friendly hours” in the E&I survey, 61% responded positively, with no significant gender or STEMM/non-STEMM differences.

However, focus groups and interviews revealed that some managers are unwilling to change meeting times for extenuating circumstances. Some cited their busy calendars as reasons why meetings need to start early/end late.

Some staff felt reasonable requests for family-friendly hours were not being accommodated, either departmentally or from central timetabling. The perception is that some departments allowed flexibility while others allocated teaching load with little staff discussion.

x. Visibility of role models

Our Vice-Chancellor’s messages highlight that diversity and inclusion are a part of our DNA and are role modeled in the events in which the Senior Executive Group participates. Presenters at Senior Leaders’ events are selected to ensure gender diversity.

A respect and inclusion communications framework has been developed to reflect our commitment to a culture of respect, valuing diversity and inclusion.

Throughout 2017, we raised the profile of women in STEMM. All our student communications included women. Our ‘Venture’ magazine featured a women in STEMM edition, and continues to focus on diversity.

Demographic data are not routinely collected on event speakers and chairs. Some STEMM areas are acutely aware of gender imbalances and actively report on gender statistics. For example:

• The Centre for Astrophysics and Supercomputing’s Equity & Diversity Committee aims to increase women presenters at their weekly seminars. Since 2015, women presenters have risen from 10% to 30%.

• The Department of Physics & Astronomy’s public lecture series requires gender parity in its invited speakers. In the past 2 years women comprised 45% of their speakers.

• FSET achieved its target of at least relative gender representation in its STEMM Blitz series in 2017 (from 23% to 30% women speakers).

• FSET does not co-fund workshops or conferences that do not actively consider the gender of their invited speakers and chairs.

Ref No. Actions planned: Flexibility and Workload

5.4 Support equitable academic workload allocationi. Undertake a detailed investigation into the reasons for gender disparities in the academic workload model

(AWM) and make recommendations to ensure no barriers to career progression for women occur, as a result of AWM allocation.

Keyfindings• Senior academic women have higher leadership and service allocations; men systematically have

slightly higher research allocations. These trends are strongest at levels D and E in both STEMM and non-STEMM areas.

• While women are well-represented on decision-making committees, they contribute more to influential rather than senior committees.

• Men outnumber women in leadership roles, particularly in STEMM.


xi. Outreach activities

Swinburne’s wide range of outreach and engagement activities include 3 in-house outreach programs for secondary and primary students (KIOSC, AstroTour, PrimeSci!); STEMM enrichment programs with external STEMM partners; and one-off events (e.g., during National Science Week).

These activities have diversity of presenters and role model women in STEMM. Staff participation is generally voluntary and, depending on the event, is discipline-specific.

In 2017, we audited the gender of presenters (Table 32), indicating reasonable gender balance (52% F; 48% M). Given the gender imbalance of our STEMM academic workforce, this suggests women are participating at higher rates than men.

Workload allocation for outreach and engagement activities are generally covered in the 50 hours of general service time allocated to academic staff. Some staff are assigned or request outreach coordination roles as part of their leadership and service allocation.

Outreach Program Purpose Guides % Female

BrainSTEM Innovation ChallengeSTEM challenge lead by academic mentor aimed to increase STEM engagement by secondary students

21 mentors 24%

In2ScienceMentoring program designed to increase secondary student engagement in STEM

55 mentors 44%

Conoco Phillips Science Experience Extending year 9 and 10 students' interested in Science 11 staff13 volunteers

64%69%

AstroToursSupporting astronomy and astrophysics curriculum (years 3 to 12) with 3D flights through the universe

75 guides 53%

Table 32 Sample of outreach events run in 2017 and gender of guides.


6.2 Foster role model visibilityi. Monitor the gender identity of seminar and colloquia speakers in schools and departments across Swinburne and

report annually.ii. Implement Jenny Martin’s “rules of organising a gender balanced conference”. Create and implement gender balance

checklist for conference organisers.iii. Implement the Panel Pledge for all Swinburne funded and hosted conferences and events. Swinburne staff to take

the panel pledge also.

Focus groups indicate mentors and role models are particularly important for women in STEMM. • However, only 60% of E&I survey respondents felt that “my working environment has people of all genders

as visible role models” and,• Women were less likely than men to agree with this statement.• Women consistently perceive less equality of treatment in sourcing in-house presenters.


xii. Leadership

Senior EG support SAGE through attendance and participation in SAGE events.

• At least one Senior EG member was present at each. • Four Senior EG members have been members of SAT. • Four progress reports were presented to Senior EG. • Gender targets will form part of their KPIs and they welcome this approach.

The University committed new roles of Project Manager (P&C Organisational Development) and Reporting and Business Analysts (from HR and Operations respectively) to the SAGE team. Financial support covers costs of data gathering and analysis (Table 33). Senior EG members also sponsored early university-funded SAGE-related actions*, devoting approximately 227 hours support.

No. SAGE Expenditure Cost (approximate)

1 Salaries (Project Manager, Data Analysts) redacted

2 Events* $4,545

3 Data gathering/Analysis $18,208

4 Academic Carer’s Financial Assistance Scheme $10,000

5 Other employee time (SAGE Network) (10 days average) $5,769

6 4 Vice-Chancellor’s Women in STEM Fellowships* $666,800

7 School holiday program $25,000

8 Parents’ feeding rooms (EN, WA, SPW, LL buildings)* $16,320

9 Unisex bathrooms* $5,000

Total redacted

Table 33 Summary of SAGE investment to date (2015-2017). *Senior EG sponsored early university-funded SAGE-related actions.

Ref No. Actions planned: Facilities

10.1 Maintain and increase numbers of Parent feeding roomsi. Increase the number of parents feeding rooms across our 3 campuses with the aim of having at least one room for

4 neighbouring buildings.ii. Adequately advertise availability of these facilities to all staff, students and visitors.

10.2 Maintain gender-neutral bathroomsi. Ensure gender-neutral facilities are marked on campus maps and searchable on the Swinburne Intranet.ii. Ensure that every new building and building refurbishment contains at least 1 gender-neutral bathroom facility.

Ref No. Actions planned: Systems, Policy, Data, Framework

8.5 Establish a University-wide inclusion and diversity leadership group (IDLG)i. Establish an Inclusion and Diversity Leadership Group (IDLG) to oversee delivery of the Inclusion and

Diversity. IDLG will comprise the Diversity Manager, at least one EG member and representative voices from each of the diversity portfolios; and will report framework progress to EG every 6 months.

ii. Establish governance framework which embraces SAGE, SWAN, Multicultural Charter, RAP, and implement reporting mechanisms and requirements.


6. SUPPORTING TRANSGENDER PEOPLE Recommended word count: 500 words Actual word count: 544 words


i. Current policy and practice

Swinburne’s key policies and strategic documents reference the inclusion of non-binary staff and students:• 2025 Strategy identifies sustainability, inclusivity, diversity as key pillars for success.• People Strategy 2018–2020 recognises that diversity of sex, gender identity and gender expression in a

diverse workforce increases team effectiveness, and the capacity for innovation.• The Pride@Swinburne Strategic Action Plan (PSAP) draft, which incorporate a ‘Safe Zone’; our ally network

of visible advocates; education initiatives to build knowledge and understanding; external engagement with Transgender Victoria and Pride in Diversity; best practice to support our LGBTIQ people.

All new staff complete training about harassment, bullying, vilification and discrimination, which specifically identifies gender expression and identity as protected attributes. No references in policy are currently made to define what it means to be transgender or gender diverse, or the challenges faced by identified people.

Current practices that support transgender inclusion:• promotion of Pride week events include transgender issues. • 2017 seminar on ‘Supporting Transgender and Gender Diverse people’ 30 staff/students attended.• Ally program supporting staff/students who identify as LGBTI+.• Conversion of seven unisex bathrooms across 3 campuses during 2016-2017.

ii. Review

A Diversity and Inclusion strategy and PSAP will demonstrate our support for transgender people, and enable a review of our performance against this plan.

E&I survey results indicate a perception that our workplace is not “welcoming of people who do not identify as male or female” (41%, n= 103). 43% of respondents indicated that they neither agreed nor disagreed with this item, reinforcing the need for action to support people who do not identify as male or female. We had less than 10 people respond to the E&I survey who identified they were gender diverse or transgender; this restricts our ability to draw statistically significant conclusions and given our ethics commitment to report on 10 or more aggregate scores.

Students who experience discrimination as a transgender person are encouraged to raise issues via the Safer Communities team, who investigate and liaise with the student complaints team. Separate complaints procedures apply to staff who experience discrimination, bullying and/or harassment.

No formal mechanisms currently measure or monitor experiences of transgender staff and students. Support guidelines are in development. We will continue to use E&I and Your Voice surveys to understand experiences and perceptions of transgender and gender diverse staff, and take appropriate action.

8 To be launched by September 2018, during PRIDE week


We have added non-binary gender identifiers in our recruitment process to identify whether we are attracting and recruiting people of all genders, including people who are intersex, gender diverse or transgender. Currently we have insufficient data to draw any conclusions to generate recruitment actions. Collecting quantitative and qualitative perspectives will allow us to refine our approach to supporting transgender and gender diverse people.

iii. Further work

Implementing the PSAP is essential to improve policies, practices and support of transgender staff and students. Key priorities over the next 12-18 months include several actions in our SAGE action plan. Options we are considering to support transgender people include:

• Streamlining name changing processes, ensuring a ‘preferred name’ option is used in formal documents/communications wherever possible.

• Exploring leave options to enable transgender employees to affirm their gender without exhausting annual leave entitlements.

• Increased consultation with people who identify as transgender or gender diverse to understand their lived experiences, needs, and what we can do to remove barriers, enabling success.

Ref No. Actions planned: Embracing Intersectionality

9.1 Support transgender people in transitioni. Develop stakeholder specific education, awareness and guidelines to enable IT, payroll, facilities and other relevant

stakeholders to efficiently execute processes that support transgender employees. This is to include a clear policy identifying steps required to support transgender people (staff, students and external partners), those considering gender affirmation, are in the process of transitioning, and are post-transition.

9.2 Raise awareness of transgender issuesi. Raise overall staff awareness of transgender issues and inclusion through:• Updating our Bullying and Harassment policy and related training programs to include relevant statements about

discrimination against transgender and gender diverse people, including explicit inclusion of mis-gendering as a form of inappropriate behaviour.

• Developing education tools to increase awareness and competence across the university about the needs of transgender staff and students.

9.3 Support for transgender and gender diverse peoplei. Develop clear support processes and contacts so that transgender and gender diverse people can easily connect

with and obtain face-to-face confidential support. This will include:• A dedicated intranet presence that contains guidelines, procedures and relevant information for employees and

managers of transgender staff.• Trained contact people who can support staff through gender affirmation and associated processes.

10.2 Gender-neutral restroomsi. Ensure gender-neutra facilities are marked on campus maps and searchable on the Swinburne Intranet.ii. Ensure that every new building and building refurbishment contains at least 1 gender-neutral restroom.



Diversity contributes to high performing innovative teams. Individuals may identify with several diversity indicators, providing potential for multiple layers of discrimination and disadvantage. Intersectionality is considered in several ways within our existing policies/procedures, including:

• Recruitment and Selection: recognises the importance of equitable consideration of gender, disability, nationality, reasonable adjustment requirements and cultural background. An opportunity to enhance these procedures is to identify all diversity groups..

• Employment conditions and benefits: acknowledges need for flexible work options without any eligibility discrimination; including leave provisions for religious, cultural and ceremonial purposes for all staff; leave provisions for repatriation, domestic violence, carer’s responsibilities, parental, adoption and foster carer needs. An opportunity exists to extend definitions beyond binary gender.

• People, Culture and Integrity Policy: articulates behavioural expectations of staff, specifically identifying diversity and inclusion as core to these behaviours. Includes specific section on equal opportunity, diversity and merit, stating “the University celebrates and respects the strength that difference creates. We respect and celebrate the diversity of our people and recognise that success comes from incorporating a wide variety of approaches and perspectives.”

We have senior leader representation at key inclusion events and Senior EG committed to diversity and inclusion. Diversity is a KPI for this group: aiming for 50% female representation in senior leadership roles by 2020.

ii. Review

The Diversity and Inclusion framework (in draft) builds on existing action plans and university commitments to diversity and intersectionality. Critical to measuring success will be our ability to accurately report on and analyse demographic data to reveal different experiences of Swinburne based on diversity indicators. Through a combination of benchmarking across the higher education sector and industry, and more intimate knowledge of the lived experience of our people, targeted and relevant actions can be implemented to remove barriers and enable people to succeed.

Embedding intersectionality targets into core strategic documents, and committing to monitoring the impact of our initiatives, will enable us to ensure communications, procedures, processes and training recognise diverse needs. Inclusion of intersectionality data is a priority in the short-term, followed by setting targets and initiatives to mitigate intersectional disadvantage. Proactive mentoring of staff and efforts to understand issues will assist to find appropriate mitigations and support.

7. INTERSECTIONALITY Recommended word count: 500 words Actual word count: 514 words



iii. Further work

Implementing our Inclusion and Diversity framework is needed to address intersectional issues in STEMM and beyond. Our primary focus is on increasing the quality and availability of data about our people to enable benchmarking against Diversity Council of Australia, Australian Bureau of Statistics and United Nations diversity indicators. Understanding the lived experience of our people will enable us to create intersectional appropriate interventions. We will also monitor whether actions designed to increase women in STEMM have inadvertently negative outcomes.

Identifying tangible actions to increase intersectional awareness and responsiveness requires further engagement with employees to identify emerging issues, or those exacerbated due to intersectionality. This research will include a ‘Swinburne census’ and further demographics in Your Voice survey to identify intersectional issues. Greater ability to identify intersectional disadvantage will be actioned through our current data improvement project, enabling diversity indicator reporting, including intersectionality such as, culturally diverse women in STEMM, or in leadership positions.

Ref No. Actions planned: Systems, Policy, Data, Framework

8.3 Incorporate diversity identifiers in our systemsi. Use fields in current HR systems to collect data that staff which to share and improve data metrics and reporting

capabilities on all aspects of diversity and inclusion.ii. Embed demographic fields from Diversity and Inclusion framework to collect, analyse and report on staff diversity.iii. Conduct a staff census asking them to self-select diversity identifiers.iv. Update the gender equality strategic action and maintain KPIs on equal gender representation in senior leadership

positions by 2020, with a specific target of 30% (from 21%) female representation in STEMM leadership.v. Profile a variety of gender identities as STEMM role models to encourage and embrace diversity.

8.5 Establish a University-wide diversity and inclusion leadership groupi. Establish an Inclusion and Diversity Leadership Group (IDLG) to oversee delivery of the Inclusion and Diversity. IDLG

will comprise the Diversity Manager, at least one EG member and representative voices from each of the diversity portfolios; and will report framework progress to EG every 6 months.

ii. Establish governance framework which embraces SAGE, SWAN, Multicultural Charter, RAP, and implement reporting mechanisms and requirements.



8. INDIGENOUS AUSTRALIANS Recommended word count: 500 words Actual word count: 504 words



Our Indigenous strategies are derived from Swinburne’s primary Indigenous policy, our Reconciliation Action Plan (RAP). Our 2017-2019 Elevate RAP was developed after significant consultations with Aboriginal and Torres Strait Islander peoples, communities and organisations. RAP actions for Indigenous Australians include:

• embedding reconciliation into management and governance structure of the university; • ensuring University culture values Indigenous peoples and cultures; • increasing recruitment and retention of Indigenous staff; • growing Indigenous student enrolments, retentions and completions; • engaging with Indigenous peoples, communities, organisations; • developing Indigenous knowledge, curriculums, pedagogies into our teaching & learning; and • strengthening Indigenous research knowledge.

Our RAP has been endorsed by Reconciliation Australia at their highest level, Elevate. Less than 3% of organisations with RAPs have an Elevate status and Swinburne is the first Australian university to attain this level. It means we have embedded reconciliation in core business practices and decision-making at the highest level. The RAP has 80 targets across seven interrelated themes of governance and leadership, culture, Aboriginal and Torres Strait Islander staff and students, engagement, teaching & learning, and research.

Targets within our Indigenous Research Strategy, Employment Strategy and Teaching & Learning Strategy include:

• Increasing low numbers of staff (11 Indigenous staff and none in STEMM) employing Indigenous staff (academic and professional) in all Faculties and all Executive portfolios, with employment KPIs for all Senior Executive members.

• Increasing low numbers of students (currently 544) in all areas, including higher education, vocational and online education.

• Ensuring all students are exposed to Indigenous Studies through an on-line module to be delivered to all HE students and implementation of relevant content across all VE programs.

ii. Review

Targets identified in the RAP are monitored and reported in accordance with RAP reporting model. The RAP and Indigenous Strategies are overseen by the RAP Steering Group led by Executive Director, Reconciliation Strategy and Leadership.


iii. Further work

The gender balance of our Indigenous staff is at near parity (5:6 M:F). To increase numbers of Indigenous staff of all genders across the university, we need to implement targets, actions and strategies of the RAP and the Indigenous Strategies.

We acknowledge that STEMM needs dedicated effort. Any scholarship, fellowship or position that targets women in STEMM must ensure that it considers the cultural needs of Indigenous Australian women, and will actively seek applications from diverse candidates, including Indigenous women.

Additionally, actions identified in earlier sections of this application need to consider cultural appropriateness. For example, the cultural appropriateness of providers selected to deliver childcare and school holiday programs will be critical to ensuring programs are equally beneficial to Indigenous Australian staff/students. Likewise, mentoring programs must be assessed for cultural appropriateness and relevance, both in terms of the program itself and any mentor assigned.

Embedding cultural considerations into all university recruitment and development activities will contribute to achieving the ambitious targets committed to in the RAP, and increase the diversity of women in STEMM. We will work to understand the unique gender needs of Indigenous people through increased consultation. This will enable practical actions identifying what we can do to remove barriers and enable success.

Ref No. Actions planned: Embracing Intersectionality

9.5 Support recruitment, retention and advancement of Indigenous Australiansi. Implement all ELEVATE RAP 2017-2019, targets and initiatives Including:• Implement the Indigenous Employment Strategy• Organise a gender sensitive elders in residence programImplement individualised professional development for all current Aboriginal and/or Torres Strait islander employees, including provision of funding equivalent to 20% of the employee’s base salary.

9.6 Increase numbers of Aboriginal and Torres Strait Islanders completing our STEMM degreesi. Implement and enhance support for current students to maximise their chance of successfully completing

qualifications.ii. Identify high potential Aboriginal and Torres Strait Islander students completing certificate and/or diploma level

qualifications and actively encourage them to upgrade to degrees and postgraduate qualifications.iii. Include a specific focus on STEMM in our current Aboriginal and Torres Strait Islander student recruitment strategyiv. Explore feasibility of Aboriginal and Torres Strait Islander student scholarships in STEMM.

9.7 Ensure cultural appropriateness of all programs and interventions aimed at increasing women in STEMMi Explore and define needs of Aboriginal and Torres Strait Islander women and build these requirements into women only roles in STEMM.

ii. Apply a cultural lens to all professional development, mentoring or advancement opportunities to actively encourage Aboriginal and Torres Strait Islander women to apply.

9.8 Ensure cultural appropriateness is considered when offering employee benefitsi. Consult with appropriate people regarding cultural requirements (e.g., people from culturally and linguistically

diverse backgrounds and Indigenous Australians) when considering employee benefits.ii. Ensure any partners engaged by Swinburne are aware of and trained in Aboriginal and Torres Strait Islander services.


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

9. FURTHER INFORMATION OF THE INSTITUTION Recommended word count: 500 words Actual word count: 0 words


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icat

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orkinggroup

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ere

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plan

ack

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d pl

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conn

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our

202

5 St

rate

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eopl

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d Cu

lture

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ateg

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18-2

020,

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qual

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in d

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wel

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our

ELEV

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RAP,

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ac

tiviti

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ivers

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clusio

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mew

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raft)

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Vice

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ncel

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G a

nd S

AT h

ave

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rsed

the

actio

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an a

nd co

mm

it to

impl

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the

actio

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nd r

evisi

ng/c

onte

xtua

lisin

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ctio

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s ap

prop

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th

roug

hout

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upd

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will

be a

vaila

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to S

enio

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an

d on

the

SAG

E @

Swin

burn

e in

tran

et s

ite. T

he a

im is

that

as

one

orga

nisa

tion,

w

e ac

tivel

y su

ppor

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adv

ance

men

t of w

omen

in S

TEM

M a

nd c

ontin

ue to

bui

ld

inclu

sive

and

equi

tabl

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lture

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inbu

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lan

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e ac

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plan

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ivid

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to 1

1 th

emes

tha

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orki

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ac

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late

d to

the

SAG

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plic

atio

n se

ctio

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hese

are

:

1 Re

crui

tmen

t and

On-

boar

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; 2

Acad

emic

Prom

otio

n;

3 Ca

reer

Sup

port

; 4

Man

agin

g Ca

reer

Bre

aks,

Child

care

and

Car

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Supp

ort;

5 Fl

exib

ility

and

Wor

kloa

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6 O

rgan

isatio

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d Cu

lture

; 7

Man

ager

Tra

inin

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8 Sy

stem

s, da

ta, p

olic

y, re

port

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gov

erna

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fram

ewor

ks;

9 Fa

ciliti

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10 E

mbr

acin

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ters

ectio

nalit

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nd

11 M

onito

ring

and

Eval

uatio

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Hig

hest

prio

rity

actio

ns a

re m

arke

d **

*

Athe

na S

WAN

SAGE

Act

ion

Plan

201

8-20

21


GLOSSARY OF TERMS

Acronym DefinitionVC Vice-ChancellorDVC R&D Deputy Vice-Chancellor Research and DevelopmentDVC A Deputy Vice-Chancellor AcademicPVC FSET Pro-Vice Chancellor Faculty of Science, Engineering and TechnologyPVC FHAD Pro-Vice Chancellor Faculty of Health, Arts and DesignPVC FBL Pro-Vice Chancellor Faculty of Business and LawVP Students Vice-President StudentsCOO Chief Operations OfficerVP P&C Vice President People and CultureCFO Chief Finance OfficerVP E Vice President EngagementDVC PAVE Deputy Vice-Chancellor Pathways and Vocational Education DVC Sarawak Deputy Vice-Chancellor, Sarawak Campus

79 A

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a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

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ctio

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ram

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spon

sibl

eSuccessCrite

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/orO

utcome

Star

tEn

dTH

EME

1. R

ecru

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t and

Onb

oard

ing

1.1

Low

er th

an n

atio

nal

aver

age

prop

ortio

n

of w

omen

in S

TEM

M

at S

win

burn

e -

espe

cial

ly in

Sch

ool o

f En

gine

erin

g &

Sch

ool

of S

oftw

are

&

Elec

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ngin

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and

Engi

neer

ing

an

d Te

chno

logy

ar

eas

of P

AVE.

Off

er w

omen

-onl

y po

siti

ons

in S

TEM

M

i. Con

tinue

Wom

en in

STE

MM

Fel

low

ship

s:

appo

int a

t lea

st 4

mor

e ov

er 4

yea

r pla

n,

subj

ect t

o fu

ndin

g.**

*

ii. Im

plem

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empo

rary

wom

en-o

nly

posi

tions

for

stan

dard

Res

earc

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Tea

chin

g ac

adem

ic ST

EMM

ro

les

as th

ey b

ecom

e av

aila

ble

in S

TEM

M. *

**

iii. Im

plem

ent t

empo

rary

wom

en-o

nly

PAVE

te

achi

ng ro

les

as th

ey b

ecom

e av

aila

ble

min

imum

4 o

ver 4

-yea

r pla

n.**

*

iv. E

xpan

d ex

istin

g w

omen

in S

TEM

M m

ento

ring

an

d ne

twor

king

pro

gram

s to

supp

ort t

he

rete

ntio

n an

d ad

vanc

emen

t of a

ll wom

en in

ST

EMM

at S

win

burn

e.

JULY

2018

DEC

2021

DVC

R&

D (i

)PV

C FS

ET (i

, ii)

PVC

FHAD

(i, ii

)PV

C FB

L (i,

ii)D

VC P

AVE

(iii)

DVC

A (i

i)VP

P&

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)

• At

leas

t 4 W

omen

in S

TEM

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llow

s ap

poin

ted.

•

Wom

en-o

nly

posi

tions

app

oint

ed a

nd o

ur S

TEM

M g

ende

r ra

tio e

xcee

ds n

atio

nal a

vera

ge.

• N

etw

ork

of s

uppo

rt e

stab

lishe

d.•

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artm

ents

wel

com

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d su

ppor

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en-o

nly

appo

intm

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, dem

onst

rate

d by

incr

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Your

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ende

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resu

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6% to

90%

ov

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l, and

spe

cific

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grea

ter t

han

90%

in

all 3

facu

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).•

Achi

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ST

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with

in S

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.

1.2

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and

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tal n

umbe

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le

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Appl

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gend

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i. Est

ablis

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nder

KPI

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le

ader

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and

STE

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**

ii. U

se g

ende

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to re

port

and

eva

luat

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is ag

ains

t gen

der s

tatis

tics

with

KPI

s fo

r EG

. ***

iii. A

nnua

lly re

port

and

mon

itor a

gain

st b

road

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gend

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quity

sco

reca

rd, s

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ly in

re

crui

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iv. M

onito

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rt g

ende

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omin

ated

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ires

annu

ally

and

appl

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of

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str

ateg

ies

in th

ese

proc

esse

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20

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(i, iii,

iv)

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otice

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sing

of g

ende

r gap

in g

ende

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ios.

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crea

sed

prop

ortio

n of

wom

en h

ired

in

STEM

M p

ositi

ons.

• 5%

impr

ovem

ent i

n re

spon

ses

to re

crui

tmen

t fai

rnes

s (6

5% to

70%

) que

stio

ns in

You

r Voi

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urve

y.•

Incr

ease

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r Voi

ce g

ende

r equ

ality

resu

lts fr

om 8

6% to

90

% s

atis

fact

ion.

• In

crea

se Y

our V

oice

recr

uitm

ent r

esul

ts b

y 3%

.•

Incr

ease

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ity &

Incl

usio

n re

crui

tmen

t res

ults

from

79

% to

85%

.•

Anal

ysed

E&

I sur

vey

resu

lts a

nd a

sses

sed

prog

ress

ba

sed

on a

ctio

ns ta

ken

since

last

sur

vey.

• In

crea

se Y

our V

oice

recr

uitm

ent r

esul

ts b

y 3%

.•

Incr

ease

Equ

ity &

Incl

usio

n re

crui

tmen

t res

ults

from

79

% to

85%

.•

Anal

ysed

E&

I sur

vey

resu

lts a

nd a

sses

sed

prog

ress

ba

sed

on a

ctio

ns ta

ken

since

last

sur

vey.

80 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

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mef

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spon

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riaand

/orO

utcome

Star

tEn

dTH

EME

1. R

ecru

itmen

t and

Onb

oard

ing

1.3

Key

care

er tr

ansi

tion

poin

ts n

eed

deep

er

anal

ysis

. Th

ese

incl

ude

STEM

M fi

xed-

term

to o

n-go

ing

posi

tions

, lect

urer

to

sen

ior l

ectu

rer a

nd to

pr

ofes

soria

te p

ositi

ons.

Inve

stig

ate

key

care

er tr

ansi

tion

poi

nts

i. Ana

lyse

key

tran

sitio

n po

ints

from

STE

MM

fixe

d te

rm to

ong

oing

pos

ition

s, an

d ac

ross

the

acad

emic

clas

sific

atio

n le

vels

and

deve

lop

actio

ns

to m

itiga

te b

arrie

rs fo

r wom

en’s

adva

ncem

ent.

MAR

CH20

19O

CT20

19VP

P&

C(i)

PVC

FHAD

(i)

PVC

FBL

(i)PV

C FS

ET (i

)

• An

alys

is co

mpl

eted

and

act

ions

des

igne

d.

1.4

The

curr

ent f

ragm

ente

d re

crui

tmen

t pro

cess

&

lack

of h

iring

man

ager

ac

coun

tabi

lity

pote

ntia

lly

disa

dvan

tage

s w

omen

.

Blin

d re

crui

tmen

t can

cr

eate

a m

ore

‘leve

l pl

ayin

g fie

ld’ fo

r wom

en

and

ethn

ic m

inor

ities

w

ho m

ay o

ther

wise

be

over

look

ed b

y se

lect

ion

pane

ls.

Div

ersi

ficat

ion

of o

ur

appl

ican

t poo

l will

resu

lt in

gre

ater

div

ersi

ty o

f our

te

ams

and

will

prom

ote

us a

s an

incl

usiv

e em

ploy

er to

cur

rent

and

pr

ospe

ctiv

e em

ploy

ees.

Dev

elop

a c

ompr

ehen

sive

end

-to-

end

recr

uitm

ent p

roce

ss to

sup

port

gen

der

equi

ty a

nd d

iver

sity

in S

TEM

M

i. Sup

port

facu

lties

in a

ll rec

ruitm

ent p

roce

sses

ac

ross

all c

ontr

act t

ypes

(cas

ual, fi

xed

term

, on

goin

g).

ii. Im

plem

ent t

rain

ing

for a

ll rec

ruitm

ent p

anel

m

embe

rs to

miti

gate

unc

onsc

ious

bia

s, an

d em

bed

stra

tegi

es in

to a

ll rec

ruitm

ent p

roce

sses

.

iii. M

onito

r and

repo

rt o

n ge

nder

ratio

s th

roug

hout

th

e re

crui

tmen

t pro

cess

.

iv. T

rial b

lind

recr

uitm

ent p

roce

ss in

STE

MM

are

as,

and

eval

uate

and

repo

rt o

n su

cces

s.

v. Ac

tivel

y se

ek a

nd b

uild

an

exte

rnal

tale

nt p

ool o

f di

vers

e w

omen

in S

TEM

M in

clud

ing:

• Ab

orig

inal

and

Tor

res

Stra

it Is

land

er ta

lent

.•

Peop

le li

ving

with

dis

abilit

y ta

lent

.

vi. E

xpan

d ad

vert

ising

of v

acan

cies

to p

eak

bodi

es

and

othe

r net

wor

ks (e

.g. P

ride

in D

iver

sity

, EA

Wom

en in

Eng

inee

ring)

.

JULY

20

18JU

LY

2019

VP P

&C

(i-vi

)•

Iden

tifica

tion

of b

asel

ine

of p

ropo

rtio

n of

app

lican

ts,

shor

tlist

and

offe

rs.

• Im

prov

emen

t of a

pplic

ant a

nd s

hort

list g

ende

r rat

ios

in

STEM

M.

• Yo

ur V

oice

sur

vey

recr

uitm

ent r

esul

ts in

crea

sed.

• Yo

ur V

oice

sur

vey

dive

rsity

and

incl

usio

n re

sults

incr

ease

d.•

Equi

ty &

Incl

usio

n re

crui

tmen

t fai

rnes

s re

sults

incr

ease

d fro

m 7

3% to

76%

.•

Incr

ease

d ap

plic

atio

n ra

te o

f em

ploy

ees

from

div

erse

ba

ckgr

ound

s ta

rget

ing:

1.1%

for A

borig

inal

and

Tor

res

Stra

it Is

land

er s

taff;

9.7

6% fo

r peo

ple

livin

g w

ith d

isab

ility;

an

d 30

% w

omen

in S

TEM

M.

81 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

1. R

ecru

itmen

t and

Onb

oard

ing

1.5

Focu

s gr

oups

hig

hlig

ht

succ

ess

of S

WAN

ne

twor

king

pro

gram

.H

owev

er n

ot a

ll new

st

arte

rs k

now

the

prog

ram

.

Onl

y 50

% s

taff

new

sta

ff re

ceiv

e lo

cal in

duct

ion.

Revi

ew a

nd im

prov

e vi

sibi

lity

and

cont

ent o

f U

nive

rsit

y-w

ide

and

loca

l on-

boar

ding

pr

oces

ses

i. Tra

in m

anag

ers

in o

n-bo

ardi

ng s

taff

to e

ffect

ivel

y in

duct

new

sta

ff an

d pr

ovid

e re

leva

nt in

form

atio

n to

sup

port

car

eer d

evel

opm

ent.

ii. Im

plem

ent b

uddy

sys

tem

- al

l new

sta

rter

s as

signe

d a

budd

y du

ring

indu

ctio

n pr

oces

s.

iii. O

ffer m

ento

r for

STE

MM

wom

en in

fixe

d te

rm &

on

goin

g ac

adem

ic an

d te

chni

cal s

uppo

rt

posi

tions

.***

JULY

20

18D

EC

2019

VP P

&C

(ii, ii

, iii)

• In

crea

se in

new

sta

rter

s re

ceiv

ing

loca

l indu

ctio

n an

d sa

tisfa

ctio

n w

ith lo

cal in

duct

ion

proc

ess

(from

79%

an

d 77

% re

spec

tivel

y, to

85%

in th

e Eq

uity

and

Incl

usio

n

surv

ey (b

y D

ec 2

021)

).•

All n

ew s

tart

ers

assig

ned

budd

y fro

m Ju

ly 20

19.

• Al

l aca

dem

ic an

d te

chni

cal s

uppo

rt S

TEM

M w

omen

. off

ered

to p

artic

ipat

e in

the

men

tor p

rogr

am b

y Ju

ly 20

19.

1.6

Our

ses

siona

l re

crui

tmen

t pro

cess

es

vary

. Con

siste

ncy

is

requ

ired

to g

et th

e be

st

outc

omes

for s

taff

and

stud

ents

and

ens

ure

dive

rsity

of s

taff.

Inve

stig

ate

and

supp

ort s

essi

onal

en

gage

men

t

i. Doc

umen

t and

revi

ew c

urre

nt s

tate

in s

elec

ted

area

(sys

tem

s, pr

oces

ses)

for e

ngag

emen

t of

sess

iona

l wor

kfor

ce a

nd d

evel

op

reco

mm

enda

tions

for c

onsid

erat

ion.

ii. Im

plem

ent r

ecom

men

datio

ns in

sel

ecte

d ar

ea

and

revi

ew p

ost-i

mpl

emen

tatio

n. P

roje

ct s

cope

in

clud

es re

crui

tmen

t; on

-boa

rdin

g, tr

aini

ng &

de

velo

pmen

t.

iii. U

se 2

017

sess

iona

l coh

ort a

s ba

selin

e fo

r di

vers

ity d

emog

raph

ics.

DEC

20

17D

EC

2021

PVC

FBL

(i, ii,

iii)PV

C FH

AD (i

i, iii)

PVC

FSET

(ii, i

ii)D

VC A

(i, ii

, iii)

VP P

&C

(i, ii,

iii)

• Re

com

men

datio

ns im

plem

ente

d ac

ross

all a

reas

.•

Gre

ater

div

ersi

ty in

ses

siona

l sta

ff.

82 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

2: A

cade

mic

Pro

mot

ion

2.1

Nee

d to

mai

ntai

n fu

ll su

ppor

t of w

omen

th

roug

h ac

adem

ic

prom

otio

n pr

oces

s.

Inte

rsec

tiona

lity

affec

ts

prom

otio

n.

Prom

otio

n gu

idel

ines

se

en a

s un

fair

and

lack

ing

tran

spar

ency

by

som

e st

aff.

Supp

ort s

taff

thro

ugh

Acad

emic

Pr

omot

ions

pro

cess

i. Mai

ntai

n su

ppor

t for

the

SWAN

pro

gram

, with

sp

ecifi

c fo

cus

on s

uppo

rt fo

r Aca

dem

ic le

vel A

.

ii. D

eter

min

e as

sista

nce

requ

ired

by e

thni

c m

inor

ities

and

car

e gi

vers

and

pro

pose

and

im

plem

ent a

ppro

pria

te s

uppo

rt.

iii. R

evie

w a

nd u

pdat

e pr

omot

ion

guid

elin

es

inco

rpor

atin

g E&

I sur

vey

feed

back

.

iv. P

rovi

de g

uide

lines

on

how

to a

pply

the

term

‘em

inen

ce’ in

Lev

el E

aca

dem

ic pr

omot

ion

appl

icat

ions

for c

andi

date

s an

d pr

omot

ion

pane

l m

embe

rs. I

nves

tigat

e w

hat a

ctiv

ities

lead

to

emin

ence

and

gen

der r

epre

sent

atio

n of

sta

ff in

volv

ed in

thes

e.

v. Pr

ovid

e m

ore

appr

opria

te a

nd u

sefu

l pro

mot

ion

feed

back

to s

taff

on th

e ou

tcom

es o

f the

ir pr

omot

ion

appl

icat

ion.

(Con

tinue

20

14

SWAN

pr

ogra

m)

JULY

201

8

JULY

20

19D

VC A

(i-iv

)D

VC R

&D

(i-iv

)VP

P&

C (ii

, iii, v

)Pr

omot

ions

Co

mm

ittee

(v)

• 5%

impr

ovem

ent i

n pr

omot

ion

perc

eptio

n fro

m E

quity

an

d In

clus

ion

surv

ey (u

p fro

m c

urre

nt 5

8% ra

te).

• Le

vel A

aca

dem

ic ST

EMM

wom

en a

pply

ing

for a

cade

mic

pr

omot

ion

at s

ame

rate

as

men

.•

Upd

ated

aca

dem

ic pr

omot

ion

guid

elin

es im

plem

ente

d.

2.2

Annu

al a

ppra

isal

rare

ly

incl

udes

car

eer

deve

lopm

ent a

nd

prom

otio

n ad

vice

.

No

cons

iste

nt c

aree

r su

ppor

t pro

vide

d to

sta

ff re

turn

ing

from

car

eer

brea

ks.

Inco

rpor

ate

prom

otio

n ad

vice

in c

aree

r co

nver

sati

ons

i. Ens

ure

acad

emic

prom

otio

n di

scus

sion

occu

rs

durin

g ca

reer

dev

elop

men

t con

vers

atio

ns, a

s pa

rt

of Y

PD p

roce

ss, e

spec

ially

sta

ff re

turn

ing

from

ca

reer

bre

aks.

ii. Pr

ovid

e su

ppor

ting

docu

men

tatio

n an

d

trai

ning

for m

anag

ers

on e

ffect

ive

care

er

conv

ersa

tions

.***

JULY

20

18JU

LY

2019

PVC

FHAD

(i)

PVC

FBL

(i)PV

C FS

ET (i

)VP

P&

C (ii

)

• 5%

impr

ovem

ent i

n pe

rcep

tion

of a

cade

mic

prom

otio

n gu

idel

ines

, esp

ecia

lly b

y et

hnic

min

oriti

es in

in E

&I S

urve

y.•

5% im

prov

emen

t in

perc

eptio

n of

effe

ctiv

enes

s of

pr

omot

ion

feed

back

in E

&I S

urve

y.•

Supp

ortin

g do

cum

enta

tion

and

trai

ning

pro

vide

d

to m

anag

ers.

83 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

3: C

aree

r Sup

port

3.1

ECRs

are

a v

ital c

aree

r tr

ansi

tion

poin

t and

de

dica

ted

supp

ort o

f EC

Rs is

nee

ded

to e

nsur

e w

e ha

ve m

ore

wom

en in

ST

EMM

.

We

curr

ently

offe

r a

rang

e of

trai

ning

pr

ogra

ms

but d

o no

t ev

alua

te th

eir

effec

tiven

ess

for E

CRs.

Mos

t ECR

s ar

e po

st-

doct

oral

rese

arch

ers,

ho

wev

er w

e ha

ve a

nu

mbe

r of E

CRs

in

Teac

hing

and

Res

earc

h ro

les.

The

se s

taff

pote

ntia

lly m

iss

out o

n re

sear

cher

-focu

sed

supp

ort o

ppor

tuni

ties.

ECRs

retu

rnin

g fro

m

care

er b

reak

s w

ill of

ten

feel

dis

adva

ntag

ed a

s th

eir r

esea

rch

mom

entu

m h

as s

low

ed.

Revi

ew a

nd im

prov

e EC

R ca

reer

sup

port

i. Inv

estig

ate

wha

t sor

t of c

aree

r sup

port

our

ECR

s de

sire

to id

entif

y th

eir n

eeds

.

ii. Ev

alua

te a

ll ECR

trai

ning

pro

gram

s (in

clud

ing

mon

itorin

g at

tend

ance

) to

ensu

re it

mee

ts E

CR

need

s.

iii. P

rovi

de g

uida

nce/

reso

urce

s to

line

man

ager

s of

EC

Rs re

gard

ing

care

er s

uppo

rt a

nd a

dvice

(in

clud

ing

rese

arch

tran

sitio

n pl

ans

rela

ted

to

care

er b

reak

s, re

sear

ch o

ptio

ns e

tc).

iv. P

rovi

de ta

rget

ed c

aree

r sup

port

and

gui

danc

e fo

r ear

ly ca

reer

rese

arch

ers

(ECR

s) in

Tea

chin

g an

d Re

sear

ch ro

les.

v. M

imic

ARC

exte

nsio

n to

ECR

sta

tus

by 2

yea

rs p

er

child

for p

rimar

y ca

rers

. Im

plem

ent i

nto

Swin

burn

e re

sear

ch a

ctiv

ities

(e.g

. ECR

sta

tus

in

acad

emic

wor

kloa

d m

odel

; acc

ess

to E

CR

scho

lars

hips

and

see

d fu

ndin

g).*

**

JULY

20

19JU

LY

2020

Ong

oing

w

ith a

nnua

l re

view

DVC

R&

D (i

-v)

DVC

A (i

-iv)

VP P

&C

(i)

• In

crea

se E

&I S

urve

y re

sults

rela

ted

to c

aree

r bre

aks

and

care

er s

uppo

rt fr

om 5

1% to

55%

.•

Trai

ning

pro

gram

s ev

alua

ted

with

sys

tem

impl

emen

ted.

• G

uida

nce

for E

CR m

anag

ers

prod

uced

and

impl

emen

ted.

• Ta

rget

ed s

uppo

rt a

nd g

uida

nce

for E

CR s

taff

deve

lope

d an

d im

plem

ente

d.•

Intr

oduc

ed p

roce

ss a

nd p

olic

y to

mim

ic AR

C ex

tens

ion.

• Al

l ECR

s re

ceiv

e ex

tens

ion

on re

sear

ch a

lloca

tion

allo

wan

ce w

ith 2

yea

rs p

er c

hild

if p

rimar

y ca

rer.

3.2

Acad

emic

s de

sire

effec

tive

men

tors

to

prov

ide

care

er a

nd

pers

onal

gui

danc

e (in

dica

ted

by q

ualit

ativ

e re

sults

in E

&I s

urve

y, pa

rtic

ular

ly w

ith re

spec

t to

rese

arch

gui

danc

e).

Impr

ove

the

men

tori

ng p

rogr

am

i. Pro

vide

a c

ompr

ehen

sive

pro

gram

to s

uppo

rt

acad

emic

s at

diff

eren

t lev

els

acro

ss th

e ac

adem

ic

pipe

line.

ii. Pr

ovid

e a

targ

eted

wom

en in

STE

MM

men

torin

g pr

ogra

m c

onne

ctin

g to

SW

AN n

ew c

aree

r su

ppor

t pro

gram

, with

focu

s on

spe

cific

car

eer

phas

es, c

aree

r bre

aks,

care

rs le

ave.

JULY

20

18JU

LY

2019

DVC

A (i

, ii)

VP P

&C

(i, ii)

• Im

prov

emen

t in

acad

emic

s’ ex

perie

nce

of m

ento

ring

in

E&I s

urve

y w

ith a

nd m

ore

wom

en a

cces

sing

men

tors

(3

7% to

42%

acc

ess

to m

ento

rs).

84 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

3: C

aree

r Sup

port

3.3

Whi

le w

e ru

n co

mpr

ehen

sive

gra

nt

writ

ing

supp

ort

prog

ram

s th

roug

h ou

r Re

sear

ch o

ffice

, wom

en

in S

TEM

M a

re a

pply

ing

for g

rant

s at

far l

ower

ra

tes

than

men

.

Our

dat

a co

llect

ion

of

dem

ogra

phic

s of

gra

nt

appl

icat

ions

and

suc

cess

is

inco

mpl

ete.

Prov

ide

effec

tive

gra

nt a

pplic

atio

n de

velo

pmen

t and

sup

port

Impr

ove

wom

en in

STE

MM

’s re

pres

enta

tion

in

gran

t app

licat

ions

& s

ucce

ss ra

tes

by:

i. Exp

andi

ng th

e SW

AN p

rogr

am to

incl

ude

a th

ird

stre

am p

rovi

ding

rese

arch

gra

nt a

pplic

atio

n su

ppor

t for

wom

en.

ii. Ev

alua

te c

urre

nt g

rant

writ

ing

supp

ort

prog

ram

s an

d th

eir e

ffect

iven

ess

in s

uppo

rtin

g w

omen

in S

TEM

M.

iii. Im

plem

ent s

yste

mat

ic da

ta c

olle

ctio

n of

gra

nt

appl

icat

ion

and

succ

ess

dem

ogra

phic

data

to

trac

k ou

r pro

gres

s.

MAR

CH

2019

MAR

CH

2020

DVC

A (i

)D

VC R

&D

(ii)

COO

(iii)

• SW

AN s

uppo

rted

unt

il 202

1. S

WAN

intr

oduc

es 3

rd

prog

ram

by

03/2

0.•

Surv

eys

of p

rogr

am p

artic

ipan

ts in

dica

tes

70%

sa

tisfa

ctio

n.•

Incr

ease

gra

nt s

ucce

ss fo

r wom

en in

STE

MM

from

20%

to

30%

acr

oss

Cate

gory

1-4

gra

nts.

• Sy

stem

atic

data

col

lect

ion

impl

emen

ted

and

repo

rted

an

nual

ly to

DVC

R&

D.

3.4

E&I S

urve

y sh

ow s

taff

ar

e no

t hav

ing

effec

tive

care

er c

onve

rsat

ions

an

d YP

D fr

amew

ork

is

not w

idel

y us

ed to

su

ppor

t thi

s.

Equi

p lin

e m

anag

ers

to h

ave

effec

tive

ca

reer

con

vers

atio

ns

i. Cre

ate

and

impl

emen

t cap

abilit

y fr

amew

ork

to

supp

ort c

aree

r dev

elop

men

t con

vers

atio

ns.

ii. En

hanc

e th

e U

nive

rsity

’s pe

rfor

man

ce

deve

lopm

ent p

roce

sses

to a

ttra

ct a

cade

mic

ST

EMM

par

ticip

atio

n an

d to

ens

ure

regu

lar

effec

tive

conv

ersa

tions

occ

ur.

iii. E

nsur

e m

anag

ers

are

trai

ned

to p

rope

rly

supp

ort t

heir

staff

.

JULY

20

18D

EC

2021

VP P

&C

(i, ii,

iii)D

VC R

&D

(i)

DVC

PAV

E (i)

DVC

A (i

) PV

C FS

ET (i

ii)

PVC

FHAD

(iii)

PV

C FB

L (ii

i)Al

l Sen

ior E

G (i

ii)

• YP

D p

artic

ipat

ion

rate

s to

incr

ease

(fro

m 4

9% to

60%

for

all s

taff;

from

35%

to 4

5% fo

r aca

dem

ic ST

EMM

sta

ff).

• Yo

ur V

oice

per

form

ance

app

rais

al re

sults

incr

ease

from

59

% to

65%

.

85 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

4: M

anag

ing

Care

er B

reak

s; C

hild

care

and

Car

er’s

Supp

ort

4.1

Onl

y 8%

of S

win

burn

e ac

adem

ic st

aff fe

el

child

care

opt

ions

are

su

ffici

ent.

We

do n

ot k

now

wha

t ch

ildca

re o

ptio

ns h

ave

the

grea

test

dem

and

(pre

-sch

ool, p

rimar

y sc

hool

or c

urric

ulum

da

y/oc

casio

nal c

are

need

s).

Staff

are

not

aw

are

of

all c

hild

care

opt

ions

cu

rren

tly a

vaila

ble.

Som

e st

aff fi

nd it

diffi

cult

to g

et in

to S

win

burn

e ch

ildca

re c

entr

es a

nd it

is

uncl

ear h

ow th

e ce

ntre

s pr

iorit

ise

Swin

burn

e pe

ople

.

Supp

ort c

hild

care

opt

ions

at S

win

burn

e

i. Effe

ctiv

ely

com

mun

icat

e an

d re

gula

rly p

rom

ote

child

care

offe

rings

, eva

luat

e us

age

satis

fact

ion

annu

ally

and

adju

st o

fferin

gs fo

r con

tinuo

us

impr

ovem

ent.

ii. In

vest

igat

e, id

entif

y an

d ev

alua

te w

hich

chi

ldca

re

optio

ns h

ave

the

grea

test

dem

and

acro

ss a

ll ca

mpu

ses.

iii. C

ontin

ue s

uppo

rt fo

r our

new

ly es

tabl

ished

ch

ildca

re o

ptio

ns –

the

Scho

ol h

olid

ay p

rogr

am

and

pare

nts

feed

ing

room

s.

iv. In

vest

igat

e ho

w ‘p

riorit

y’ ac

cess

is p

rovi

ded

to

our S

win

burn

e as

soci

ated

chi

ldca

re c

entr

es a

nd

ensu

re th

is m

eets

our

nee

ds.

JULY

20

18D

EC

2021

VP

P&

C (i,

ii, iii)

COO

(i, ii

, iii, i

v)VP

STU

DEN

TS (i

,ii)

• Th

e Sc

hool

hol

iday

pro

gram

is a

thriv

ing

succ

ess

prov

idin

g em

ploy

ee a

nd s

tude

nt b

enefi

t.•

Achi

eve

min

imum

enr

olm

ents

as

per b

usin

ess

case

, du

ring

scho

ol h

olid

ay p

rogr

am.

• E&

I sur

vey

resp

onse

s in

dica

te 3

0% s

atis

fact

ion

with

ch

ildca

re o

ptio

ns (u

p on

cur

rent

8%

).•

A cl

ear s

trat

egy

that

cat

ers

for c

hild

care

nee

ds o

f our

sta

ff.

4.2

Care

er in

terr

uptio

ns

slow

the

adva

ncem

ent o

f ou

r aca

dem

ics’

care

ers.

Staff

find

it d

ifficu

lt to

tr

avel

for r

esea

rch

rela

ted

even

ts w

hen

th

ey h

ave

care

r re

spon

sibilit

ies.

Conv

ersa

tions

abo

ut

mai

ntai

ning

rese

arch

pr

oduc

tivity

whi

le o

n pa

rent

al/c

arer

’s le

ave

and/

or re

turn

ing

from

su

ch le

ave

are

not a

lway

s ta

king

pla

ce.

Supp

orti

ng th

e ac

adem

ic c

aree

rs o

f car

ers

i. Con

tinue

Aca

dem

ic Ca

rer’s

Fin

ancia

l Ass

istan

ce

(ACF

A) sc

hem

e, su

ppor

ting

rese

arch

pro

duct

ivity

im

pact

ed b

y car

ers/

pare

ntal

leav

e br

eaks

. Run

an

nual

ly be

twee

n 20

18-2

021;

mon

itor e

ffect

ivene

ss

and

impa

ct o

n re

cipie

nts’

care

er tr

ajec

torie

s.***

ii. U

pdat

e tr

avel

pol

icy

to e

nabl

e pa

rent

s to

take

de

pend

ants

with

them

whi

lst w

orki

ng.

iii. P

rovi

de g

uida

nce

and

supp

ort f

or lin

e m

anag

ers

and

acad

emic

s pr

ior t

o pa

rent

al o

r car

ers

leav

e,

to h

ave

plan

s in

pla

ce fo

r the

ir re

sear

ch to

co

ntin

ue v

ia c

olla

bora

tion

supp

ort o

r oth

er

aven

ues

whi

lst o

n le

ave.

iv. In

vest

igat

e an

d re

com

men

d op

tions

for c

over

ing

acad

emic

s’ du

ties b

eyon

d te

achi

ng w

hile

on

pare

ntal

leav

e w

hich

coul

d in

clude

an

RA to

co

ntin

ue s

ome

of th

e re

sear

ch a

nd s

ervic

e du

ties.

Star

ted

NO

V 20

17D

EC

2021

DVC

A (i,

iv)

COO

(ii)

VP P

&C

(ii, ii

i)D

VC R

&D

(iii)

• Po

sitiv

e fe

edba

ck fr

om a

cade

mic

s on

the

valu

e of

the

ACFA

sch

eme.

• Tr

avel

pol

icy u

pdat

ed a

nd e

asily

acc

essib

le a

nd u

nder

stoo

d.•

Opt

ions

iden

tified

for c

over

ing

acad

emic

s’ du

ties

whi

lst

on le

ave.

86 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

5: F

lexi

bilit

y an

d W

orkl

oad

5.1

Swin

burn

e ha

s a

Flex

ibilit

y@Sw

inbu

rne p

rogr

am b

ut

awar

enes

s an

d lo

cal

impl

emen

tatio

n va

ries.

Embr

ace

flexi

bilit

y

i. Dev

elop

a c

lear

sta

tem

ent o

n w

hat fl

exib

ility

enta

ils a

t Sw

inbu

rne.

ii. Al

l rol

es a

t Sw

inbu

rne

to b

e off

ered

flex

ibly,

w

here

pra

ctic

al.*

** iii.

Equ

ip m

anag

ers

and

team

s w

ith th

e sk

ills to

un

ders

tand

the

bene

fits

of fl

exib

ility

and

how

to

mak

e it

wor

k an

d up

date

ava

ilabl

e re

sour

ces.

iv. E

ffect

ivel

y co

mm

unic

ate

flexi

ble

wor

king

opt

ions

fo

r sta

ff re

turn

ing

to w

ork

afte

r car

eer b

reak

.

v. D

evise

and

impl

emen

t a c

omm

unic

atio

ns

stra

tegy

to ra

ise a

war

enes

s of

all t

ypes

of fl

exib

le

wor

king

and

em

ploy

men

t ben

efits

.

vi. C

omm

unic

ate

the

tech

nolo

gy a

nd a

ssoc

iate

d pr

oces

ses

whi

ch s

uppo

rt fl

exib

le w

orki

ng

arra

ngem

ents

(e.g

. rem

ote

acce

ss to

all r

equi

red

tool

s an

d sy

stem

s) an

d ev

alua

te e

ffect

iven

ess

of

this

supp

ort.

vii. C

olle

ct a

nd re

port

on

upta

ke o

f all t

ypes

of

flexi

ble

wor

k op

tions

.

FEB

20

19D

EC

2020

COO

(vi)

VP P

&C

(i, ii,

iii, iv

, vii)

VP S

tude

nts

(iv, v

)

• Yo

ur V

oice

flex

ibilit

y qu

estio

n in

crea

ses

by 6

% fr

om 6

4%

to 7

0%.

• 5%

impr

ovem

ent i

n W

orkl

oad

resu

lts (4

7% to

52%

) in

ne

xt Y

our V

oice

sur

vey

and

5% in

wor

klife

/bal

ance

resu

lts

(68%

to 7

3%).

• 75

% b

asel

ine

satis

fact

ion

with

dig

ital s

uppo

rt fo

r fle

xibl

e w

orki

ng (f

eedb

ack

surv

ey to

be

desig

ned

an

d im

plem

ente

d).

• St

art t

o se

e ne

w ro

les

take

n up

flex

ibly.

• Ap

plic

ants

will

be a

ttra

cted

to S

win

burn

e’s

flexi

bilit

y ap

proa

ch.

5.2

Whi

lst w

e ha

ve a

par

enta

l le

ave

info

rmat

ion

kit,

othe

r for

ms

of le

ave,

and

ho

w to

acc

ess

them

are

un

clea

r for

sta

ff.

Clea

rly

arti

cula

te a

nd c

omm

unic

ate

leav

e op

tion

s to

all

staff

i. Lau

nch

the

new

ly up

date

d pa

rent

al le

ave

info

rmat

ion

kit t

o pr

ovid

e ac

cess

to n

eces

sary

in

form

atio

n fo

r peo

ple

lead

ers a

nd s

taff.

ii. Re

gula

rly cl

early

art

icula

te a

nd co

mm

unica

te o

ther

le

ave

entit

lem

ents

for s

taff

(e.g

. inclu

ding

par

enta

l le

ave

for a

ll gen

der i

dent

ities

).

iii. C

lear

ly ar

ticul

ate

and

com

mun

icate

per

sona

l leav

e fo

r gen

der t

rans

ition

ing

and

retu

rn to

wor

k.

iv. P

rofil

e an

d sh

are

stor

ies o

f sta

ff w

ho a

cces

s di

ffere

nt ty

pes o

f leav

e an

d th

e im

pact

of t

his l

eave

.

MAR

CH

2019

DEC

20

19VP

P&

C (i-

,iv)

VP S

tude

nts

(i-iv

)

• G

reat

er u

ptak

e by

all g

ende

r ide

ntiti

es o

f par

enta

l leav

e.•

Empl

oyee

sat

isfa

ctio

n w

ith le

ave

kit i

s 75

%.

87 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

5: F

lexi

bilit

y an

d W

orkl

oad

5.3

Swin

burn

e off

ered

Pa

rent

al L

eave

to a

ll ge

nder

s fro

m O

ct 2

016,

ho

wev

er s

ome

of o

ur

polic

ies

and

syst

ems

still

refe

r to

mat

erni

ty a

nd

pate

rnity

leav

e.

Prom

ote

pare

ntal

leav

e to

all

gend

ers

i. Ens

ure

gend

er-n

eutr

al la

ngua

ge is

ass

ocia

ted

w

ith p

aren

tal le

ave

in a

ll our

sys

tem

s an

d po

licie

s;

com

mun

icat

e up

date

d te

rmin

olog

y to

sta

ff

(e.g

. rep

lace

men

t ter

ms

for m

ater

nity

and

pa

tern

ity le

ave

give

n pa

rent

al le

ave

is av

aila

ble

to

all g

ende

rs).*

**

JULY

20

18O

CT

2018

VP P

&C

(i)•

All H

R po

licie

s an

d sy

stem

s up

date

d.

5.4

Acad

emic

wor

kloa

d an

alys

is sh

ows

that

w

omen

aca

dem

ics

ar

e al

loca

ted

50%

m

ore

lead

ersh

ip a

nd

serv

ice th

an m

en.

Men

hav

e a

high

er

rese

arch

allo

catio

n.

Supp

orti

ng e

quit

able

aca

dem

ic w

orkl

oad

allo

cati

on

i. Und

erta

ke a

det

aile

d in

vest

igat

ion

into

the

reas

ons

for g

ende

r disp

ariti

es in

the

acad

emic

wor

kload

m

odel

(AW

M) a

nd m

ake

reco

mm

enda

tions

to

ensu

re n

o ba

rrie

rs to

car

eer p

rogr

essio

n fo

r wom

en

occu

r, as a

resu

lt of

AW

M a

lloca

tion.

***

JULY

20

19D

EC

2019

DVC

A (i

)D

VC R

&D

(i)

PVC

FHAD

(i)

PVC

FBL

(i)PV

C FS

ET (i

)VP

P&

C (i)

• D

etai

led

anal

ysis

of A

WM

ser

vice

load

s an

d re

com

men

datio

ns fo

r res

olut

ion.

88 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

6: O

rgan

isat

ion

and

Cultu

re6.

1W

e ha

ve m

any

prog

ram

s an

d po

licie

s re

late

d to

div

ersi

ty,

but n

o ov

erar

chin

g di

vers

ity a

nd in

clus

ion

gove

rnan

ce fr

amew

ork.

Impl

emen

t a D

iver

sity

and

Incl

usio

n Fr

amew

ork

i. Cre

ate

and

impl

emen

t a D

iver

sity

and

Incl

usio

n (D

&I)

fram

ewor

k.

ii. Es

tabl

ish a

ppro

pria

te s

taff

fram

ewor

k tr

aini

ng

incl

udin

g be

ing

incl

usiv

e an

d va

luin

g di

vers

ity.

Focu

s on

inte

rsec

tiona

lity;

incl

usiv

e cu

lture

, ge

nder

equ

ity, d

iver

se s

exes

, sex

ual o

rient

atio

ns

and

gend

er id

entit

ies,

Indi

geno

us A

ustr

alia

ns a

nd

acce

ssib

ility,

cultu

ral li

ngui

stic

and

relig

ious

di

vers

ity, in

terg

ener

atio

nal w

orkf

orce

s an

d fin

anci

al in

clus

ion.

iii. Im

plem

ent a

ver

sion

of th

e M

ale

Cham

pion

s of

Ch

ange

in S

TEM

M p

rogr

am w

ith k

ey le

ader

s in

volv

ed (i

nclu

ding

Exe

cutiv

e G

roup

) to

lead

ch

ange

rela

ting

to D

&I f

ram

ewor

k.

JULY

20

18D

EC

2020

VP P

&C

(i-iii)

VP S

tude

nts

(i)Al

l Sen

ior E

G (i

ii)

• Fr

amew

ork

impl

emen

ted.

• 75

% d

iver

sity

and

incl

usio

n ta

rget

s m

et.

• D

iver

sity

trai

ning

pro

gram

s im

plem

ente

d.•

Min

imum

75%

sat

isfa

ctio

n ra

te fo

r div

ersi

ty

trai

ning

pro

gram

s.•

E&I s

urve

y re

sults

indi

cate

5%

impr

ovem

ent i

n re

spon

se

to “m

y wor

king

envir

onm

ent i

s a g

reat

pla

ce fo

r wom

en to

w

ork”

(70%

to 7

5%) a

nd “p

eopl

e of a

ll gen

ders

are

offe

red

equa

l acc

ess t

o va

rious

care

er o

ppor

tuni

ties”

(62%

to 6

7%)

and

“my w

orkp

lace

is a

gre

at p

lace

for p

eopl

e tha

t don

’t id

entif

y as m

ale o

r fem

ale t

o w

ork”

(41%

to 4

6%).

• M

aint

ain

abov

e 90

% m

ale

resp

onse

s to

You

r Voi

ce s

urve

y ge

nder

equ

ality

que

stio

ns, f

ollo

win

g im

plem

enta

tion

of

MCC

in S

TEM

M p

rogr

am.

6.2

Visib

le ro

le m

odel

s

have

bee

n de

mon

stra

ted

to e

ncou

rage

peo

ple

w

ho id

entif

y w

ith v

ario

us

grou

ps to

be

confi

dent

in

who

they

are

and

to

purs

ue a

nd d

evel

op

thei

r car

eer w

ithin

an

orga

nisa

tion.

Fost

er ro

le m

odel

vis

ibili

ty

i. Mon

itor t

he g

ende

r ide

ntity

of s

emin

ar a

nd co

lloqu

ia

spea

kers

in sc

hool

s and

dep

artm

ents

acr

oss

Swin

burn

e an

d re

port

ann

ually

.

ii. Im

plem

ent J

enny

Mar

tin’s

“rules

of o

rgan

ising

a

gend

er b

alan

ced

conf

eren

ce”.

Crea

te a

nd im

plem

ent

gend

er b

alan

ce ch

eckli

st fo

r con

fere

nce

orga

nise

rs.

iii. Im

plem

ent t

he P

anel

Ple

dge

for a

ll Sw

inbu

rne

fund

ed a

nd h

oste

d co

nfer

ence

s and

eve

nts.

Swin

burn

e st

aff to

take

the

pane

l ple

dge

also

.

JULY

20

19D

EC

2021

DVC

A (i

-iii)

DVC

R&

D (i

-iii)

PVC

FHAD

(i-ii

i)PV

C FB

L (i-

iii)PV

C FS

ET (i

-iii)

VP P

&C

(i-iii)

• Sy

stem

to c

aptu

re d

ata

effici

ently

and

effe

ctiv

ely

impl

emen

ted,

intr

oduc

ed a

nd u

tilise

d by

sch

ools

.•

E&I s

urve

y re

sults

rega

rdin

g vi

sible

role

mod

els

(“I fe

el m

y w

orkin

g en

viron

men

t has

peo

ple o

f all g

ende

rs a

s visi

ble r

ole

mod

els” i

ncre

ases

from

60%

to 6

5%).

and

“Per

cept

ion

of

equa

lity o

f tre

atm

ent i

n m

y dep

t with

sour

cing

of in

-hou

se

gues

t spe

aker

s” in

crea

ses

from

73%

to 7

8%.

• Se

min

ars

and

collo

quia

hos

ted

at S

win

burn

e a

chie

ve

or e

xcee

d na

tiona

l ave

rage

for g

ende

r div

ersi

ty in

th

eir d

iscip

line.

89 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

6: O

rgan

isat

ion

and

Cultu

re6.

3Su

rvey

resu

lts s

how

st

aff a

re e

xper

ienc

ing

inap

prop

riate

be

havi

ours

at h

ighe

r ra

tes

than

wha

t is

repo

rted

.

We

need

to a

ddre

ss th

is

with

gre

ater

sup

port

for

repo

rtin

g an

d ea

rly

inte

rven

tion.

Addr

essi

ng in

appr

opri

ate

beha

viou

rs

i. Enh

ance

our

cur

rent

wor

kpla

ce b

ehav

iour

s tr

aini

ng w

ith a

dditi

onal

trai

ning

spe

cific

ally

for

team

s - p

ilot t

his

and

offer

to a

ll disc

iplin

es a

nd

acro

ss u

nive

rsity

as

appr

opria

te. I

nclu

de

inte

rsec

tiona

lity

lens

.

ii. Im

plem

ent C

onta

ct O

ffice

r pro

gram

acr

oss

the

Uni

vers

ity to

ass

ist e

arly

inte

rven

tion

and

supp

ort (

incl

udin

g by

stan

der t

rain

ing)

.

MAR

CH

2019

DEC

20

21VP

P&

C (i,

ii)•

Team

trai

ning

rega

rdin

g ap

prop

riate

wor

kpla

ce

beha

viou

rs im

plem

ente

d an

d ev

alua

ted.

• Re

duct

ion

in p

erso

nal e

xper

ienc

e of

inap

prop

riate

be

havi

ours

.•

In Y

our V

oice

sur

vey,

mai

ntai

n or

exc

eed

awar

enes

s of

m

echa

nism

s to

dea

l with

inap

prop

riate

wor

kpla

ce

beha

viou

rs a

t 80%

or a

bove

.•

Cont

act o

ffice

r pro

gram

impl

emen

ted

with

sup

port

ing

tool

s an

d tr

aini

ng.

6.4

Ther

e ha

ve b

een

re

port

s sp

ecifi

cally

fro

m s

tude

nts

abou

t ge

nder

ed la

ngua

ge u

sed

in c

ours

es th

at m

ake

them

unc

omfo

rtab

le.

Adop

t gen

der-

neut

ral c

ours

e co

nten

t

i. Cre

ate

guid

ance

(too

ls/re

sour

ces)

and

prof

essio

nal

deve

lopm

ent p

rogr

am to

ups

kill a

nd e

nabl

e

gend

er-n

eutra

l cou

rse

cont

ent p

repa

ratio

n by

Sw

inbu

rne

staff

(bui

ldin

g on

exis

ting

gend

er n

eutra

l la

ngua

ge p

ilot t

hat i

s und

erw

ay in

the

Eng

inee

ring

Prac

tice

Acad

emy).

ii. U

pdat

e co

nten

t in

HR

com

plia

nce

mod

ule

title

d ‘W

orkin

g To

geth

er’ to

ado

pt g

ende

r-neu

tral la

ngua

ge

and

how

it is

app

lied

in o

ur te

achi

ng p

ract

ices.

iii. A

sses

s im

plem

enta

tion

of g

ende

r-neu

tral c

ours

e co

nten

t, in

Edu

catio

n an

d Q

ualit

y Ser

vices

(EQ

S)

asse

ssm

ent o

f uni

ts.

Star

ted

in

the

Acad

emy

SEPT

20

17

DEC

20

20D

VC A

(i, ii

i)VP

P&

C ( i

i)•

Tool

s av

aila

ble

and

utilis

ed.

• Tr

aini

ng a

vaila

ble

and

utilis

ed.

• Ro

utin

e pa

rt o

f EQ

S un

it as

sess

men

t pro

cess

.•

HR

com

plia

nce

mod

ule

upda

ted.

90 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

7: M

anag

er T

rain

ing

7.1

SAG

E pi

lot h

ighl

ight

ed

our l

ine

man

ager

s re

quire

ups

killin

g in

pe

ople

man

agem

ent i

n or

der t

o ha

ve e

ffect

ive

deve

lopm

ent a

nd c

aree

r co

nver

satio

ns th

at

supp

ort a

n in

clus

ive

cultu

re. T

his

capa

bilit

y ga

p is

exac

erba

ted

whe

n th

e em

ploy

ee is

from

a

dive

rse

back

grou

nd, a

nd

repo

rt th

ey d

o no

t fee

l co

mfo

rtab

le b

eing

th

emse

lves

at w

ork.

Ups

killin

g is

need

ed

in a

reas

of:

stan

dard

H

R pr

oces

ses,

staff

in

duct

ion,

per

form

ance

pl

anni

ng a

nd a

ppra

isal

, tr

ansi

tion

poin

ts in

sta

ff ca

reer

s, fle

xibi

lity,

care

er

deve

lopm

ent a

nd

build

ing

team

cul

ture

.

Dev

elop

eff

ecti

ve m

anag

er tr

aini

ng

i. Des

ign,

pilo

t and

impl

emen

t a s

erie

s of

de

velo

pmen

t pro

gram

s, co

mm

unic

atio

ns a

nd

prom

otio

ns fo

r lea

ders

, spe

cific

ally

:•

A le

ader

ship

indu

ctio

n pr

ogra

m th

at c

larifi

es

expe

ctat

ions

of l

eade

rs a

nd in

trod

uces

the

proc

esse

s th

ey a

re re

quire

d to

exe

cute

.•

Peop

le m

anag

emen

t cap

abilit

y pr

ogra

ms

to

upsk

ill in

coa

chin

g co

nver

satio

ns, g

ivin

g an

d re

ceiv

ing

feed

back

, man

agin

g pe

rfor

man

ce•

Spec

ific

capa

bilit

y to

ols,

info

rmat

ion

and

prog

ram

s on

gen

der d

iver

sity

and

LG

BTIQ

+ in

clus

ion

at w

ork.

ii. A

rang

e of

lear

ning

mod

es w

ill be

em

ploy

ed

incl

udin

g fa

ce-to

-face

dev

elop

men

t, w

ebin

ars,

on

line

lear

ning

and

AR/

VR te

chno

logy

mee

t va

rious

lear

ning

sty

les.

MAY

20

18JU

LY

2019

VP P

&C

(i, ii)

• Al

l tra

inin

g ty

pes

impl

emen

ted,

eva

luat

ed a

nd b

ecom

e pa

rt o

f BAU

.•

Impr

oved

per

cept

ions

of l

eade

rshi

p ca

pabi

lity

as

evid

ence

d by

the

follo

win

g im

prov

emen

t in

a se

cond

ro

llout

of o

ur E

&I s

urve

y w

ith:

- 3%

impr

ovem

ent i

n re

spon

se to

the

ques

tion-

“did

you

re

ceive

a lo

cal in

duct

ion?

” (50

% to

53%

), - 3

% im

prov

emen

t in

resp

onse

to th

e qu

estio

n “d

id y

our

man

ager

talk

to y

ou a

bout

care

er d

evelo

pmen

t?” (

52%

to

55%

) and

,- 3

% im

prov

emen

t in

resp

onse

to th

e qu

estio

n “d

id y

our

man

ager

talk

to y

ou a

bout

flex

ible

wor

king

arra

ngem

ents

” (4

4% to

47%

).•

Our

inau

gura

l par

ticip

atio

n in

the

2018

‘Aus

tralia

n W

orkp

lace

Equ

ality

Inde

x’ su

rvey

cre

ates

a b

asel

ine

for

incl

usio

n ex

perie

nces

for L

GBT

I and

tran

sgen

der s

taff.

91 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

8: S

yste

ms,

Pol

icy,

Rep

ortin

g, D

ata,

Fra

mew

orks

8.1

Leve

l E w

omen

in S

TEM

M

leav

e th

e or

gani

satio

n at

tw

ice th

e ra

te o

f men

(th

ough

num

bers

are

sm

all).

With

out e

xit

inte

rvie

ws

we

cann

ot

fully

und

erst

and

why

.

Impl

emen

t Sta

ff E

xit i

nter

view

s

i. Im

plem

ent s

taff

exit

inte

rvie

ws

and

surv

eys,

and

mon

itor a

nd re

port

on

depa

rtur

e re

ason

s, by

ge

nder

and

STE

MM

/non

-STE

MM

.

ii. U

se in

form

atio

n to

impr

ove

rete

ntio

n, jo

b sa

tisfa

ctio

n an

d su

ppor

t of s

taff

as a

ppro

pria

te.

JULY

20

18M

ARCH

20

19VP

P&

C (i,

ii)•

All e

xitin

g em

ploy

ees

offer

ed a

n ex

it in

terv

iew

.•

50%

resp

onse

rate

for e

xit i

nter

view

s.•

Rete

ntio

n im

prov

es.

8.2

Our

pay

gap

ana

lysis

by

aca

dem

ic

clas

sific

atio

n le

vel is

cu

rren

tly q

uite

cru

de.

The

initi

al a

ppoi

ntm

ent

leve

l of a

cade

mic

s ca

n ha

ve lo

ng-te

rm im

pact

on

the

gend

er p

ay g

ap.

Cond

uct d

etai

led

pay

gap

anal

ysis

i. Und

erta

ke d

etai

led

and

trans

pare

nt re

port

ing

of

our g

ende

r pay

gap

***

ii. Al

ign

with

WG

EA’s

appr

oach

to p

ay g

ap a

nalys

is an

d id

entif

y cor

rect

ive s

yste

mic

actio

ns re

quire

d to

clo

se p

ay g

ap, w

hich

may

inclu

de fi

nanc

ial in

crea

ses,

targ

ets f

or fe

mal

e hi

res,

and

gend

er ta

rget

s in

our

succ

essio

n pl

anni

ng p

roce

sses

.

iii. D

eter

min

e Ex

ecut

ive G

roup

mem

ber K

PIs f

or

closin

g th

e ge

nder

pay

gap

, con

nect

ed to

targ

ets

for p

ropo

rtio

ns o

f wom

en in

seni

or le

ader

ship

role

s an

d ac

hiev

e th

ese

targ

ets.*

**

iv. D

evel

op tr

ansp

aren

t rep

ortin

g pr

oces

ses o

f the

sa

larie

s pai

d ou

tsid

e of

sta

ndar

d cla

ssifi

catio

n sy

stem

, inclu

ding

per

form

ance

-bas

ed co

ntra

cts

(PBC

) and

load

ings

and

mar

ket r

ate

allo

wan

ces f

or

non-

PBC

acad

emic

sala

ries.

JULY

20

18N

OV

2018

VP P

&C

(i-iv

)Al

l Sen

ior E

G (i

ii)•

Base

line

gend

er p

ay g

ap a

naly

sis c

ompl

ete.

• An

nual

gen

der p

ay g

ap re

port

ing

impl

emen

ted.

• KP

Is re

port

ed to

VC

Exec

utiv

e G

roup

and

Cou

ncil.

• G

ende

r pay

gap

dec

reas

es.

92 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

8: S

yste

ms,

Pol

icy,

Rep

ortin

g, D

ata,

Fra

mew

orks

8.3

You

can’

t be

wha

t you

ca

n’t s

ee

Our

div

ersi

ty re

port

ing

is

inco

mpl

ete.

We

do

not c

urre

ntly

trac

k st

aff

dem

ogra

phic

data

in o

ur

syst

ems

cons

iste

ntly.

Inco

rpor

ate

dive

rsit

y id

entifi

ers i

n ou

r sys

tem

s

i. Use

fiel

ds in

cur

rent

HR

syst

ems

to c

olle

ct d

ata

that

sta

ff w

hich

to s

hare

and

impr

ove

data

m

etric

s an

d re

port

ing

capa

bilit

ies

on a

ll asp

ects

of

div

ersi

ty a

nd in

clus

ion.

ii. Em

bed

dem

ogra

phic

field

s fro

m D

iver

sity

and

In

clus

ion

fram

ewor

k to

col

lect

, ana

lyse

and

re

port

on

staff

div

ersi

ty.

iii. C

ondu

ct a

sta

ff ce

nsus

ask

ing

them

to s

elf-s

elec

t di

vers

ity id

entifi

ers.

iv. U

pdat

e th

e ge

nder

equ

ality

str

ateg

ic ac

tion

and

mai

ntai

n KP

Is o

n eq

ual g

ende

r rep

rese

ntat

ion

in

seni

or le

ader

ship

pos

ition

s by

202

0, w

ith a

sp

ecifi

c ta

rget

of 3

0% (f

rom

21%

) fem

ale

repr

esen

tatio

n in

STE

MM

lead

ersh

ip.

v. Pr

ofile

a v

arie

ty o

f gen

der i

dent

ities

as

STEM

M

role

mod

els

to e

ncou

rage

and

em

brac

e di

vers

ity.

Star

ted

OCT

201

7JU

LY

2019

VP P

&C

(i-v)

COO

(i, ii

, iii)

All S

enio

r EG

(iv)

PVC

FBL

(v)

PVC

FHAD

(v)

PVC

FSET

(v)

• Sy

stem

in p

lace

to c

olle

ct a

nd re

port

on

staff

div

ersi

ty.

• M

easu

re d

iver

sity

att

ribut

es o

f wor

kfor

ce d

emog

raph

ic.

• St

aff c

ensu

s co

nduc

ted.

• St

aff g

ende

r ide

ntity

sto

ries

com

mun

icat

ed a

nd

prom

oted

.

8.4

Ther

e is

insu

ffici

ent

data

ava

ilabl

e re

gard

ing

the

effec

tiven

ess

of

trai

ning

and

rese

arch

re

late

d pr

ogra

ms

off

ered

inte

rnal

ly. T

his

mak

es is

diffi

cult

to

ensu

re th

at th

ey

appr

opria

tely

supp

ort

the

deve

lopm

ent

need

s of

our

sta

ff,

espe

cial

ly w

omen

in

STEM

M a

nd E

CRs.

Eval

uate

eff

ecti

vene

ss o

f aca

dem

ic

staff

trai

ning

i. Im

plem

ent s

yste

m to

repo

rt o

n up

take

of t

rain

ing.

ii. M

onito

r and

eva

luat

e eff

ectiv

enes

s (qu

ality

) of

acad

emic,

rese

arch

and

teac

hing

trai

ning

pro

gram

s off

ered

by S

win

burn

e Re

sear

ch a

nd LT

U.

iii. U

se re

sults

to a

ddre

ss g

aps a

nd re

com

men

d ac

tions

.

JULY

20

19D

EC

2021

DVC

R&

D (i

, ii, ii

i)D

VC A

(i, ii

, iii)

COO

(i, ii

)

• Eff

ectiv

e sy

stem

to m

onito

r upt

ake

of tr

aini

ng p

rogr

ams

in

pla

ce.

• Ac

hiev

e at

leas

t 75%

sat

isfa

ctio

n in

qua

lity

and

effec

tiven

ess

of tr

aini

ng p

rogr

ams.

• Ta

rget

ed tr

aini

ng fo

r ECR

s an

d w

omen

in S

TEM

M w

ith

satis

fact

ion

of a

t lea

st 7

5%.

93 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

8: S

yste

ms,

Pol

icy,

Rep

ortin

g, D

ata,

Fra

mew

orks

8.5

Whi

le a

num

ber o

f ac

tion

plan

s ha

ve b

een

deve

lope

d fo

r inc

lusio

n an

d di

vers

ity, a

lack

of

cle

ar re

port

ing

lin

es, g

over

nanc

e an

d ac

coun

tabi

lity

has

m

ade

trac

king

pro

gres

s an

d eff

ectiv

enes

s of

th

ese

plan

s.

A st

rong

gov

erna

nce

an

d re

port

ing

stru

ctur

e is

requ

ired

for i

nclu

sion

and

dive

rsity

to

max

imise

out

com

es.

Esta

blis

h a

univ

ersi

ty-w

ide

incl

usio

n &

D

iver

sity

lead

ersh

ip g

roup

i. Es

tabl

ish

an In

clus

ion

and

Div

ersi

ty L

eade

rshi

p G

roup

(ID

LG) t

o ov

erse

e de

liver

y of

the

Incl

usio

n an

d D

iver

sity

. ID

LG w

ill co

mpr

ise

the

Div

ersi

ty

Man

ager

, at l

east

one

EG

mem

ber a

nd

repr

esen

tativ

e vo

ices

from

eac

h of

the

dive

rsity

po

rtfo

lios;

and

will

repo

rt fr

amew

ork

prog

ress

to

EG e

very

6 m

onth

s.

ii. Es

tabl

ish

gove

rnan

ce fr

amew

ork

whi

ch

embr

aces

SAG

E, S

WAN

, Mul

ticul

tura

l Cha

rter

, RA

P, a

nd im

plem

ent r

epor

ting

mec

hani

sms

and

requ

irem

ents

.

JULY

20

18D

EC

2018

(ong

oing

)

VP P

&C

(i, ii)

VP E

ngag

emen

t (ii)

• Cl

ear g

over

nanc

e st

ruct

ure

for I

nclu

sion

and

dive

rsity

is in

pl

ace

with

repr

esen

tatio

n ac

ross

the

Uni

vers

ity.

• ID

LG is

est

ablis

hed

with

repo

rtin

g m

echa

nism

s ba

ck to

EG

.•

IDLG

mon

itors

pro

gres

s ag

ains

t Exe

cutiv

e KP

Is o

n In

clus

ion

and

Div

ersi

ty.

• Be

tter e

qual

opp

ortu

nity

for a

ll res

ults

in Y

our V

oice

su

rvey

mov

ing

from

71%

to 7

5%.

8.6

Whi

le p

olic

y an

d pr

oced

ures

incl

ude

al

l Sw

inbu

rne

em

ploy

ees,

no re

view

ha

s be

en u

nder

take

n

to e

nsur

e th

at th

e

uniq

ue n

eeds

of

dive

rse

empl

oyee

s ar

e co

nsid

ered

and

incl

usiv

e la

ngua

ge is

use

d.

Upd

ate

orga

nisa

tion

al p

olic

ies

inco

rpor

atin

g in

clus

ion

and

dive

rsit

y

i. Rev

iew

and

upd

ate

all p

olici

es (P

&C,

Fin

ance

, Pa

yrol

l, Int

egrit

y, Ri

sk e

tc) t

o en

sure

an

in

ters

ectio

nal a

ppro

ach.

ii. Im

plem

ent a

bie

nnia

l pol

icy r

evie

w a

nd b

ench

mar

k ou

r pol

icies

aga

inst

app

ropr

iate

org

anisa

tions

; up

date

whe

re n

eces

sary

.

iii. E

xplic

itly i

nclu

de d

etai

led

refe

renc

es to

tran

sgen

der

and

gend

er d

ivers

e st

aff in

pol

icies

to in

clude

and

ed

ucat

e al

l.

OCT

20

18JU

LY

2019

(ong

oing

re

view

)

VP P

&C

(i-iii)

COO

(i-ii

i)•

Polic

ies

upda

ted.

• M

eet b

ench

mar

k po

licy

stat

us a

s de

fined

by

inde

pend

ent

peak

bod

ies

(e.g

. Prid

e in

Div

ersi

ty, T

rans

gend

er V

icto

ria,

Aust

ralia

n N

etw

ork

on D

isab

ility)

.

94 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

8: S

yste

ms,

Pol

icy,

Rep

ortin

g, D

ata,

Fra

mew

orks

8.7

The

SAG

E di

scov

ery

proc

ess

reve

aled

that

w

hile

we

sys

tem

atic

ally

co

llect

info

rmat

ion

on

form

al c

ompl

aint

s,

info

rmal

com

plai

nt

info

rmat

ion

is no

t co

nsis

tent

ly co

llect

ed.

Also

, com

plai

nts

are

no

t cro

ss re

fere

nced

w

ith o

ther

rele

vant

da

ta (i

nclu

ding

Stu

dent

co

mpl

aint

s ag

ains

t st

aff, W

orkc

over

co

mpl

aint

s, ex

cess

ive

abse

ntee

ism, s

urve

y re

sults

).

Impr

oved

rep

orti

ng a

nd a

naly

sis

of

inap

prop

riat

e be

havi

ours

i. D

evel

op a

n in

tegr

ated

sys

tem

of c

ompl

aint

s m

anag

emen

t, fro

m in

form

al lo

cal r

esol

utio

n to

fo

rmal

com

plai

nts

proc

esse

s. S

taff

and

stud

ents

ar

e in

sco

pe. C

onsid

er n

umbe

rs o

f iss

ues

raise

d ab

out s

exua

l har

assm

ent,

bully

ing,

disc

rimin

atio

n an

d ha

rass

men

t cla

ims

and

outc

omes

. Cor

rela

te

with

Hea

lth a

nd S

afet

y in

dica

tors

(Wor

kCov

er

Clai

ms,

lost

tim

e in

jury

freq

uenc

y ra

tes,

ab

sent

eeism

rate

s) an

d Vo

ice e

ngag

emen

t su

rvey

resu

lts (a

nd o

ther

sur

vey

resu

lts).

ii. Le

vera

ge o

ur “R

espe

ct n

ow A

lway

s” s

tude

nt

cam

paig

n fo

r sta

ff th

roug

h on

line

trai

ning

m

odul

es a

nd a

war

enes

s ca

mpa

igns

.

iii. R

egul

arly

mon

itor a

nd re

port

on

inap

prop

riate

be

havi

ours

to E

G a

nd C

ounc

il, (fo

rmal

and

in

form

al c

ompl

aint

s) a

nd re

com

men

d ac

tions

to

add

ress

the

issu

es.

JULY

20

19D

EC

2020

VP P

&C

(i, ii,

iii)CO

O (i

)VP

Stu

dent

s (i,

ii)

• E&

I Sur

vey r

esul

ts re

latin

g to

sat

isfa

ctio

n ra

tes

of

actio

n ta

ken

rega

rdin

g in

appr

opria

te b

ehav

iour

s in

crea

se

from

44%

.•

Low

er ra

tes

of in

appr

opria

te b

ehav

iour

s ex

perie

nced

(re

fer T

able

29)

.•

Impr

oved

vie

ws

of c

ultu

re in

qua

litat

ive

resp

onse

s in

You

r Vo

ice s

urve

y.

8.8

We

lack

PhD

stu

dent

pe

rcep

tions

of e

quity

an

d in

clus

ion

and

thus

an

und

erst

andi

ng o

f th

eir l

ived

exp

erie

nces

, w

hat t

hey

need

and

w

hat S

win

burn

e ca

n

do to

impr

ove

thei

r ex

perie

nce.

Run

a Ph

D s

tude

nt e

quit

y an

d in

clus

ion

surv

ey

i. Des

ign,

dev

elop

, impl

emen

t and

ana

lyse

surv

ey d

ata

rega

rdin

g Ph

D st

uden

t equ

ity a

nd in

clusio

n pe

rcep

tions

.

ii. Id

entif

y act

ions

and

det

erm

ine

actio

ns to

bet

ter

supp

ort o

ur s

tude

nts.

MAR

CH

2019

DEC

20

19D

VC R

&D

(i, ii

)VP

Stu

dent

s (i,

ii)•

Surv

ey ru

n.•

Actio

ns d

eter

min

ed.

• St

uden

t sat

isfa

ctio

n ar

ound

E&

I impr

oves

.

95 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

9: E

mbr

acin

g In

ters

ectio

nalit

y9.

1O

ur c

urre

nt p

roce

sses

to

sup

port

peo

ple

who

affi

rm th

eir g

ende

r are

di

scon

nect

ed a

nd re

ly

on th

e ca

pabi

lity

and

good

will

of in

divi

dual

st

akeh

olde

rs.

Supp

orti

ng tr

ansg

ende

r peo

ple

in tr

ansi

tion

i. D

evel

op s

take

hold

er sp

ecifi

c edu

catio

n, a

war

enes

s an

d gu

idel

ines

to e

nabl

e IT

, pay

roll,

facil

ities

and

ot

her r

elev

ant s

take

hold

ers t

o effi

cient

ly ex

ecut

e pr

oces

ses t

hat s

uppo

rt tr

ansg

ende

r em

ploy

ees.

Th

is is

to in

clude

a c

lear

pol

icy i

dent

ifyin

g st

eps

requ

ired

to su

ppor

t tra

nsge

nder

peo

ple

(sta

ff,

stud

ents

and

ext

erna

l par

tner

s),th

ose

cons

ider

ing

gend

er a

ffirm

atio

n, a

re in

the

proc

ess o

f tr

ansit

ioni

ng, a

nd a

re p

ost-t

rans

ition

.

JULY

20

18JU

LY

2019

VP P

&C

(i)•

Tran

sitio

ning

em

ploy

ees

can

arr

ange

all s

yste

m a

nd

proc

ess

requ

irem

ents

thro

ugh

one

cent

ral c

onta

ct.

• Pr

oces

s de

velo

ped

and

impl

emen

ted

in IT

and

pay

roll

syst

ems

requ

ired

as a

resu

lt of

gen

der a

ffirm

atio

n.

9.2

A la

ck o

f aw

aren

ess

an

d un

ders

tand

ing

of

tran

sgen

der i

ssue

s

has

the

pote

ntia

l to

re

sult

in th

e ha

rass

men

t an

d/or

bul

lyin

g of

tr

ansg

ende

r peo

ple.

Rais

e aw

aren

ess o

f tra

nsge

nder

issu

es

i. Rai

se o

vera

ll sta

ff aw

aren

ess o

f tra

nsge

nder

issu

es

and

inclu

sion

thro

ugh:

• U

pdat

ing

our B

ully

ing

and

Har

assm

ent p

olic

y an

d re

late

d tr

aini

ng p

rogr

ams

to in

clud

e re

leva

nt

stat

emen

ts a

bout

disc

rimin

atio

n ag

ains

t tr

ansg

ende

r and

gen

der d

iver

se p

eopl

e,

incl

udin

g ex

plic

it in

clus

ion

of m

is-ge

nder

ing

as a

fo

rm o

f ina

ppro

pria

te b

ehav

iour

. •

Dev

elop

ing

educ

atio

n to

ols t

o in

crea

se a

war

enes

s an

d co

mpe

tenc

e ac

ross

the

unive

rsity

abo

ut th

e ne

eds o

f tra

nsge

nder

sta

ff an

d st

uden

ts.

MAR

CH

2019

DEC

20

19VP

P&

C (i)

• Bu

llyin

g an

d H

aras

smen

t pol

icy

upda

ted,

pub

lishe

d

and

com

mun

icat

ed.

• At

leas

t one

sce

nario

in b

ully

ing

and

hara

ssm

ent

trai

ning

pro

gram

s re

late

s to

tran

sgen

der a

nd/o

r gen

der

dive

rse

issu

es.

• Ed

ucat

ion

tool

s, in

clud

ing

guid

elin

es, in

tran

et

info

rmat

ion

and

trai

ning

are

pub

lishe

d an

d ac

cess

ible

, pa

rtic

ular

ly fo

r aca

dem

ics

teac

hing

tran

sgen

der o

r ge

nder

div

erse

stu

dent

s an

d m

anag

ers

of tr

ansg

ende

r or

gen

der d

iver

se e

mpl

oyee

s.

9.3

Ther

e ar

e no

form

al

supp

ort m

echa

nism

s

for p

eopl

e w

ho id

entif

y as

tran

sgen

der,

thus

th

e le

vel o

f sup

port

av

aila

ble

is ad

hoc

and

di

fficu

lt to

find

.

Supp

ort f

or tr

ansg

ende

r and

gen

der

dive

rse

peop

le.

i. Dev

elop

clea

r sup

port

pro

cess

es a

nd co

ntac

ts so

th

at tr

ansg

ende

r and

gen

der d

ivers

e pe

ople

can

ea

sily c

onne

ct w

ith a

nd o

btai

n fa

ce-to

-face

co

nfide

ntia

l sup

port

. Thi

s will

inclu

de:

• A

dedi

cate

d in

tran

et p

rese

nce

that

cont

ains

gu

idel

ines

, pro

cedu

res a

nd re

leva

nt in

form

atio

n fo

r em

ploy

ees a

nd m

anag

ers o

f tra

nsge

nder

sta

ff.•

Trai

ned

cont

act p

eopl

e w

ho c

an s

uppo

rt

staff

thro

ugh

gend

er a

ffirm

atio

n an

d as

soci

ated

pr

oces

ses.

APRI

L

2018

DEC

20

18VP

P&

C (i)

• In

tran

et c

onte

nt d

evel

oped

, pub

lishe

d an

d co

mm

unic

ated

.•

Two

staff

in H

R tr

aine

d to

supp

ort t

rans

gend

er e

mpl

oyee

s.

96 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

9: E

mbr

acin

g In

ters

ectio

nalit

y9.

4En

gagi

ng a

nd in

form

ativ

e co

mm

unic

atio

n to

ols

are

a ke

y le

ver f

or ra

ising

aw

aren

ess

and

unde

rsta

ndin

g of

in

clus

ion

and

dive

rsity

.

The

likel

ihoo

d th

at

peop

le fr

om d

iver

se

back

grou

nds

will

appl

y fo

r em

ploy

men

t, ca

reer

de

velo

pmen

t and

/or

prom

otio

ns a

t Sw

inbu

rne

in in

crea

sed

whe

re th

ere

are

visib

le ro

le m

odel

s fro

m d

iver

se

back

grou

nds

Enha

nce

Swin

burn

e eq

uity

, inc

lusi

on a

nd

dive

rsit

y on

line

pres

ence

i. U

pdat

e al

l exi

stin

g eq

uity

and

dive

rsity

intr

anet

/in

tern

et p

ages

to co

mm

unica

te o

ur in

clusio

n an

d di

vers

ity s

trat

egy a

nd p

rogr

ams.

Inclu

de

info

rmat

ion

on: in

ters

ectio

nalit

y; to

ols f

or

empl

oyee

s who

iden

tify w

ith d

ivers

e ba

ckgr

ound

; an

d to

ols f

or m

anag

ers a

nd e

mpl

oyee

s of d

ivers

e co

lleag

ues.

ii. Re

gula

rly co

mm

unica

te co

nten

t to

ensu

re

incr

ease

d us

e of

the

info

rmat

ion

avai

labl

e an

d m

onito

r ’hi

t rat

es’ o

f pag

es.

iii. E

stab

lish

dive

rsity

role

mod

els p

rom

otio

n/

com

mun

icatio

ns s

trat

egy.

JULY

20

18D

EC

2018

(Ong

oing

)

VP P

&C

(i, ii

, ii)

• N

ew in

tran

et p

rese

nce

for t

he In

clus

ion

and

Div

ersi

ty, a

nd

the

8 po

rtfo

lios

iden

tified

in th

e in

clus

ion

and

dive

rsity

fr

amew

ork

are

publ

ished

.•

Page

hit

rate

incr

ease

s ov

er ti

me.

• In

crea

sed

recr

uitm

ent a

pplic

atio

n ra

tes

from

peo

ple

who

id

entif

y w

ith o

ne o

r mor

e di

vers

ity in

dica

tors

.•

Incr

ease

d ap

plic

atio

ns fo

r aca

dem

ic pr

omot

ion

for p

eopl

e fro

m d

iver

se b

ackg

roun

ds.

9.5

Incr

easin

g th

e re

pres

enta

tion

and

enga

gem

ent o

f Ab

orig

inal

and

Tor

res

Stra

it Is

land

er P

eopl

es a

t Sw

inbu

rne

is cr

itica

l to

our 2

025

stra

tegy

and

re

flect

s ou

r pos

ition

as

a le

ader

in re

conc

iliatio

n.

Supp

ort r

ecru

itmen

t, re

tent

ion

and

adva

ncem

ent o

f Ind

igen

ous A

ustr

alia

ns

i. Im

plem

ent a

ll ELE

VATE

RAP

201

7-20

19, t

arge

ts

and

initi

ative

s Inc

ludi

ng:

• Im

plem

ent t

he In

dige

nous

Em

ploy

men

t Str

ateg

y•

Org

anise

a g

ende

r sen

sitive

eld

ers i

n

resid

ence

pro

gram

.•

Impl

emen

t ind

ivid

ualis

ed p

rofe

ssio

nal

deve

lopm

ent f

or a

ll cur

rent

Abo

rigin

al a

nd/o

r To

rres

Str

ait i

sland

er e

mpl

oyee

s, in

cludi

ng

prov

ision

of f

undi

ng e

quiva

lent

to 2

0% o

f the

em

ploy

ee’s

base

sal

ary.

JULY

20

18D

EC

2018

(Ong

oing

)

VP P

&C

(i)VP

Eng

agem

ent (

i)•

Abor

igin

al a

nd T

orre

s St

rait

Isla

nder

repr

esen

tatio

n at

Sw

inbu

rne

is 1.

01%

by

Dec

embe

r 201

9.•

At le

ast o

ne A

borig

inal

and

Tor

res

Stra

it Is

land

er p

erso

n

is em

ploy

ed in

a S

TEM

M re

late

d ro

le b

y D

ecem

ber 2

019.

• En

gage

men

t ind

icat

ors

in Y

our V

oice

sur

vey

show

that

Ab

orig

inal

and

Tor

res

Stra

it Is

land

er s

taff

are

at le

ast a

s en

gage

d as

all s

taff.

97 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

9: E

mbr

acin

g In

ters

ectio

nalit

y9.

6Su

ppor

ting

curr

ent

Abor

igin

al a

nd/o

r Tor

res

Stra

it Is

land

er s

tude

nts

to u

pgra

de th

eir

qual

ifica

tions

and

en

cour

agin

g m

ore

stud

ents

to s

tart

pr

ogra

ms

will

incr

ease

th

e di

vers

ity o

f our

st

uden

t poo

l and

en

hanc

e th

e ov

eral

l le

arni

ng e

xper

ienc

e. It

m

ay a

lso a

ssis

t Sw

inbu

rne

to ‘g

row

our

ow

n’ In

dige

nous

ac

adem

ics

in S

TEM

M

Incr

ease

num

bers

of A

bori

gina

l and

Tor

res

Stra

it Is

land

er s

tude

nts

com

plet

ing

our

STEM

M d

egre

es

i. Im

plem

ent a

nd e

nhan

ce su

ppor

t for

cur

rent

st

uden

ts to

max

imise

thei

r cha

nce

of su

cces

sful

ly

com

plet

ing

qual

ifica

tions

.

ii. Id

entif

y hig

h po

tent

ial A

borig

inal

and

Torr

es S

trai

t Isl

ande

r stu

dent

s com

plet

ing

cert

ifica

te a

nd/o

r di

plom

a le

vel q

ualifi

catio

ns a

nd a

ctive

ly en

cour

age

them

to u

pgra

de to

deg

rees

and

pos

tgra

duat

e qu

alifi

catio

ns.

iii. In

clude

a sp

ecifi

c foc

us o

n ST

EMM

in o

ur c

urre

nt

Abor

igin

al a

nd To

rres

Str

ait I

sland

er s

tude

nt

recr

uitm

ent s

trat

egy.

iv. E

xplo

re fe

asib

ility o

f Abo

rigin

al a

nd To

rres

Str

ait

Islan

der s

tude

nt s

chol

arsh

ips i

n ST

EMM

.

JULY

20

18D

EC

2021

(Ong

oing

)

VP S

tude

nts

(i-iv

)D

VC A

(i-i

v)PV

C FB

L (i-

iv)

PVC

FHAD

(i-iv

)PV

C FS

ET (i

-iv)

VP E

ngag

emen

t (i-i

v)

• Ab

orig

inal

and

Tor

res

Stra

it Is

land

er s

tude

nt

enro

lmen

ts in

STE

MM

to re

pres

ent 0

.3%

of a

ll HE

enro

lmen

ts.

• Ab

orig

inal

and

Tor

res

Stra

it Is

land

er S

TEM

M s

tude

nt

com

plet

ion

rate

is e

quiv

alen

t to

com

plet

ion

rate

s fo

r al

l stu

dent

s in

STE

MM

.

9.7

Abor

igin

al a

nd T

orre

s St

rait

Isla

nder

cul

tura

l co

nsid

erat

ions

form

ing

a pa

rt o

f all S

AGE

inte

rven

tions

and

pr

ogra

ms

will

ensu

re

Abor

igin

al w

omen

are

as

likel

y to

app

ly an

d/or

pa

rtic

ipat

e as

non

-In

dige

nous

wom

en

Ensu

re c

ultu

ral a

ppro

pria

tene

ss o

f all

prog

ram

s and

inte

rven

tions

aim

ed a

t in

crea

sing

wom

en in

STE

MM

i. Exp

lore

and

defi

ne n

eeds

of A

borig

inal

and

Torr

es

Stra

it Isl

ande

r wom

en a

nd b

uild

thes

e re

quire

men

ts

into

wom

en o

nly r

oles

in S

TEM

M.

ii. Ap

ply a

cultu

ral le

ns to

all p

rofe

ssio

nal d

evel

opm

ent,

men

torin

g or

adv

ance

men

t opp

ortu

nitie

s to

activ

ely e

ncou

rage

Abo

rigin

al a

nd To

rres

Stra

it Isl

ande

r wom

en to

app

ly.

JULY

20

18O

ngoi

ngD

VC A

(i, ii

)D

VC R

&D

(i, ii

)VP

Eng

agem

ent (

i, ii)

VP P

&C

(i, ii)

• Ab

orig

inal

and

Tor

res

Stra

it Is

land

er w

omen

app

ly

for p

ositi

ons

in S

TEM

M ro

les

at S

win

burn

e U

nive

rsity

of

Tec

hnol

ogy.

• In

crea

sed

cultu

ral a

war

enes

s of

all s

taff

in S

TEM

M

thro

ugh

staff

trai

ning

and

Abo

rigin

al a

nd T

orre

s St

rait

Isla

nder

cul

ture

bei

ng e

mbe

dded

in le

arni

ng

oppo

rtun

ities

.

9.8

By e

nsur

ing

the

cultu

ral

appr

opria

tene

ss o

f in

terv

entio

ns th

at a

re

desig

ned

to s

uppo

rt

wom

en in

STE

MM

, Sw

inbu

rne

can

ensu

re

thes

e in

terv

entio

ns a

re

equa

lly a

vaila

ble

to

wom

en fr

om a

ll ba

ckgr

ound

s.

Ensu

re c

ultu

ral a

ppro

pria

tene

ss is

con

side

red

whe

n off

erin

g em

ploy

ee b

enefi

ts

i. Con

sult

with

app

ropr

iate

peo

ple

rega

rdin

g cu

ltura

l req

uire

men

ts (e

.g., p

eopl

e fro

m c

ultu

rally

an

d lin

guis

tical

ly di

vers

e ba

ckgr

ound

s an

d In

dige

nous

Aus

tral

ians

) whe

n co

nsid

erin

g em

ploy

ee b

enefi

ts.*

**

ii. En

sure

any

par

tner

s en

gage

d by

Sw

inbu

rne

are

awar

e of

and

trai

ned

in A

borig

inal

Tor

res

Stra

it Is

land

er s

ervi

ces.

JULY

201

8O

ngoi

ngVP

- P&

C (i,

ii)VP

Eng

agem

ent (

i, ii)

• Al

l cul

tura

l req

uire

men

ts a

re ta

ken

into

acc

ount

.•

All p

artn

ers

are

awar

e of

Indi

geno

us A

ustr

alia

n se

rvice

s an

d ne

eds.

98 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

10: F

acili

ties

10.1

We

have

5 p

aren

ts

feed

ing

room

s ac

ross

th

e ca

mpu

ses

for 4

000

staff

and

stu

dent

s.

Giv

en h

igh

volu

mes

of

peo

ple

at S

win

burn

e m

ore

faci

litie

s ar

e re

quire

d.

Man

y ne

w p

aren

ts

and

visi

tors

are

un

awar

e of

our

par

ents

’ fe

edin

g ro

oms

Pare

nt F

eedi

ng r

oom

s

i. In

crea

se th

e nu

mbe

r of p

aren

ts fe

edin

g ro

oms

acro

ss o

ur 3

cam

puse

s with

the

aim

of h

avin

g at

le

ast o

ne ro

om p

er 4

nei

ghbo

urin

g b

uild

ings

.

ii. Ad

equa

tely

adve

rtise

ava

ilabi

lity o

f the

se fa

ciliti

es

to a

ll sta

ff, s

tude

nts a

nd v

isito

rs.

DEC

20

16D

EC

2021

COO

(i)

VP S

tude

nts

(ii)

• Ro

oms

are

esta

blish

ed.

• U

sage

of r

oom

s in

crea

ses.

• Re

turn

ing

to w

ork

pare

nts

feel

bet

ter s

uppo

rted

with

fa

cilit

ies

that

mee

t the

ir ne

eds

(sur

vey

to b

e cr

eate

d).

10.2

Whi

le th

e U

nive

rsity

ha

s id

entifi

ed 7

ge

nder

-neu

tral

re

stro

oms

acro

ss 3

ca

mpu

ses,

they

are

no

t cur

rent

ly m

arke

d

on U

nive

rsity

map

s w

hich

mak

es th

em

diffi

cult

for p

eopl

e

to lo

cate

.

Gen

der-

neut

ral r

estr

oom

s

i. Ens

ure

gend

er-n

eutra

l facil

ities

are

mar

ked

on

cam

pus m

aps a

nd se

arch

able

on

the

Sw

inbu

rne

Intra

net.

ii. En

sure

that

eve

ry n

ew b

uild

ing

and

build

ing

refu

rbish

men

t con

tain

s at l

east

1 g

ende

r-neu

tral

rest

room

.

JULY

20

18D

EC

2019

(o

ngoi

ng)

COO

(i, ii

)•

Upd

ated

map

s, w

ayfin

der s

igna

ge a

nd o

nlin

e

faci

litie

s in

form

atio

n.

99 A

then

a SW

AN In

stitu

tion

Appl

icat

ion

Bro

nze

Awar

d

Ref

No.

Ratio

nale

for A

ctio

nSpecificActio

nTi

mef

ram

eRe

spon

sibl

eSuccessCrite

riaand

/orO

utcome

Star

tEn

dTH

EME

11: M

onito

ring

& E

valu

atio

n11

.1In

ord

er to

ena

ct a

nd

achi

eve

our S

AGE

actio

ns, a

n im

plem

enta

tion

plan

ne

eds

to b

e es

tabl

ished

.

Impl

emen

t SAG

E A

ctio

n Pl

an

i. D

evel

op th

e SA

GE

impl

emen

tatio

n an

d en

gage

men

t pla

n to

roll o

ut th

e ac

tions

and

em

brac

e th

e At

hena

SW

AN p

rincip

les.

***

ii. Ap

poin

t ded

icate

d SA

GE

reso

urce

(s) to

supp

ort

the

impl

emen

tatio

n of

SAG

E ac

tion

plan

and

co

ntin

ue to

mon

itor p

rogr

ess a

nd p

rovid

e

supp

ort t

o th

e SA

T.

APRI

L

2018

JULY

20

18VP

P&

C (i,

ii)SA

GE

SAT

(i)•

SAG

E im

plem

enta

tion

plan

dev

elop

ed•

SAG

E ac

tion

plan

on

trac

k an

d im

plem

ente

d pe

r sch

edul

e

11.2

Cultu

ral c

hang

e

proj

ects

like

SAG

E re

quire

the

cont

inue

d co

mm

unic

atio

n an

d en

gage

men

t with

the

resp

ectiv

e co

mm

unity

to

max

imise

suc

cess

.

As w

e m

ove

from

the

actio

n-pl

anni

ng p

hase

in

to im

plem

enta

tion

phas

e, w

e re

quire

br

oade

r eng

agem

ent

from

the

Swin

burn

e co

mm

unity

.

Cont

inui

ng m

omen

tum

for S

AGE

i. Mai

ntai

n m

omen

tum

for S

AGE

activ

ities

by

cont

inui

ng re

gula

r sta

ff fo

rum

s, re

port

ing

on

achi

evem

ents

to d

ate

to s

taff/

stud

ents

/EG

/Cou

ncil.

JULY

20

18D

EC

2021

PVC

FBL

(i)PV

C FH

AD (i

)PV

C FS

ET (i

)

• U

plift

in e

ngag

emen

t sco

re in

You

r Voi

ce s

urve

y•

6 m

onth

ly up

date

on

SAG

E ac

tivity

to s

tude

nts,

staff

an

d co

unci

l acr

oss

11 k

ey th

emes

11.3

Succ

essf

ul p

roje

cts

requ

ire ro

bust

go

vern

ance

to s

uppo

rt

and

faci

litat

e pr

ogre

ss.

Ensu

re s

olid

gov

erna

nce

foun

datio

n

i. Es

tabl

ish S

AGE

gove

rnan

ce.

ii. R

epor

t SAG

E pi

lot p

roje

ct a

chie

vem

ents

, cha

lleng

es

and

lear

ning

s int

erna

lly to

Inclu

sion,

Dive

rsity

, Le

ader

ship

Gro

up, E

G a

nd e

xter

nally

.

APRI

L

2018

DEC

20

18(o

ngoi

ng)

VP P

&C

(I, ii)

SAG

E SA

T (i,

ii)•

SAG

E go

vern

ance

em

bedd

ed in

to ID

LG fr

amew

ork

• An

nual

upd

ate

alig

ned

with

oth

er d

iver

sity

act

iviti

es a

nd

SWAN

upd

ates

11.4

Mon

itorin

g th

e eff

ectiv

enes

s of

act

ions

un

dert

aken

will

ensu

re

ongo

ing

impr

ovem

ent

to e

quity

and

incl

usio

n im

prov

emen

t at

Swin

burn

e.

Mai

ntai

n re

leva

nce

of S

AGE

actio

n pl

an

i. Re

view

, ref

resh

and

upd

ate

the

SAG

E ac

tion

plan

an

d en

cour

age

depa

rtm

ents

to a

pply

for o

ther

le

vels

of a

ccre

dita

tion

as th

ey b

ecom

e av

aila

ble.

ii. A

nnua

l con

sulta

tion

cond

ucte

d an

d fe

edba

ck

inco

rpor

ated

into

act

ion

plan

.

APRI

L

2018

DEC

20

21VP

P&

C (i)

• 6

mon

thly

upda

te o

f act

ion

plan

and

pro

gres

s m

ade

• Ac

tion

plan

mai

ntai

ned

Documents

Athena SWAN Institution Application · Name of institution Swinburne University of Technology Date of application 29 March 2018 Award level Bronze Date joined Athena SWAN September