Athena SWAN Silver department award application · 1 Athena SWAN Silver department award application Name of university: The University of Nottingham Department: School of Chemistry

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Athena SWAN Silver department award application

Name of university: The University of Nottingham

Department: School of Chemistry (Bronze Award Holder)

Date of application: November 2016

Date of university Athena SWAN awards: Bronze 2006, 2009; Silver 2013

Contact for application: Jonathan Hirst, Head of School

Email: [email protected]

Telephone: 0115 9513478

School website address: http://www.nottingham.ac.uk/chemistry/

The School’s new teaching lab (left), courtyard designed by the architect Basil Spence (centre), and researchers (right).

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Athena SWAN Silver department award application

Abbreviations Used

AMF Anne McLaren FellowshipAPM Administrative, Professional and Managerial [job family]CNL Carbon Neutral LaboratoryDOA Director of Operations and AdministrationE&D Equality and diversityECR Early career researcherEDC Equality and Diversity CommitteeFTE Full time equivalentHoD Head of DepartmentHoS Head of SchoolHR Human ResourcesIoP Institute of PhysicsKIT Keeping In Touch DaysLCF Learning Community ForumNRF Nottingham Research FellowPDPR Personal Development and Performance ReviewPGCHE Postgraduate Certificate in Higher EducationRAE Research Assessment ExerciseREF Research Excellence FrameworkR&T Research and Teaching [job family]SAT Self-Assessment TeamSEB School Executive BoardSoC School of ChemistryTEF Teaching Excellence FrameworkTS Technical Services [job family]URF University Research FellowWIN Women in Nottingham

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1. Letter of endorsement from the head of department (max 500 words)

Professor Jonathan HirstHead of the School of ChemistrySchool of Chemistry,University Park, Nottingham NG7 2RD, UKTel: 0115 951 3478Email: [email protected]______________________________________________________________________

Dr Ruth GilliganAthena SWAN ManagerEquality Challenge Unit7th floor, Queens House55/56 Lincoln’s Inn FieldsLondon, WC2A 3LJ

Dear Dr Gilligan,

In our School, we strive for a working environment and culture which is inclusive, diverse and providesopportunity for all to realise their full potential. This reflects our core values and recognises that oursuccess relies on empowering everyone to contribute to our collective effort. I wholeheartedly endorseour submission for Silver, which builds on tangible impact from our 2013 Athena Swan Bronze awardand action plan:

44-45% female undergraduates in the past two years, above the HESA average (43%)

46% female postgraduate researchers starting in 2015-16 (HESA average: 38%)

support for colleagues on and returning from maternity leave and increased uptake ofpaternity leave

four new female permanent academic appointments

promotion of female colleagues (one to Associate Professor and one to Professor)

more female colleagues in School leadership positions.

The application has enthusiastic support from the University, the School Executive Board and our staff,underscored by a ring-fenced budget of £10k and a significant time commitment. I chair our Self-Assessment Team (SAT), comprising our students and colleagues from across technical, administrativeand academic job families. The application has contributions from the SAT, the School’s Equality andDiversity Committee (EDC) and many other colleagues. I report to the School Executive Board onequality and diversity (a standing agenda item) and ensure that recommendations from the SAT andEDC are carefully considered and, where appropriate, developed into School policy and fed into theFaculty Action Plan developed by the Faculty Board chaired by our Pro Vice-Chancellor.

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Our application represents an accurate and honest reflection of the School, and we recognise the workstill to be done. We are reflecting on working practices with respect to gender balance, careersatisfaction and outcomes. We are pro-active in adopting best practice; responding to the feedback onour 2013 Award, we now embed analysis of the impact of interventions, reflection, and further actionsinto our processes. Implementing our 2013 Action Plan, we have instigated new mechanisms ofcommunication, raising awareness and visibility of activities relating to inclusion and diversity.

Termly School-wide meetings now bring the whole School together on a regular basis.

New annual social events take place (funded by the School).

We share information about events (e.g., Black History month, Chinese New Year), visitors andsuccesses in the School through:

o video screens installed in prominent accessible areaso a twitter account and a weekly email update (both of which I personally lead on).

We have strengthened processes associated with engagement and recruitment with respect toequality and diversity, and specifically gender balance. We are collecting data and feedback willcontinue to be critical as we address future goals, e.g., to increase the number of female professors(currently two). Our 2016 Action Plan will serve as the roadmap for the School and which we willdeliver, through the necessary resourcing, engagement of the whole School and the direction set bythe School’s leadership. I look forward to guiding the School forward on this essential agenda whichextends across all aspects of inclusion and diversity.

Yours sincerely,

Jonathan HirstProfessor of Computational ChemistryHead of School

[Section 1: 500 words]

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2. Description of the department (max 500 words)The School comprises three Departments: “Inorganic & Materials Chemistry”, “Organic & BiologicalChemistry” and “Physical & Theoretical Chemistry”. All academic staff are members of one of these.Each Department has a Head (HoD) and a Deputy Head. The Head of School (HoS) has overallresponsibility for the leadership, direction and operation of the School and all staff and studentstherein. The School Executive Board (SEB) supports much of this role. SEB consists of the HoS, thethree HoDs, the Director of Operations and Administration (a.k.a. DOA or School Manager), theDirector of Research, the Director of Teaching & Learning, the Manager of the Business PartnershipUnit, and the Director of the Carbon Neutral Laboratory. The main staff groups are: Administrative,

Professional and Managerial (APM); Research and Teaching (R&T), and Technical Services (TS). Thereare 36 colleagues in the TS job family and 21 APM colleagues (in both cases some with fractionalcontracts). Additionally, there are 124 R&T permanent appointments, comprising academic andacademic-related colleagues, of whom 48 are postdoctoral researchers on research contracts.Student numbers in Full Time Equivalents (FTEs) comprise 623 undergraduate, 7 postgraduate-taughtand 155 postgraduate-research.

Figure 2.1: Our (APM, Technical Services and Research and Teaching) staff at the School’s Graduation Event 2016.

Job Family Female Male Total number

Research and Teaching (R&T) 27% 73% 124

Administrative, Professionaland Managerial (APM)

86% 14% 21

Technical Services (TS) 33% 77% 36

Figure 2.2: Percentage male and female and total numbers of staff in each job family.

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The DOA line manages most of the APM and TS staff. The HoDs have line management responsibilityfor R&T colleagues in their Departments and implement agreed policies. SEB liaises with and receivesreports from the School Committees: Teaching and Learning, Research, Safety, Equality and Diversityand the Learning Community Forum. Several of these include student representatives. In addition,there are some sub-committees and ad hoc committees that are formed for specific matters, such aspreparation for the Research Excellence Framework. SEB provides updates to and receives feedbackfrom the staff at termly School-wide Staff Meetings and through Departmental meetings usually heldmonthly. The DOA meets fortnightly with a Senior Team of APM and TS colleagues.

Academic input and management of undergraduate teaching is led by Rossana Wright, our Director ofTeaching and Learning; she line-manages several colleagues involved in administrative and teachingsupport, including the Undergraduate Teaching Laboratory Manager, Anna Bertram. Our AdmissionsTutor, Jon McMaster, manages undergraduate recruitment. Our Senior Tutor, Robert Mokaya, mentorsnew staff regarding the role of personal tutors. He takes a School-wide perspective on supportteaching, assists where a student feels unable to approach their designated personal tutor, liaisesclosely with other colleagues on specific aspects of support for students’ learning and development,and is involved in reviewing student extenuating circumstances. The Director of Postgraduate Studies,Rob Jones, oversees recruitment of postgraduate students and the postgraduate programme ofstudies. Departmental postgraduate student advisors (Chris Hayes, Sandy Blake & Tim Wright) dealconfidentially with concerns research students may have about their research programme orsupervision. In 2016, one of our undergraduates (Sandeep Kaur) gave a short presentation to theAcademic Staff Away Day outlining key issues that had been identified by our surveys and providingher personal comment on what we do well and how we might improve (see Section 5.3 (iv)).


Figure 2.3: Schematic of the structure of our School detailing lines of communication and responsibility.

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3. The self-assessment process (max 1000 words)

The composition of the Self-Assessment Team (SAT) (Figure 3.1) was developed by the Chair (Head ofSchool) in consultation with the Chair of the School’s EDC and with a colleague, June McCombie, whohas been closely involved with diversity and inclusion programs with the Institute of Physics and theRoyal Society of Chemistry. Membership of the SAT is recognised in the University workload allocationas implemented within the School. The diversity of the SAT in terms of roles (all job families) withinthe School, range of grades (levels 2 to 7) and gender balance (6 female; 4 male) was carefullyconsidered from the outset.

Name Full-time/part-time,position & role on SAT

Gender Work-life balance Job Family

RoseannaBramwell

Full-time, PA to HoS,member of SAT sincejoining the Universityin Mar 2015

Female I joined the University in March2015; I do not have childcareresponsibilities but feel that theSchool supports flexibility in workingwhich allows a good work-lifebalance.

APM

DavidChambers-

Asman

Full-time, Director ofOperations andAdministration,member of SAT

Male I joined the University in 2007 asTechnical Manager; appointed tocurrent role in 2010. The School hassupported flexibility in my working.

APM

CarlyDellar

Part-time, HRAdministrator and PAto the SchoolManager, APMmember of SAT

Female I work 24 hours/week and have an11-month contract, allowing me totake August off which helps withchildcare arrangements for my 10year-old son.

APM

MartinDellar

Full-time, TechnicalManager, Technicalmember of SAT

Male I was appointed as a TraineeTechnician at Nottingham Chemistryin 1983 and was appointed to mycurrent role in 2012. My wife alsoworks in the School and we shareparental responsibility of ourextremely active 10 year-old son.

TS

LauraFinney

Full-time, PhD student,member of the PhDforum, the SAT and theEDC

Female Despite numerous commitmentsalongside my PhD, I have a goodwork-life balance important and Ienjoy attending dance classes in myspare time.

PGR

JoshuaGibson

Full-time, 4th year PhDstudent writing up,PhD member of SAT,providing overlap withthe newer PhD Forum.

Male During my 2nd year I was a memberof the PhD Forum committee, whichallows PhD students the opportunityto influence decisions made withinthe School.

PGR andnow R & T

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JonathanHirst

Full-time, Professor,Head of School (since2013), Chair of SAT

Male I have a good work-life balance,enjoying a full part in family life(married since 1993, with children,now 17 and 19-years old).

R & T

SteveHowdle

Full-time, Professor,Chair of EDC, memberof SAT, WIN and theFaculty EDC and of theRoyal Society’sEquality and DiversityNetwork (EDAN)

Male I was appointed as a ResearchFellow in 1989 and contribute to allaspects of the school’s activities inteaching, research, admin andcommercialisation. I have sharedparenting throughout my careerwith my wife who is a secondaryschool science teacher. We have twoboys aged 18 and 22.

R & T

AndreaLaybourn

Full-time, postdoctoralresearcher in theSchool of Chemistryand the Faculty ofEngineering, postdocmember of SAT

Female I am an active member of the Schoolof Chemistry Postdoctoral Forum,having been co-chair of the forum in2013. I am also a postdoctoralrepresentative on the EDC.

R & T

JuneMcCombie

Full-time, SeniorResearch Officer,member of SAT

Female I have had the experience of severalyears of caring commitments forelderly relatives, facilitated by agood and flexible workingenvironment.

R & T

KatherineTallant

Full-time, Director ofOperations in theSchool of Pharmacy,External member ofSAT

Female Dual-career household, both full-time, with a school-aged child. Wework flexibly to accommodateschool-runs and have a good work-life balance.

R & T

Figure 3.1: The SAT team: their position, role on the SAT, gender and their work-life balance.

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The self-assessment process

The SAT (Figure 3.2) was formed originally in June 2012 and was instrumental in leading andconstructing the School’s 2013 Athena SWAN submission. It worked alongside the School’s Equalityand Diversity Committee (EDC), which has been in place since 2010. After the submission of the 2013Athena SWAN submission, the EDC was the key committee in the School working on all aspects ofimproving our working environment and upholding and promoting equality, and reporting to theSchool Executive Board (SEB). The SAT was re-constituted in January 2015, chaired by the Head ofSchool, with membership reconfigured to represent all job families across the School. In addition to amember of the SAT from outside the School, we have also made use of the industrial perspective. Asenior industry member of our School’s Strategic Advisory Board was impressed by our level ofengagement and more broadly with the sector-wide activity stimulated by the Athena SWANprogramme.

The SAT met bi-monthly through 2015, with six meetings, focused on the Action Plan, identifying andmonitoring data associated with the Plan, challenging processes within the School to ensure thatprinciples of inclusion and diversity are embedded as fully and as robustly as possible. This activity hasbeen progressed in partnership with the EDC, with both the SAT and the EDC reporting to SEB. Minuteshave been shared across the School (via Workspace, an electronic repository).

Figure 3.2: Our Chemistry SAT in November 2016 Back Row – L-R; Steve Howdle, June McCombie, Laura Finney,Martin Dellar, Katherine Tallant, Josh Gibson, Front Row Andrea Laybourn, Roseanna Bramwell, David Chambers-Asman, Carly Dellar, Jonathan Hirst.

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In 2016, SAT meetings have occurred monthly.

Jan Consideration of practice/submissions from two other Schools (Pharmacy, Nursing)Feb Initial drafting of submission document; review of Action PlanMarch Meeting with University Challenge & Support groupApril Ongoing development of submission document; review of Action PlanMay Update from EDC, Pharmacy’s submission; development of submission documentJune Ongoing development of submission documentJuly Data ReviewAugust Sub-group meetings for document submissionSeptember Development of submission documentOctober Development of submission document; response to Challenge & Support groupNovember Final review and sign-off of submission

A consultation event on the Action Plan was run as part of the School’s activity associated withInternational Women’s Day and it has been presented for comment by all staff at the School-wideStaff Meetings in July and October (Figure 3.3).

Future of the self-assessment team

After November 2016, the SAT will meet bi-monthly. The interaction between the SAT and EDC willbe reviewed, to optimise their combined effectiveness. Membership of the SAT will be refreshed,retaining representation across the School, also ensuring that there is overlap and experience thatwill enable us to deliver on the 2016 Action Plan. The PhD and postdoc members rotate every twoyears, and in the case of the PhD Forum members we have provided continuity, by overlapping theterms. A new external SAT member, Dr Kirsty Clode, alumna and formerly of BP Ltd will join to bringexternal expertise and experience.

Our ongoing programme of surveys of staff, postdocs, postgraduate and undergraduate students willcontinue to run and to be refined as appropriate. The data generated will be analysed at the EDC andoutcomes from the analysis will be considered by the SAT, actions will be recommended to SEB, andtheir implementation and outcome will be reviewed by the SAT. Updates of the activity of the SATwill continue to be disseminated through School-wide meetings, the distribution of minutes ofmeetings and through an annual consultation event.

[Section 3 (incl. including work-life balance column of Figure 3.1): 975 words]

Figure 3.3: The School has focussed events (left) on the development of the Athena Swan document and broadconsultation (right) on its contents.

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4. Picture of the Department (max 2000 words)

The School is one of seven within the Science Faculty. Our annual undergraduate intake has risen toover 200 FTE students. Our Natural Sciences programme recruits well above the average proportion offemale undergraduates (60%). We enjoy a thriving research environment with 160 postgraduates and60 post-doctoral fellows from across the globe. The School has an enviable track-record in outreachand public engagement. Our YouTube channel PeriodicVideos is one of the most popular chemistrywebsites on the internet with over 862,000 subscribers and 144M views. It features many of our staff,including our award-winning Outreach Officer, Samantha Tang (https://www.youtube.com/watch?v=IeGu-

ZCJVDQ).

In July 2016, the new GlaxoSmithKline Carbon Neutral Laboratory opened: a 4,500 m2 facility, withworld-leading environmental credentials. In 2015, we installed a state-of-the-art teaching laboratorywith the capacity for 150 students. A contemporaneous refurbishment has provided a new analyticalsciences suite, new research laboratories and has transformed the external appearance of our existingChemistry building. These major developments have been delivered through the dedication and hardwork of our support and technical colleagues working alongside academics.

Figure 4.1: Our successful PeriodicVideos website (left); the 2016 ChemSoc committee (right).

Figure 4.2: Our refurbished Chemistry building with new fascia and windows (left); new teaching lab (centre); the newGSK Carbon Neutral Laboratory (right).

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Equality and Diversity Committee

The 17 committee members are drawn from all the School communities (M:F = 7:10). The group meetsmonthly and is proactive in promoting equality and diversity on grounds of gender, ethnicity, disability,sexuality, religion, age and promotes a healthy work-life balance for all members of the School.

Our activities promote a supportive and inclusive working environment through development of thePhD Forum, PDRA Forum and close working with the undergraduate community through ChemSoc.We conduct surveys and focus groups and regularly monitor and assess these to ensure that ourpractices comply with the University’s ‘Equality and Diversity’ and ‘Dignity at Nottingham’ policies.

We report to the School ExecutiveBoard, Athena SWAN Self-AssessmentTeam, and to the Faculty Equality andDiversity committee (chaired by our PVCfor Science) on issues such as:

Flexible working arrangements,career support and mentoring for staffin the School

Ratios of applicants and successes,where appropriate, under equalitycriteria for undergraduate, graduate,postdoctoral and staff opportunities

Membership and representationacross our School’s activities

Figure 4.3: Schematic of the Equality and Diversity Boards andCommittees at the University.

Figure 4.4: The Equality and Diversity Committee of September 2016. Left to right top row, Robert Stockman(R&T), Katie Reynolds (PhD Forum), Deborah Kays (R&T), Adrienne Davis (APM) , Postdoc Forum’s ConniePfeiffer, Katharine Reid (R&T), Carly Dellar (APM), Rob Jones (R&T), Max Astle (PhD Forum and ChemSoc), SianMasson (Business Partnership Unit), Roseanna Bramwell (APM), Steve Howdle (EDC Chair, R&T), Rosalie Cresswell(PhD Forum) and Andy Teale (R&T). Missing from the photo, Joanne Green (Technical Services), David Chambers-Asman (DOA).

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4.1 Student Data

The graphs in the application have been checked for suitability for colour-blind readers.

(i) Numbers of men and women on access or foundation courses

The School does not run access/foundation courses, but the University has recently startedworking with an external provider, Kaplan, to expand its provision of Foundation courses. We arein active dialogue with Kaplan to make sure we broaden our recruitment and we will monitor therecruitment statistics closely.

(ii) Number of undergraduates students by gender

The data below include core UCAS-labelled F1XX courses. We also include Natural Sciences and

Medicinal & Biological Chemistry students; these cohorts often carry a F1XX UCAS label in other

institutions. We have no part-time undergraduates, but 2% (2014) and now 6% (2016) of

undergraduates report that they have caring responsibilities. The proportion of women has

increased from 33% (2011) to 47% (2014). In 2015, it was 44%, just above the HESA average of

43%. An Action Point of our 2013 bid was to track the number and quality of female applicants

and to compare against the national picture. Figures 4.5 and 4.7 show that we are attracting an

increasing proportion of high-quality female applicants, and we have a growing acceptance rate.

There is encouraging improvement of Nottingham’s relative position (Figure 4.6).

ACTION POINT– 1.1 - Continue to assess annually the UG intake; comparing to the nationalpicture and aim towards matching M:F proportion attaining A–level Chemistry by 2020

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Figure 4.5: Female and total first-year undergraduate entry for the past 3 years (UoN data) compared to theHESA first year average for female intake (43%) for 2014/15. All of the School’s course codes are included:F1XX, C700, C720, C721, F1CR, FC17, CF71, FFH1 and FF31.

2013-14 2014-15 2015-16 HESA 2014-15

Female % 41% 45% 44% 43%

Male % 59% 55% 56%

Female 92 103 112

Total 222 231 257

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Figure 4.6: The national picture against Russell Group and other similarly sized Chemistry Schools for percentage of first-yearfemale undergraduates studying Chemistry. The University of Nottingham’s position (dark blue bar) has improved (green arrow).

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National position of Nottingham Chemistry2012-13 26th; 2013-14 22nd 2014-15 19th.

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Another Action Point from our 2013 submission was to check the proportion of first-class degreesawarded to M:F. Compared to Physics and Life Sciences at Nottingham, in Chemistry a greaterproportion of women achieve a first-class degree, although the gap between female and male isnarrowing (Figure 4.10). Data on our annual prizes (Figure 4.11) show an increase in the proportionof female winners over 2012-15, with a slight drop in 2015-16.

Figure 4.7: Undergraduate female applications, offers and accepts from the last 3 years. *Acceptance rate is 100 x number

of accepts / number of applications

2013-14 2014-15 2015-16

Female Applications 44% 43% 47%

Female Offers 45% 48% 48%

Female Accepts 39% 47% 44%

Female Acceptance Rate 11% 13% 16%

Male Acceptance Rate 13% 11% 17%

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Applications Female 849 743 760

Male 1060 975 868

Offers Female 734 654 712

Male 885 798 780

Accepts Female 93 100 123

Male 143 114 155

Figure 4.8: Number of female and male total applications, offers and accepts.

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Figure 4.10: First class degrees in Chemistry. Data show actual number and percentage of Female and Male UGs who receivea first class degree in comparison to other Schools in Nottingham. For example, in 2012-2013, 28 Females received a 1st classdegree in chemistry – representing 42% of the female cohort. (2015-16 data not yet available).

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Figure 4.9: Degrees classifications obtained by our undergraduates for 2012-15. (2015-16 data not yet available).

1st 2:1 2:2 3rd Pass 1st 2:1 2:2 3rd Pass 1st 2:1 2:2 3rd Pass

2012-13 2013-14 2014-15

Female % 45% 39% 33% 33% 0% 43% 41% 29% 18% 50% 48% 44% 34% 80% 100%

Male % 55% 61% 67% 67% 100% 57% 59% 71% 82% 50% 52% 56% 66% 20% 0%

Female number 28 34 10 3 0 40 40 12 2 1 56 44 16 4 2

Male number 34 54 20 6 2 53 57 10 9 1 60 55 31 1 0

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To assess the student view of life in the School, we have run surveys of the different third-yearcohorts (2013, 2014, 2015 and 2016, each with >75% response rate). Acting upon the data, we haveachieved:

increased awareness of our Athena SWAN bronze award, upyear on year from 3% in 2014 to 21% in 2016

~80% of respondents across the last four years felt that weare “an open and friendly School”

an improved awareness of our policies on Equality andDiversity (18% in 2015; 30% in 2016).

ACTION POINTS 2.1, 5.1, 5.2– Continue to survey the UG cohort to provide consistent feedbackon changes that we introduce

ACTION POINT 1.2 – focus on UG attainment. To relate degrees obtained to A level entrygrades – comparing performance of F and M UG students and prize winners

Figure 4.11: Number of chemistry Undergraduate Prize winners and proportion of female winners.

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Anonymous Undergraduate2016

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(iii) Number of men and women completing postgraduate taught coursesTo recruit students onto our taught MSc in Green and Sustainable Chemistry, we areadvertising through various websites, and on the Chinese social networking platformsWeibo and WeChat. Adverts include the wording “We value diversity and are committedto equal opportunity”. The cohort is too small to draw meaningful diversity statistics.However, as the numbers grow, we are achieving a good gender balance (Figure 4.13); wewill continue to assess this.

Figure 4.12: The King Memorial Prize, presented by the daughters and grandson of Prof Trevor King to ourundergraduates. Pictured here at the School’s 2016 graduation. Left to right: Caroline Bradford, Deborah Godbold andthe prize winners; Chiara Petrillo, Sophie Goodwin, Robert McNair, Mindaugas Siauciulis and Jonathan King.

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2013-14 2014-15 2015-16 HESA 2014-15

Female % 100% 17% 75% 40%

Male % 0% 83% 25%

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Entry of Postgraduate Taught Students 2013-16

2013-14 2014-15 2015-16 HESA 2014-15

Female % 100% 17% 75% 40%

Male % 0% 83% 25%

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Figure 4.13: Entry of postgraduate taught students to Chemistry and the latest national HESA average. Entry numbermay differ from the “accept number” in Fig 4.15 when students do not take up offered place.

Figure 4.14: Postgraduate taught applications, offers and accepts from 2013-16. *Acceptance rate is 100 x number of accepts /number of applications

2013-14 2014-15 2015-16


Female Offered 33% 40% 56%

Female Accepted 100% 33% 81%



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(iv) Number of men and women on postgraduate research degrees

We have many more applications from men than women (Figure 4.17/4.18), which is a key contributorto our leaky pipeline. However, the %F is now above the HESA average and moving towards that of ourundergraduate cohort (Figure 4.16). This smaller pool of women applicants are very successful atsecuring PGR places with us. Few postgraduates drop out (1 to 4 p.a. over the last 5 years for whichdata are available) and completion rates are consistently above 85%, with no obvious variation withgender.

Year Progress Female Numbers Male Numbers

2013-14

Applications 12 7

Offer 1 2

Accepts 1 0

2014-15

Applications 17 25

Offer 12 18

Accepts 4 8

2015-16

Applications 20 17

Offer 14 11

Accepts 9 2

Figure 4.15: PGT applications, offers and accepts from 2013-2016; note not all candidates who formally accepted theirplace have begun this course.

ACTION POINT 1.3 – check evolution of diversity on PGT intake year on year. Check alsocompletion data as we have them and they become more meaningful

21

Figure 4.16: Entry of postgraduate researchers from 2013-16.

2013-14 2014-15 2015-16 HESA 2014-15

Female % 35% 33% 46% 38%

Male % 65% 66% 54%

Female Number 24 20 31

Male Number 43 40 36

Total 67 60 67

35% 33%

46%

38%

65% 66%

54%67

60

67

0%

10%

20%

30%

40%

50%

60%

70%

HESA NationalAverage

Per

cen

tage

of

stu

den

ts

Figure 4.17: Female postgraduate research applications, offers and accepts. *Acceptance rate is 100 x number of accepts / number of

applications

2013-14 2014-15 2015-16

Females Applied 35% 34% 35%

Females Offered 40% 45% 40%

Females Accepted 38% 40% 42%



0%

5%

10%

15%

20%

25%

30%

35%

30%

32%

34%

36%

38%

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44%

46%

48%

50%

Acc

ep

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ge

22

In 2015-16, we had fewer PhD places and consequently acceptance rates were lowered for bothwomen and men. However, our female applicants (25% acceptance) were still more successful thanmales (19%), demonstrating that we are attracting and appointing high-quality female applicants (seesection 4.1(v), 5.3 (iv)).

(v) Progression pipeline between undergraduate and postgraduate student levelsOurproportion of female PGRs is above the HESA average (Figure 4.16), but lower than thecorresponding undergraduate ratio: we still have work to do in postgraduate recruitment!Our surveys report an increasing proportion, i.e., 25% (2014), 26% (2015), 36% (2016), ofstudents strongly agree/agree that our interventions (careers events, gender-balancedimagery and use of female role models) show that the School supports students making thetransition both to PhD and to non-academic careers. Our pipeline graph (Figure 4.19)indicates the work needed across all staff levels. However, we have now taken the first stepsin the right direction.

Year Progress Female Numbers Male Numbers

2013-14

Applications94 176

Offers41 62

Accepts29 47

2014-15

Applications85 164

Offers46 56

Accepts29 44

2015-16

Applications102 186

Offers34 52

Accepts26 36

Figure 4.18: Number of PGR female and male applications, offers and accepts.

ACTION POINT 1.3 – to increase the overall numbers of female applicants and to maintainquality.

23

Key to improving PGR recruitment has been the introduction five years ago of the annual SchoolResearch Afternoon, an ‘open door’ event on our research activity, addressing questions like - Everwondered what your lecturers get up to when they are not teaching you? Or what postgraduates workon?

The event informs all undergraduates about final-year research projects, and provides a window onthe research environment within Chemistry, not just at Nottingham. For those who have reservations,or are uncertain about whether this is the environment for them, particularly potential femaleresearchers, this is a chance to talk to current PhD students and post-docs (M&F). There is an emphasison support mechanisms that are in place, and they experience the enthusiasm for the subject. Noformal feedback is requested, but our annual UG survey shows increased awareness of careerprogression opportunities: 34% (2014), 71% (2015), 84% (2016) of responders agreed/strongly agreed.

The event is organised within core working hours.

One-minute flash presentations from all staff describing their research

Research lab tours and demonstrations in small groups with Q & As with postgraduatesand PDRAs.

Free refreshments and social event.

ACTION POINTS – 1.3, 2.1, 3.5, 5.1, 5.5 All based around changes we make to recruitment ofPGR and assessing impact of new measures taken (advertising, imagery, impact of researchafternoon with now more female academics presenting)

4.19: Pipeline graph of undergraduates to postgraduate and then research and teaching at level 4, 5, 6 and 7. Many undergraduatesgo immediately as a career progression to postgraduate research and not via postgraduate taught.

123

3 31 215 2 2

155

1

3649

8 9 23

0

100

200

Undergraduate PostgraduateTaught

PostgraduateResearch

R&T 4 (ResearchFellow)

R&T 5 (SeniorResearchFellow/

AssistantProfessor)

R&T 6(AssociateProfessor)

R&T 7(Professor)

Nu

mb

er

of

stu

de

nts

/sta

ff

2015-16 Female number 2015-16 Male number

24

4.2 Academic and Research staff data

(i) Academic and Research staff by grade, contract function and gender: research only,teaching and research or teaching-only

The R&T family comprises level 4 (PDRA, research officer, teaching assistants), Level 5 (AssistantProfessor, senior research officer, senior research fellow), level 6 (Reader/Associate Professor) andLevel 7 (Professor).

Our leaky pipeline impacts the transition from PhD to PDRA (level 4). The vast majority of theappointees are postdoctoral researchers on research-only fixed-term contracts supported byresearch council, EU or industry grants. Also at level 4 are Business Science Fellows and Marie Curieand Erasmus Mundus PhD researchers on formal employment contracts. We appointed fewercandidates to this level in 2015-16, but the proportion of women remained constant (30%F). Bothsets of data show an upward trend (Figures 4.20, 5.1/5.2) and our level 4 appointments now equalthe latest HESA national level (30% female 2014-15 for research-only posts). Nevertheless, the gap toour PGR numbers (2015-16 PGR 46% female) requires continued careful assessment and regularreview of the advertising, recruitment and interview process. We are gathering data on our PhDleavers. Initial indications show that the majority of our female PhDs go into the Chemical industry,so we are not losing them from science, but we need to encourage more applications to academia.

ACTION POINT 1.4, 2.2, 2.3a. Continue to monitor PDRA recruitment and assess impact ofmeasures taken (advertising, imagery, number of Female applicants and interview process.

Figure 4.20: Level 4 staff members (postdoctoral and other level 4 research and teaching staff) 2013-16.

2013-14 2014-15 2015-16

Female % 28% 26% 30%

Male % 72% 74% 70%

Female 21 21 21

Male 55 59 49

28% 26%30%

72% 74%70%

0%

20%

40%

60%

80%

Female % Male %

25

Job Family 2013-14 2014-15 2015-16

Research 19 (f) 53 (m) 19 (f) 55 (m) 19 (f) 48 (m)

Research & Teaching

Support

2 (f) 2 (f) 2 (f)

Teaching 2 (m) 4 (m) 1 (m)

Figure 4.21: Breakdown, by job family, year and gender, of numbers of contract types for level 4.

Figure 4.22: Level 5 research and teaching staff members across the period 2013-16.

2013-14 2014-15 2015-16

Female % 50% 31% 38%

Male % 50% 69% 62%

Female 6 4 5

Male 6 9 8

0%

20%

40%

60%

80%

Female % Male %

Job Family 2013-14 2014-15 2015-16

Research 3 (f) 4 (m) 2 (f) 5 (m) 1 (f) 4 (m)

Research & Teaching 3 (f) 2 (m) 1 (f) 3 (m) 3 (f) 3 (m)

Teaching 0 1 (f) 1 (m) 1 (f) 1 (m)

Figure 4.23: Breakdown, by job family, year and gender, of the different contract types for level 5 over the period 2013-16.

26

The transition to level 5 is a vital step on the academic ladder. Excellent progress with new femaleappointments in 2014 preceded an apparent decrease in 2015 (Figures 4.22/4.23). But this arisesfrom positive reasons: two female colleagues were promoted to level 6 and one was recruited from afellowship at Nottingham to a lectureship elsewhere. In 2016, we appointed three new femaleAssistant Professors (Level 5); one was a Dorothy Hodgkin Fellow in the School, reflecting the School’scommitment to retaining excellent female scientists and developing a career pipeline into academia.

Our academic staff distribution shows good progress since our last submission. In 2012, we had nowomen at level 6 and only one female professor (Level 7) (Figures 4.24, 4.25). In 2016, we now havetwo women at level 6 and two at level 7, with five women at level 5 that we anticipate will providefuture female appointments at higher levels.

The national position is given by HESA data for “teaching and research” and equates to ouraggregated levels 5,6,7. Our current (2015-16) total of 10 women out of 49 staff (20%) at levels 5,6,7is higher than 2013-14 (15%) and 2014-15 (13%), and we are progressing towards the 2015 HESAlevels for chemistry (26%).

Figure 4.24: Level 6 research and teaching staff members from 2013-16.

2013-14 2014-15 2015-16

Female % 0% 20% 19%

Male % 100% 80% 81%

Female 0 2 2

Male 8 8 9

0%

20%

40%

60%

80%

100%

Per

cen

tage

of

Fem

ales

and

Mal

es

Female % Male %

27

(ii) Academic and research staff by grade on fixed-term, open-ended/permanent andzero-hour contracts by gender

The School has no staff on zero-hours contracts, but many level 4 researchers on fixed-termcontracts. We also employ undergraduates on short fixed-terms to provide internships and researchexperience.

Figures 4.26/4.27 show the gender distribution of academic staff on full-time and part-timecontracts. Fixed-term contracts are predominantly PDRAs. Some have been employed in (necessarilyfixed-term) teaching positions to cover sabbatical leave and maternity leave. As part of itscommitment to security of employment, the University operates a redeployment pool and roles arenormally advertised here before being released externally. Individuals can register on the pool fourmonths in advance of their contract end date. We make provision for part-time working whereindividuals may benefit from this arrangement and this is taken up by some colleagues. A route toreturn to full-time employment, if required, is highlighted to all staff.

Figure 4.25: Level 7 research and teaching staff members 2013-16.

2013-14 2014-15 2015-16

Female % 4% 4% 8%

Male % 96% 96% 92%

Female 1 1 2

Male 24 24 23

0%

20%

40%

60%

80%

100%

Per

cen

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of

Fem

ales

and

Mal

es

Female % Male %

ACTION POINT 4.3/4.4. Continue to proactively publicise opportunities for flexible working.

28

The number of part-time contracts is very low, with no obvious trend apparent.

Academic Staff on Full Time Fixed-term Contracts

Gender 2013-14 2014-15 2015-16

Research Female 17 20 21

Male 43 47 43

Research and Teaching Female 0 0 0

Male 1 1 1

Teaching Female 0 0 0

Male 0 2 0

Academic Staff on Full Time Permanent Contracts

Gender 2013-14 2014-15 2015-16


Male 16 14 11


Male 32 31 30

Teaching Female 0 1 1

Male 2 3 2

Figure 4.26: Academic staff on full-time fixed-term (mainly level 4) and permanent contracts.

Academic Staff on Part-time Fixed-term Contracts

Gender 2013-14 2014-15 2015-16


Male 0 1 0


Male 0 2 3

Academic Staff on Part-time Permanent Contracts

Gender 2013-14 2014-15 2015-16


Male 0 0 0


Male 0 1 2

Figure 4.27: Academic staff on part-time fixed-term and permanent contracts.

29

(iii) Academic leavers by grade and gender and full/part-time status

The numbers of leavers at level 4 is high, reflecting the predominantly short-term contracts onresearch grants supporting this cohort. The proportion of women leavers for level 4 was lower in2015 than in 2013 and 2014 (Figure 4.20). We have careers-based events around our “From Benchto Bank” series of business-oriented lectures and use these to showcase career opportunities. Wealso use informal mentoring to help PDRAs transition to academic careers both at Nottingham andelsewhere (highlighted in the quote from Dr Syres (Section 7), and in section 5.5 and one of our casestudies).

The leavers’ data for R&T staff is consistent with the corresponding staffing profile (Figure 4.29). ForAPM the numbers of leavers are smaller but, there has been some turnover, caused by an institutionalreorganisation in that job family. The new structure provides greater opportunities for careerdevelopment.

Figure 4.28: Total leavers for research and teaching levels 4-7 and the percentage of those who are female.

2013-14 2014-15 2015-16

Female % 29% 32% 21%

Total 24 28 47

24

28

47

0%

5%

10%

15%

20%

25%

30%

35%

Per

cen

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Fem

ale

R&

TLe

aver

s

30

[Section 4: 1985 + 15 (word bubble) = 2000 words]

YearGender APM Research &

TeachingTechnical

2013-14Female 3 7 0

Male 0 17 0

2014-15Female 0 9 0

Male 0 19 1

2015-16Female 3 10 0

Male 0 37 3

Figure 4.29: All leavers (APM, R&T and Technical) through the period 2013-16. R&T is the largest number of leaversreflecting the turnover of PDRAs on research council contracts. Numbers of APM/TS leavers are much fewer (seeFigure 5.7 /5.10 for totals).

ACTION POINT 3.1, 3.5 Continue to assess and gather data on PDRA careers, next destinationsand also to push opportunities for careers guidance, mentoring and information.

Action Point 1.5, 2.3c – Assess and gather data on the retention and gender balance of ourvalued APM and TS staff

31

5. Supporting and advancing women’s careers: (max 6500 words)

5.1 Key career transition points: Academic Staff

Good progress has been made on our staff distribution since 2013. Key focus areas will now bearound:-

(i) Recruitment

We are challenged by the numbers of female applicants for each post. This is an area where ourprocesses and our outward-facing web presence and marketing materials (action points for our 2016plan) must have an impact to address the imbalance. However, women are more successful in beingshort-listed and securing positions in our School.

For recruitment at levels 5 to 7, a search committee is formed, usually chaired by a HoD or the HoS.Committee members consult with colleagues and help identify possible candidates. We haveencouraged applications from promising potential candidates, aiming for the best possible startingpoint with respect to gender balance from as early a stage as possible. The School complies with allHR policies and seeks where possible to have a female panel member for interviews. We emphasiseon each advert our commitment to advancing women's careers in science.

Job interviews are held in core hours. Child care for interviewees can be covered and, if necessary,interviews are held via Skype. Evening dinners are optional and not part of the interview process. Forpostdoctoral appointments, the panel comprises two members of academic staff, one of whom willhave undergone University panel training, and both will have had on-line University training in“unconscious bias” and “Equality and Diversity”.

Our initiative in Sustainable Chemistry included five new academic appointments. We also appointedfive other permanent academic posts in the last two years, including three in chemical biology.Through a search committee for the three new Professorial (level 7) positions in SustainableChemistry, 11 women were approached and encouraged to apply for these positions, but noapplications from those women were forthcoming. The advertised Assistant Professorship (level 5) inorganic chemistry (2014) unfortunately also attracted no female applicants. However, learning fromthis, we were more proactive in 2015, where in three different posts we have appointed threewomen to Assistant Professorships (Level 5) in bio-organic chemistry, geochemistry and materialschemistry.

Figures 5.1 and 5.2 show fewer female applicants at level 4 than male, but the acceptance rates ofwomen to a position matches or exceeds the acceptance rate for men. These data reinforce the needto increase the numbers of female applicants.

32

Figure 5.1: Gender balance in level 4 (postdoctoral research fellows and other level 4 staff members) applications, offers andaccepts from 2013-16. *Acceptance rate is 100 x number of accepts/ number of applications

2013-14 2014-15 2015-16


Females Shortlisted 29% 34% 29%




0%

1%

2%

3%

4%

5%

6%

7%

8%

9%

10%

20%

30%

40%

50%

Acc

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ate

Pe

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geo

fFe

mal

es

FemaleApplications

FemaleShortlisted

FemaleOffers

MaleApplications

MaleShortlisted

Male Offers

2013 78 10 3 289 24 7

2014 144 35 12 595 69 31

2015 208 25 11 639 61 31

Figure 5.2: Numbers of level 4 applications, shortlisted and offers.

ACTION POINT: 1.4, 2.2, 2.3a, 2.5. To build upon our success so far and to provide careersguidance and an optimised recruitment process to improve recruitment at level 4.

33

In 2013-14 and 2015-16, only a single level 5 post was available. The former was a fixed-term postrequiring specific expertise, associated with the incoming HoS. The 2015-16 post was filled throughthe aforementioned redeployment process. In both cases, the applicant pools were limited. In 2014-15, five level 5 posts were filled, with F:M ratio of 60%. One of these was a (male) NottinghamResearch Fellow. A second (female) applicant was successful in winning an Anne McLaren Fellowship,but subsequently declined the offer, to take a position elsewhere (see section 5.3 (iii)).

Figure 5.3: Gender balance in level 5 applications, shortlisted and offers made from 2013-16 *Acceptance rate is 100 x number of

accepts/ number of applications

2013-14 2014-15 2015-16


Females Shortlisted 0% 20% 0%




0%

2%

4%

6%

8%

10%

12%

14%

16%

0%

10%

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FemaleApplications

FemaleShortlisted

Female Offers MaleApplications

MaleShortlisted

Male Offers

2013-14 1 0 0 15 2 1

2014-15 20 4 2 110 16 3

2015-16 0 0 0 7 1 1

Figure 5.4: Number of level 5 applications, shortlisted candidates and offers made from 2013-16

34

The School is pro-active in the recruitment of early career fellows; a key career transition from PDRA(level 4) to permanent academic staff (level 5). Potential applicants are encouraged to contact theSchool with a CV and outline research proposal. Senior colleagues carry out a confidential internalpeer-review process, to establish the proposal’s quality and originality, the track record of theapplicant and strategic fit with our priorities. Feedback is provided quickly. The most promisingcandidates visit informally; give a presentation of their research; meet colleagues; and see thefacilities. All candidates, including those already based within the School, go through the sameprocess. Those candidates that ultimately go forward receive a clear commitment of resources(studentship funding, access to equipment, consumables and laboratory/office space). Mentoring isprovided to prepare the competitive research applications.

Level 6 and 7 Recruitment 2013-16. A level 6 appointmentwas made in 2016; a woman was appointed from a total ofsix applications (M:F 5:1), short-listed to three candidates(M:F 2:1). The recruitment to the level 7 posts in 2013-14was in a specific area dictated by external funding, anddespite two rounds of advertising and positive action toencourage applications, no female candidates wereforthcoming.

(ii) Induction

The School has a single induction (section 5.2 (i)) process for ALL staff. This was devised by the DOAand implemented for APM and technical staff and is adopted across the School. University WelcomeEvents occur six times a year, informing new staff of University policy and processes, e.g., the annualpersonal development and performance review (PDPR) and professional development opportunities.The Graduate School has a half-day induction event for research staff where the Equal OpportunitiesPolicy is highlighted. On the University workspace there is strong emphasis on professionaldevelopment opportunities, guidelines to flexible working, and links to various support networks.Line managers ensure that new colleagues are welcomed into a group or section and have access touniversity IT resources.

Mentors, as well as line managers, are assigned to all new starters, providing additional professionaland pastoral support and advice.

(iii) Promotion

The promotion process runs annually, with colleagues advised by Human Resources (HR) and theSchool on the process, guidelines and deadlines. All staff are encouraged to discuss their cases withline managers at the PDPR meetings, and can also apply independently of the School if they wish.Draft cases of potential candidates are reviewed by the School Promotions Panel (HoS and HoDs). Allcandidates receive feedback and those that are to be supported are mentored by senior colleaguesprior to submission. A statement from the School regarding the number of candidates considered is

R&T 7 2013-14

Male Female

Applications 8 0

Shortlisted 3 0

Offered 2 0

Figure 5.5: Research and Teaching level 7applications, shortlisted and offers.

ACTION POINT: 1.4, 2.3b, 3.2. Building on progress so far to encourage our pipeline of newfemale talent to continue to grow from Level 5.

35

submitted to HR, and all candidates receive a copy of the School's letter of support. There is emphasison the quality rather than quantity of research activity (publications and grant income), in part tonegate the impact of a career break or part-time working. One of the promotions in 2013-14 was fora colleague working part-time. Promotion does not have a 100% success rate (Figure 5.6). This doesnot reflect on the (substantial) mentoring and support, but rather illustrates a supportive approachfrom the School to put forward all cases where the view is that there is a significant case. Areaswhere we plan to be more pro-active include workshops on developing promotion cases, includingsupport for individuals who have been at the same level for a long time and for promotion from level4 to level 5, which traditionally has relatively few cases and none from women in the last three years.

(iv) Research Excellence Framework (REF)

For the RAE in 2008, 35 (34M; 1F) staff were submitted. Three (2M; 1F) early career fellows and one(M) senior inactive colleague were not submitted. For the REF in 2014, all eligible staff weresubmitted, which totalled 42 (37M; 5F), including five (3M; 2F) research fellows on fixed-termcontracts (level 5). The number of women submitted grew from 3% in 2008 to 12% in 2014, anoutcome of a pro-active policy to attract research-active women to Nottingham and to support themto the point where they are producing high quality outputs and grant income. This is positive growthtowards a closer gender balance, although there is still work to do. In our preparations for REF2020and the Teaching Excellence Framework (TEF) we will carefully scrutinise gender diversity.

[Section 5.1: 1208 words]

Level 5 Level 6 Level 7


2013-14 Applied 0 2 2 0 0 2

Successful 0 2 2 0 0 0

2014-15 Applied 0 1 0 1 1 0


2015-16 Applied 0 1 0 1 0 3


Figure 5.6: Promotions to levels 5, 6 and 7 in the recent period.

36

5.2 Key career transitions points: Professional and support staff

Our APM and Technical Services staff are key to all activities of our School, supporting studentrecruitment through to HR, building maintenance, teaching and research apparatus, research grantapplication and post-award management.

(i) Induction

The School has a single induction process for ALL staff. Upon appointment new staff are sent anelectronic induction, welcoming them and providing links to support to enable their arrival to be assmooth as possible. On their first day, the line manager will run over the document with the newmember of staff and answer any queries they may have.

The induction is followed by a meet-and-greet with staff key to the new appointee’s role (e.g.,Academic Colleagues, Student Services, School Administrators, Technical staff, etc.). Our surveysconsistently show that these induction events and information are valued by new colleagues. Wecontinue to monitor this feedback and review the induction process annually. 68% of staff respondingin 2016 stated that they value our induction process. These surveys will continue to run throughAction point 3.2.

APM Staff: Our APM staff (Figure 5.7) are predominantly female (20 of 25, 80%F), consistent withHESA benchmark data (85%F). Encouragingly, in 2015, we have started to see more male applicantsfor these roles (Figure 5.9). At the highest level APM 6, there are two men and one woman.Although these numbers are small, we would expect more female candidates to succeed through theregrading process and we will watch this closely and encourage positive action (Figure 5.8/5.9).

Total Numbers of APM Staff in post by level

Level Female Male

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

APM1 0 1 1 0 0 0

APM2 7 6 5 0 0 0

APM3 4 7 5 0 0 0

APM4 4 5 5 1 1 1

APM5 1 1 1 0 0 0

APM6 1 1 1 2 2 2

Figure 5.7: APM staff numbers in the School 2013-16.

37

There were no APM positions at levels 2 to 4 advertised in 2013-14 and none at levels 1, 5, 6 at all inthe census period.

APM Applications, Shortlisted and Offers 2013-16

2013-14 2014-15 2015-16


ApplicantTotals

0 0 31 1 15 18

Shortlisted 0 0 11 1 4 4

Offered 0 0 3 0 1 1

Figure 5.9: Numbers of female and male APM applications, shortlisted and offers 2013-16

Figure 5.8: Gender balance of APM (Administrative, Professional and Managerial) applications, shortlisted and offers from 2013-16*Acceptance rate is 100 x number of accepts/ number of applications

2013-14 2014-15 2015-16

Female Shortlisted 0% 92% 50%



Male Acceptance 0% 0% 6%

0%

1%

2%

3%

4%

5%

6%

7%

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38

Technical Services: Our technical services staff are predominantly male (13F of 36; 36%F) (Figure5.10). We have recruited more women in the last two years into TS1 positions and the genderbalance is improving (27%F in 2014, 31%F in 2015), approaching the national levels from HESA (33%Fin 2014-15). We are securing a good number of female applicants (Figures 5.11 and 5.12), indicatingthat our new advertising methodologies are perceived as gender neutral. There have been no postsopen at TS4 and above in the census period. Men dominate the higher grades, but we have nowinitiated a change in our pipeline of future technical leaders.

Total Numbers of Technical Services staff in post by level

Level Female Male

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

TS1 5 7 7 1 2 1

TS2 1 1 1 2 2 2

TS3 2 2 3 2 1 0

TS4 1 1 1 18 14 13

TS5 0 0 0 1 5 5

TSTR 0 0 0 0 1 1

Figure 5.10: Numbers of Technical services staff broken down by level 2013-16.

Figure 5.11: Gender balance in Technical Services applications, shortlisted and offers in 2013-16. *Acceptance rate is 100 x number ofaccepts/ number of applications

2013-14 2014-15 2015-16

Female Applicant totals 0% 51% 42%

Female Shortlisted 0% 40% 50%




0%

2%

4%

6%

8%

10%

12%

0%

20%

40%

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39

(ii) Promotion / Regrading

Support staff go through a regrading process rather than promotion. A product of PDPR review, staffare fully supported through the regrading process if their role has changed in scope and/orcomplexity/increased responsibility. The School follows the University guidelines on regrading andstaff are encouraged to report when their role has changed sufficiently to warrant regrading. Theline manager will discuss the criteria that define the role’s level and work with colleagues to identifychanges in the role and to match the changes to the benchmark criteria for the new level. If the rolehas developed into a higher role, the line manager supports the regrading application, presenting itat a University panel hearing. Regrading panels sit three times a year.


2013-14 2014-15 2015-16

Female Males Female Males Female Males

Applicanttotals

0 0 26 25 10 14

Shortlisted 0 0 4 6 1 1

Offered 0 0 1 2 1 0

Accepted 0 0 1 2 1 0

Figure 5.12: Number of female and male Technical Services (levels 1 to 4) applications, shortlisted and offers for femalesand males in 2013-16.

40

5.3 Career Development: Academic Staff

(i) Training

Many training events and on-line resources are provided. However, delivery has been disjointed andsometimes has relied upon individuals accessing institutionally-provided courses. For a morecoherent approach, we have appointed Professor Katharine Reid as Academic Staff DevelopmentOfficer, with a remit to:

Coordinate induction of new academics and postdocs

Coordinate mentoring of academics and postdocs

Coordinate peer observation of teaching

Arrange relevant School-based training courses and briefings on professional development

Act as a point of contact for academic career development advice; ensure links to PDPRactivities

Act as a point of contact for academic queries relating to teaching innovation or accreditationof teaching practice

Disseminate relevant professional development opportunities

Maintain our Academic Staff Development intranet pages

Maintain a list of current academics and postdocs and their mentors

Update the staff handbook

A meeting with the postdoctoral forum has raised awareness of support from Vitae (includingagreements on supporting PDRAs) and the University’s Professional Development Service. A newSchool Professional Development Record form has been created for staff to fill out with their mentor.Professor Reid has run briefings for academic staff on obtaining recognition of teaching practice fromthe Higher Education Academy and has set up a workshop on “Miscommunication and Conflict” formembers of SEB which will be run in January 2017 by the company Linguistic Profiling forProfessionals. Further events will shortly be organized. New Academic Staff Development intranetpages link to University policy and guidance on:

sabbatical leave,

training opportunities,

PDPR

promotion

career breaks (including parental leave)

flexible working

equality and diversity

dignity

peer observation of teaching

(ii) Appraisal/Development review

Personal development and performance review (PDPR) is a university process running formally on anannual basis, with interim meetings. Contextual benchmark data are shared in advance alongside a

ACTION POINT 4.1 – Ensure uptake of training event across our School and obtain and assessfeedback.

41

presentation or training from HR to inform discussion and goal-setting. The process is an assessment‘in-the-round’ of performance and identifies support, development and goals for the upcoming year.Colleagues are encouraged to make the most of opportunities to support each other throughmentoring – be it in proposal preparation, defining ambitious research agendas, peer review ofteaching, sharing of best practice and innovation in teaching.

(iii) Support given to academic staff for career progression

The School is committed to the development of outstanding research leaders at all career stages.Early Career Researchers (ECRs) maintain the vitality of the research and teaching environment andwe actively target and encourage excellent female candidates to apply. We have introduced acomprehensive set of web-pages, providing information and guidelines. The School has a strong trackrecord of nurturing and supporting colleagues. We highlight two examples: Katharine Reid, EPSRCAdvanced Fellow (1992, full Professor (2007) and Head of Physical Chemistry (2013); and ElenaBesley (née Bichoutskaia), EPSRC Career Acceleration Fellow (2008-2013) who has rapidly risen to fullProfessor in 2015, winning a European Research Council (ERC) Consolidator Grant. Both are excellentrole models for women in Chemistry.

Fellowship schemes: Annually, the School mentors several outstanding candidates throughfellowship processes (RCUK, Royal Society, Charities). Our own Nottingham Research Fellowship(NRF) attracts considerable interest; the Anne McLaren Fellowships (AMF) are important and areaimed at female scholars in STEM subjects at an early stage of their career. In 2016, we will have twomen on NRFs and one on a Royal Society URF. Despite significant support for several femaleapplicants, recent rounds have not yielded a successful candidate and we do not currently have anywomen on fellowships. However, we will target change here, aided by a recent Universitycommitment to fund 100 of these new posts over the next five years.

Mentoring occurs on many different levels. For undergraduates, the personal tutors are the primarymentors providing guidance towards career opportunities. Our career service is present in our Schooltwice a week for lunchtime “drop-in” careers surgeries. For PGT, our numbers are growing, and wehave strong mentoring through the course convenors and the research project supervisors who thestudents meet in the latter part of their degree.

For PGR, we have support through individual supervisors (second supervisors and independentassessors) and from the Graduate School. Our surveys suggested that our postgraduates did not feelthat careers guidance was effective. We have worked alongside the PhD Forum, to ensure thatmentoring and careers guidance is more readily available and targeted towards our PhD community;through our business partnership unit, postgraduates can attend the “Bench to Bank” events toaccess industry contacts directly.

The PDPR process includes all PDRAs. An annual appraisal shares feedback and gives guidance ondevelopment. We encourage our PDRAs to take up wider training opportunities. Awareness anduptake of such training has increased (44% in 2015; 69% of survey respondents in 2016) and PDRAsreport that their supervisors are encouraging them to take up the allowed five days of training (48%(2014), 54% (2015), 62% in 2016). Moreover, we encourage PDRAs who are interested in academiccareers to look carefully at ECR opportunities (see section 5.3 (iii)).

42

For academics, PDPR with HoDs occurs annually, with a mid-term meeting to monitor progress. PDPRfocuses upon teaching and research and each individual’s performance, with interventions andguidance where appropriate to career progression and work-life balance. Training is recommendedfor all colleagues; in the case of unconscious bias and E&D we have used the PDPR process to ensure100% take up. Other training is flagged up where appropriate. For example, the Faculty runs “mockPanels”, where ECRs participate directly and experience the process of how their grants will beassessed at research councils. We support and encourage colleagues to attend “Leadership Training”courses. Finally, we utilise a Faculty initiative to invite observers to every Faculty committee meetingand we are encouraging female colleagues to gain experience and an understanding of managementprocedures.

(iv) Support given to students for academic career progression

The key working relationship and day-to-day contact foracademic and support issues for undergraduates isthrough the personal tutor; this role stronglyinfluences student performance and is a route tocareers advice. Tutors are assigned on the firstday of University entry to cover the entire three-or four-year University experience. The Schoolactively ensures a good gender mix in eachtutorial group, through first-year personal tuteeallocation. This has worked well and the relationship isviewed increasingly positively (87% of survey respondents (2016),82% (2015), 59% (2014)). However, there is a fraction, who report that their experience is lesspositive; we will track and redress this.

We now advertise widely that it is possible to change personal tutors at any stage. We ensure thatstudents are aware that if they need to talk to someone other than their tutor, our Student SupportOffice or the Senior Tutor can be reached. In 2016, we have introduced Academic Year Heads, so thatstudents have clear sight of a single individual that they can approach, with confidentiality assured.

ACTION POINT – 3.1, 3.5 continue to emphasise careers and mentoring and to rigorouslyfollow up on their effectiveness, impact and the perception by staff.

“Personal weekly contact with your tutors allowsyou to keep on top of your degree and solve anyissues early on, which is vital with a course like

Chemistry.”

Undergraduate Sandeep Kaur – June 2016

43

Role models help our students see science as a viable career. For the undergraduates, ourpostgraduate laboratory demonstrators are very visible role models. We have strived over the lastfew years to ensure a good gender balance and have encouraged our female postgraduates to takeon these roles. This approach has yielded a F:M ratio (42:58) that is similar to our PGR numbers(Figure 5.13), and better than the HESA national average.

The School raises awareness of undergraduate careers advice, Nottingham Advantage Award andSummer Projects; consistently (2013-16) >85% of our surveyed undergraduates are aware of theplacement opportunities. Following enhanced communication through personal tutors and strongerinteractions with our careers service, >97% of survey respondents recognise our efforts to promotecareers opportunities.

(v) Support offered to those applying for research grant application

The School has developed an internal mentoring scheme, providing support to all colleagues. ECRsparticularly benefit from peer-review of research proposals, which provides critical, constructivefeedback to enhance applications. This has been beneficial where commentary received is specific toa focused funding call, or where colleagues have sat on similar panels and have pertinent intelligence.In this procedure, a draft proposal is circulated to two or more nominated reviewers with relevantexpertise; prompt responses are expected, to allow feedback to be accommodated. Sign-off is

ACTION POINTS 2.4, 3.1, 3.2, 3.5 – Continue to promote placement / internship options withChemSoC and through careers service to ensure UGs and PGR receive key careers advice

Figure 5.13: Distribution of Female and Male postgraduate laboratory demonstrators.

2013-14 2014-15 2015-16

Female % 38% 34% 42%

Male % 62% 66% 58%

Male 75 73 66

Female 46 37 48

7573

66

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48

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44

required from line-managers to confirm that internal peer review has taken place before submission.Although this scheme met with some resistance initially, it is now widely embraced as beneficial inimproving the quality of research proposals.

We described (section 5.1) the analogous procedure for potential Fellowship applicants. Informalfeedback from recent Anne McLaren applicants suggests that this review process has been beneficialin clarifying and articulating their ideas, and was of great value in subsequent proposal writing.Finally, candidates that have been short-listed for EPSRC, Royal Society and ERC Awards have alsobenefited from an informal ‘mock panel’ to prepare for funding interviews. Thus, the School hasdeveloped a highly supportive peer mentoring system, which has been positively received.

[Section 5.3: 1488 + 34 (word bubble) = 1522 words]

5.4 Career Development: Professional and Support staff

(i) Training

Staff career development is supported through several modes (external long and short-course,internal short-course and in-house training). The School encourages and supports staff to takecourses relevant to their role and identifies staff with specific skills as ‘super-users’ who contribute tothe training of others. Our data show no gender bias on uptake of training and there are excellentexamples of APM staff who have undergone specific training to help in their interactions withstudents. Our apprentices have gained key skills through training leading to their permanentappointment. Training opportunities are flagged up by line managers, through our web-basedworkspace system and staff group targeted emails both from colleagues centrally and from withinour School. Feedback has been positive as reflected through annual staff surveys.

Also, the School offers training opportunities that combine interpersonal people skills, social skills,communication skills, character traits and attitudes. Currently this has included.

STEPS for Training, Emotional intelligence run for all staff

Unconscious bias for all academic staff, now being extended to all front-facing staff in2017

(ii) Appraisal/Development review

Support Staff. Staff performance is considered annually through PDPR. This is a review ofperformance and a support mechanism to develop individuals in their role. The annual PDPRreview and interim reviews offer an opportunity for staff to review their contribution to theSchool, identify development needs and highlight areas of change in their role (though thiscan be discussed at any point with the line manager). Training needs, roledevelopment/support and job level benchmarks (see regrading) are identified through thePDPR mechanism, as well as personal development and work-life balance.

45

(iii) Support given to professional and support staff for career progression

Careers support for professional and support staff through regrading is important and is ledby the DOA and Head of Technical Services. Equal support is offered to everyone through thePDPR process (described elsewhere). Figure 5.14 shows that the actual numbers are small butdo not show any gender bias across APM and TS job families. Staff are invited to join interviewpanels to gain invaluable understanding of the process, and indeed all staff have nowparticipated either as panel members, or in the “meet and greet” or departmental tours thatwe organise for each position.


ACTION POINT 4.1 – Ensure uptake of training events across our School to provide support forpromotion / regrading. Assess and act upon feedback.

Year Applied/Successful Female Male

2013-14Applied 2 1

Successful 2 1

2014-15Applied 2 4

Successful 1 3

2015-16Applied 0 1

Successful 0 1

Figure 5.14: Regrading outcomes in the recent period.

46

5.5 Flexible working and managing career breaks

(i) Cover and support for maternity and adoption leave

The School follows an established process for all staff who will become a parent and intend to takematernity, adoption or shared parental leave. The DOA is the point of contact for all staff as soon asthey are comfortable in disclosing the pregnancy/adoption to discuss health and safety andUniversity and School policies. We have no recent experience of adoption, but plans are in place.

During pregnancy, safety of the mother and baby is of prime concern and a “risk assessment form fornew and expectant mothers” is completed in consultation with the DOA. In our School, risks canrange from avoiding handling chemicals or exposure to radiation/magnetic fields through to manualhandling and display screen awareness. Taking rest and access to rest spaces is also emphasised tothe individuals. Once staff are happy for their news to be shared more widely, appropriate cover isarranged, with funding and resource from within our School:-

For APM and TS maternities: cover will be provided from within the existing staff team withadjustments made to individual workloads where appropriate

For academics: cover is provided for teaching and administrative roles and PhD studentsupervision. A PDRA is now routinely appointed to ensure continuity of research groupsupervision throughout the maternity

For a PDRA (level 4 fixed term): cover will be provided where it is necessary for the researchproject to continue (and to deliver on milestones) and where the mother-to-be can no longersafely work in the research laboratory.

After the maternity, return to work is phased in through “Keep In Touch” (KIT) days, and the DOA andline managers ensure that the return to work is carefully managed to ensure a smooth transition backto the workplace. Cover resource is left in place until all parties are satisfied.

(ii) Maternity return rate

Year Maternity Leavers Returners

2013-14 4 (1 APM, 1 Research, 1Teaching and 1 Technical)

3

2014-15 1 (Research) 1(Research)

2015-16 2 (1 Research and 1Technical)

1*

Figure 5.15: Maternity leave and returning members of staff 2013-16. Note that *1 is a colleague out onmaternity leave in 2016 who is to return shortly.

47

All of our staff taking maternity leave over the last four years have remained in post at 6, 12 and 18months after their return. The only non-returner was early career fellow, Dr Libby Gibson, who tookup a position at another university after her maternity; a positive example of career developmentand the mentoring support provided by the School.

(iii) Paternity, shared parental, adoption and parental leave uptake

No shared parental or adoption leave was taken at the School, but uptake of paternity leaveincreased in the last year. Our surveys show that staff are increasingly aware of suchopportunities and how to access them.

(iv) Flexible working

The School adopts a variety of flexible working patterns to reflect the diversity in job familiesand roles, conforming to the framework of the wider University. The School has developed arange of patterns that propagate a feeling of well-being, meeting needs of staff andpromoting a work-life balance that is beneficial to both the individual and the School. Thesework patterns are workable and fair to all staff. For example, remote access to Universitysoftware packages has allowed staff who have personal restrictions on working (parental andfamily caring commitments) to fulfil their responsibilities at home and enable them tocontribute to their work activities, ensuring that they do not feel that their role within theUniversity is in any way diminished.

Figure 5.16: Maternity and Paternity leave 2013-2016.

0

1

2

3

4

5

6

2013-14 2014-15 2015-16

Maternity Paternity

Year Paternity Leave Returners

2013-14 1 (Research) 1

2014-15 1 (Research) 1

2015-16 3 (1 Research and 2 Technical) 3

Figure 5.17: Paternity leave and returning members of staff in 2013-16

“In addition to kick-starting my independentresearch career, the School management werevery supportive and enabled me to make asmooth transition to my new post. I’menormously grateful for all the advice, supportand opportunities I was given during myFellowship.” Dr Libby Gibson

60

7. Further Information: (max 500 words)

BME: We are undertaking the first steps to address the intersection with ethnicity and gender in our

School. An in-house pilot study is running to assess progression and attainment of BME

undergraduates in our School. We have gathered data about our BME staff; our numbers are slightly

lower than the Faculty of Science averages for R&T and TS job families. Indeed, we have no BME staff

in our APM job family (Faculty figures are 4%). Now that we can access these data we will follow

closely these numbers and ensure our recruitment and advertising dovetails with the university’s

approach to the Race Charter, which will be developing in the next period (Action Point 5.7).

Surveys are an important aspect of gathering data on our activities and to gauge the responses of

various cohorts to our initiatives. Annually in March/April (2013-16) we run an Undergraduate survey

(with ChemSoc) to assess the response of our third-year cohort each year. We survey our PGR

second-year cohort and all PDRA (level 4). A separate annual Staff survey is carried out on-line in

April. The outcomes and analyses of the data of all the

surveys are collated and discussed at EDC;

recommendations are made to SAT based on

these results, which help to inform our future

actions. All of the survey results and some

interpretations and responses are circulated to

all Staff and students via email in October;

anonymity is preserved to any individual

responses.

Academic leavers and supporting career development in the

sector: Supporting career development is broader than retaining and promoting colleagues,

because, important though those mechanisms are, resources within an individual School are finite.

Underneath the statistics on leavers, there are many positive examples of the supportive

environment our School provides. One example is exemplified below from Dr Karen Syres:

“I was employed in the School of Chemistry, University of Nottingham as a Level 4 (PDRA) on a 3-year

research project from 2011-2014. During this time I received support and guidance from my supervisor

and from other members of staff. My supervisor allowed me to spend time on activities and training

events outside of my research project which significantly enhanced my CV, as well as providing

valuable career guidance. As my postdoctoral position came to an end, I was offered a further 2

months of research funding and then 3 months as a teaching fellow. I was grateful that the academic

staff cared so much about supporting me in my career and this period of extra funding allowed me to

apply for and secure a Lectureship in Physics at the University of Central Lancashire. The experience

from this Teaching Fellow position and the additional mentoring I had gained at Nottingham greatly

enhanced my application”.


2015 – “I would like to register mydiscontentment at the timing of this importantflagship lecture. Does the department have a

policy or ambitions on this issue?”

2016 “I notice with enthusiasm the new timingfor this year’s Jesse Boot Lecture!”

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and

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3(b

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5.

‘Any

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’.

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Inclu

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in2014

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and

imp

rove

the

gen

der

bal

ance

acro

sso

ur

AP

Man

dT

Sp

osi

tio

ns.

AP

M–

at8

0%

fem

ale

so

ur

gen

de

rb

alan

ceis

mar

gin

ally

bet

ter

than

the

HES

AN

atio

nal

Ave

rage

(85

%Fe

mal

es)

.TS

–at

36

%fe

mal

es,

the

gen

der

bal

ance

issi

gnif

ican

tly

bet

ter

than

the

late

stH

ESA

Nat

ion

alo

f3

1%

fem

ale

s.In

bo

thca

ses

the

bal

an

ceo

fw

om

enat

the

hig

he

rgr

ades

isn

ot

op

tim

alb

ut

we

be

lieve

we

ha

vea

pip

elin

eo

ffe

mal

est

aff

wh

ow

illch

ange

this

.

Clo

sem

on

ito

rin

go

fth

ere

cru

itm

ent

and

regr

adin

gp

roce

sse

sfo

rA

PM

and

TSac

ross

alll

evel

s.

Forg

est

ron

glin

ksw

ith

the

Uo

Nap

pre

nti

cesh

ipsc

hem

e(

see

sect

ion

5.4

).

DO

A,H

oS

On

goin

gw

ith

An

nu

alR

evie

w

Mea

sure

:Ext

ent

of

reb

alan

cin

go

fge

nd

erac

ross

the

AP

Man

dTS

role

san

dac

ross

the

dif

fere

nt

leve

ls.

2.

Ge

nd

er

Rep

rese

nta

tio

nTh

eke

yis

sue

iden

tifi

edin

dat

ais

that

we

mu

stra

ise

the

nu

mb

er

of

app

licat

ion

sfr

om

fem

ales

too

ur

sch

oo

lfo

rb

oth

ou

rst

ud

en

tco

ho

rtan

do

ur

staf

fp

osi

tio

ns

2.1

Imp

rove

the

visi

bili

tyo

ffe

mal

ero

lem

od

els

top

rosp

ecti

veU

Gst

ud

en

tsan

dto

curr

en

tU

Gst

ud

en

tsto

recr

uit

mo

reP

Gst

ud

ents

.

We

hav

efo

cuss

ed

up

on

the

imag

ery

inan

dar

ou

nd

the

Sch

oo

l,o

ur

web

site

san

do

ur

adve

rtis

ing

mat

eria

lsan

do

pen

day

staf

fin

gto

focu

su

po

nre

cru

itm

en

tto

ou

rU

Gco

ho

rt.I

nad

dit

ion

we

hav

elo

oke

dca

refu

llyat

role

mo

del

sam

on

gst

ou

rst

aff

and

lab

dem

on

stra

tors

toe

nsu

reth

ato

ur

curr

ent

UG

fem

ale

sca

nse

ea

valu

edca

reer

pat

h.O

ur

surv

ey

dat

ash

ow

that

fem

ale

UG

stu

de

nts

do

pe

rcei

veth

eim

bal

ance

inac

adem

icst

aff.

EDC

will

con

tin

ue

tore

view

ann

ual

lyan

dre

po

rto

np

rogr

ess

toSE

B.

Ou

ran

nu

alsu

rvey

san

dre

cru

itm

ent

dat

aw

illb

eu

sed

toas

sess

the

imp

act

of

ou

rap

pro

ach

.

Ad

mis

sio

ns

tuto

rs.

Ch

air

of

TLC

wit

has

sist

ance

fro

mSt

ud

ent

Sup

po

rtO

ffic

e.

Po

stgr

adu

ate

Ad

mis

sio

ns

Tu

tor

and

Ad

min

istr

ato

r

An

nu

ally

Mea

sure

:PG

dem

on

stra

tors

,Op

enD

ayta

lks,

care

ers

eve

nin

g,im

ages

/new

s-st

ori

es

on

web

/po

ster

s,co

lloq

uiu

msp

eake

rs,

UG

rese

arch

pro

ject

po

ster

s,so

cial

med

ia–

thes

ew

illal

lbe

mo

nit

ore

dw

ith

anas

pir

atio

nto

ach

ieve

anev

en(5

0:5

0)

bal

ance

,wit

ho

rgan

iser

sem

bed

din

gge

nd

erb

alan

ceco

nsi

der

atio

ns

fro

mth

eo

uts

et.I

mb

alan

ces

will

be

add

ress

ed

wit

hin

asi

ngl

e(a

nn

ual

)cy

cle.

Car

eto

be

take

nto

ensu

rese

nsi

ble

ind

ivid

ual

wo

rklo

ads.

An

nu

alef

fect

up

on

Act

ion

s1

.1,1

.2,1

.3,1

.4to

be

asse

ssed

.

2.2

Imp

rove

adve

rtis

ing,

sele

ctio

nan

din

terv

iew

pro

cess

for

po

std

oct

ora

lre

sear

cher

po

siti

on

s(l

eve

l4

).

All

adve

rts

do

con

tain

Ath

en

aSW

AN

stat

emen

ts.

Un

con

scio

us

bia

str

ain

ing

has

be

end

eliv

ere

dfo

ral

lac

adem

icst

aff.

Inte

rvie

wp

roce

ssn

ow

man

dat

esat

leas

ttw

ost

aff

pre

sen

tat

form

alin

terv

iew

for

each

po

st.

Car

efu

llyas

sess

adve

rtw

ord

ing

toe

nsu

rea

mo

refe

mal

efr

ien

dly

app

roac

h(e

xcel

len

te

xam

ple

sfr

om

Un

iver

sity

of

Suss

ex

hav

eb

een

acti

on

ed

).W

her

ep

oss

ible

ensu

refe

mal

ere

pre

sen

tati

on

atin

terv

iew

–b

yin

viti

ng

exi

stin

gP

DR

As

wh

ere

app

rop

riat

eto

bro

aden

the

po

ol

of

inte

rvie

wer

s–

also

pro

vid

ing

anin

sigh

tto

them

of

the

care

take

nin

the

pro

cess

.

SEB

and

DO

Ato

imp

lem

ent

adve

rtis

ing,

and

app

oin

tmen

tp

roce

ss

30

/11

/20

16

Rev

iew

An

nu

ally

Mea

sure

:Rai

se%

Fp

ost

do

cto

war

ds

the

leve

lof

PG

R.

Mea

sure

:All

colle

agu

es

invo

lved

inre

cru

itm

ent

tou

nd

erta

kep

anel

trai

nin

gan

dsp

ecif

ictr

ain

ing

inu

nco

nsc

iou

sb

ias

and

rela

ted

asp

ects

.Nu

mb

ers

tob

em

on

ito

red

and

tori

seto

100

%b

y20

19

.

2.3

a

Mo

nit

ori

ng

bal

ance

inap

plic

atio

np

oo

lsan

dsh

ort

lists

–Le

vel4

.

Afo

rmal

mec

han

ism

isin

pla

cefo

ral

lap

plic

atio

ns,

lon

glis

tin

gan

dsh

ort

listi

ng.

Ho

wev

er,p

osi

tio

ns

hav

eb

een

fille

din

ou

rSc

ho

olw

ith

ou

tat

trac

tin

ggo

od

qu

alit

yfe

mal

eap

plic

ants

.In

real

ity

we

sho

uld

do

bet

ter

and

we

hav

eto

wo

rkh

ard

er.

Toe

nsu

reth

atal

lsh

ort

lists

ino

ur

sch

oo

lhav

e2

0%

fem

ale

can

did

ate

so

ra

nu

mb

ero

ffe

mal

esth

atm

atch

esth

ep

rop

ort

ion

of

fem

ale

app

lican

ts,w

hic

he

ver

isla

rger

.

Ind

ivid

ual

PIs

;H

oS,

SEB

and

DO

A3

0/1

1/2

01

6R

evie

wA

nn

ual

ly

Mea

sure

:An

nu

alim

pro

vem

en

tto

ach

ieve

nat

ion

alle

vels

of

gen

der

bal

ance

ina

pp

licat

ion

po

ols

for

leve

l4p

ost

s(i

.e.,

po

std

oct

ora

lan

dsi

mila

r)

2.3

b

Po

siti

veac

tio

nto

enco

ura

geap

plic

atio

ns

fro

mw

om

ento

po

sts

atle

vels

5,6

and

7.

We

hav

em

ade

asi

gnif

ican

tim

pac

tw

ith

recr

uit

me

nt

atle

vel5

and

pro

mo

tio

nto

leve

ls6

and

7.I

tsh

ou

ldb

en

ote

dth

atth

ere

are

rela

tive

lyfe

wp

ost

sat

thes

ele

vels

.On

the

on

eh

and

ther

esh

ou

ldb

eca

uti

on

on

the

stat

isti

cso

fsm

all

nu

mb

ers

,on

the

oth

erh

and

ther

eis

op

po

rtu

nit

yto

be

pro

-ac

tive

inen

cou

ragi

ng

app

licat

ion

s.

Toe

nsu

reth

atad

vert

wo

rdin

gis

care

fully

asse

ssed

and

that

all

PIs

/re

cru

ite

rsar

een

cou

rage

dto

ensu

reth

atap

plic

atio

ns

are

solic

ited

fro

ma

wid

ep

oo

lan

da

bro

adsh

ort

list

ach

ieve

d.

Inth

ee

ven

to

fa

sin

gle

gen

der

sho

rtlis

tP

Is/r

ecru

iter

sw

illb

ere

qu

ired

tod

emo

nst

rate

toth

eH

oS/

DO

Ath

atth

eac

tio

ns

cite

dab

ove

hav

eb

een

carr

ied

ou

t.

Ho

S,SE

Ban

dD

OA

30

/11/

20

16R

evie

wA

nn

ual

ly

Mea

sure

:Asu

b-s

eto

fac

tivi

tie

sin

2.1

sho

uld

fee

din

toth

isM

easu

re:A

nn

ual

imp

rove

me

nt

tore

ach

nat

ion

alle

vels

of

bal

ance

ina

pp

lican

tp

oo

lsw

ith

in3

year

s.M

on

ito

rin

gan

dsp

ecif

icin

terv

en

tio

ns

sho

uld

ind

ivid

ual

po

sts

no

tge

ner

ate

suff

icie

ntl

yd

ive

rse

app

lican

tp

oo

ls.

2.3

c

Po

siti

veA

ctio

nto

recr

uit

and

ensu

rea

bal

ance

acro

ssal

lro

les

and

all

leve

lso

fA

PM

and

TS

–an

dal

soto

incr

ease

the

visi

bili

tyo

fth

ese

staf

fto

the

UG

and

PG

Rst

ud

ents

.

AP

Man

dTS

pla

ya

piv

ota

lro

lein

the

succ

ess

of

ou

rsc

ho

ol

and

also

ind

eliv

erin

gro

lem

od

els

of

wo

men

insc

ien

ceto

ou

rU

Gs

thro

ugh

teac

hin

gan

dst

ud

en

tse

rvic

ein

tera

ctio

ns,

thu

sge

nd

erb

alan

ceis

cru

cial

lyim

po

rtan

tin

thes

ero

les.

Ensu

rere

cru

itm

ent

and

regr

adin

gp

roce

sse

sar

ed

esig

ne

dto

ach

ieve

anac

cep

tab

lege

nd

er

bal

ance

acro

ssal

lro

les.

Inst

igat

ea

trai

nin

gan

din

form

atio

nd

ayo

nth

ep

roce

ssfo

ral

lAP

Man

dTS

staf

f.En

sure

also

reco

gnit

ion

of

AP

Man

dTS

role

sam

on

gst

ou

rU

Gan

dP

GR

com

mu

nit

y.P

arti

cula

rly

thro

ugh

ou

rSc

ho

ol’s

Fre

dW

het

sto

ne

awar

d(p

rese

nte

dat

Gra

du

atio

n)

and

also

the

no

min

atio

ns

of

ou

rsu

pp

ort

staf

fto

Un

iver

sity

Wid

eSt

aff

Osc

ars

(aB

lack

Tie

awar

ds

even

tso

rgan

ised

by

the

Stu

den

tsU

nio

n).

Ho

S,D

OA

,Hea

do

fTe

chn

ical

Serv

ice

sO

ngo

ing

and

wit

hA

nn

ual

Rev

iew

Mea

sure

:In

crea

sein

nu

mb

er

of

succ

essf

ulr

egra

din

gap

plic

atio

ns.

Mea

sure

:In

crea

sein

nu

mb

er

of

succ

essf

uln

om

inat

ion

sfo

rth

est

ud

en

tU

nio

nle

d“S

taff

Osc

ars”

.

Action

Des

crip

tio

no

fac

tio

nA

ctio

nta

ken

and

ou

tco

me

aso

f20

16A

ctio

np

lan

ne

dfr

om

No

v2

01

6R

esp

on

sib

ility

Star

tD

ate

and

Tim

ing

Succ

ess

Me

asu

re

2.4

Ad

dre

ssth

etw

ocr

itic

alke

ytr

ansi

tio

np

oin

ts

po

std

oc

tore

sear

chfe

llow

/ac

ade

mic

,

Ph

Dto

po

std

oc.

The

Sch

oo

lRes

earc

hC

om

mit

tee

hav

eu

nd

erta

ken

wo

rkto

enco

ura

geap

plic

atio

ns

and

tom

ento

rap

plic

ants

toA

nn

eM

cLar

enan

dN

ott

ingh

amR

esea

rch

fello

wsh

ips.

Incr

ease

app

ealo

fth

eSc

ho

olt

ota

len

ted

you

ng

rese

arch

ers

thro

ugh

sem

inar

invi

tati

on

san

dp

roje

ctio

no

fth

eim

pro

vin

gcu

ltu

reo

nw

eb

site

.All

PIs

tob

em

ade

awar

eo

fre

cru

itm

en

tas

ap

rio

rity

toth

eSc

ho

ol.

Ch

air

of

EDC

,SR

CP

rogr

ess

mo

nit

ore

db

yan

nu

alre

view

Mea

sure

:M

on

ito

rin

go

fre

spo

nse

tim

es

toq

uer

ies,

app

licat

ion

s,o

ffer

san

dap

po

intm

ents

toen

sure

tim

ely

resp

on

ses.

For

PD

RA

s(l

eve

l4)

-ra

ise

the

pro

po

rtio

no

fp

ost

do

cto

war

ds

the

leve

lof

PG

R.F

or

EC

Rs/

leve

l5-

atle

ast

mai

nta

incu

rren

tp

osi

tio

n.

Mea

sure

:En

sure

goo

dre

pre

sen

tati

on

of

fem

ale

ECR

san

dea

rly

care

erac

adem

ics

on

collo

qu

ium

pro

gram

me

(rel

ate

sto

2.1

)

2.5

Exit

surv

eyo

fst

aff

and

Ph

Dst

ud

ents

Aft

ere

xten

sive

dis

cuss

ion

wit

hp

ost

do

cfo

rum

and

Ph

Dfo

rum

,th

isac

tio

nh

asn

ot

bee

np

rogr

esse

dd

ue

toth

ese

nsi

tivi

ties

felt

by

tho

segr

ou

ps.

We

con

tin

ue

tora

ise

the

issu

eo

nan

ann

ual

bas

isa

nd

per

man

ent

staf

far

eo

ffer

edex

itin

terv

iew

svi

aH

Rh

ow

eve

r,w

est

rugg

led

tofi

nd

aro

ute

toga

the

rth

isd

ata

ina

man

ner

that

isac

cep

tab

leto

po

std

ocs

/Ph

Ds.

Ou

ran

nu

alsu

rvey

sar

en

ow

acce

pte

das

use

fula

nd

ano

nym

ou

sfe

ed

bac

kto

the

sch

oo

lby

alls

taff

and

stu

de

nts

.Th

issa

me

app

roac

hw

illn

ow

be

uti

lised

toco

nd

uct

ano

nym

ou

sw

eb

bas

ed

exit

surv

eys

tod

ete

rmin

ere

tro

spec

tive

exp

erie

nce

and

pro

vid

eco

nst

ruct

ive

inp

ut

for

the

futu

re;

par

ticu

larl

yto

gro

up

sth

atar

eat

a“p

ress

ure

po

int”

inth

eir

care

ers.

An

on

ymis

ed

com

men

tsto

aw

ell-

con

stru

cted

surv

eyat

PG

Ran

dP

DR

A(l

evel

4)

coh

ort

will

enab

leu

sto

colle

ctth

eir

refl

ecti

on

so

nti

me

atN

ott

ingh

am.

Ad

min

istr

atio

nb

yP

GD

irec

tor

and

team

and

by

DO

A.

An

nu

alre

view

of

dat

aan

dco

mm

ents

(an

nu

alto

allo

wsu

ffic

ien

tn

um

be

rsto

pre

serv

ean

on

ymit

y)

Mea

sure

:M

eth

od

olo

gyto

be

pu

tin

pla

ceto

colle

ctin

form

atio

no

nge

nd

er-

spec

ific

issu

esan

dp

arti

cula

rly

com

men

tsar

ou

nd

Sch

oo

lcu

ltu

re,s

up

ervi

sio

nan

dm

en

tori

ng.

Thes

ed

ata

tob

efe

db

ack

toth

eSc

ho

olv

iaED

C.

Aim

toga

ther

dat

ao

n1

00

%o

fle

ave

rsb

y2

01

9.

3.

Car

eer

Dev

elo

pm

ent

and

Pro

gre

ssio

nTo

add

ress

the

leak

sin

ou

rp

ipel

ine.

Toen

cou

rage

mo

reo

fo

ur

fem

ale

stu

den

tsin

toca

reer

sin

aU

niv

ersi

tye

nvi

ron

men

tan

dto

reta

in,d

eve

lop

and

pro

mo

tem

ore

of

ou

re

xist

ing

fem

ale

staf

f

3.1

New

Car

eer

san

dM

ento

rin

gSc

hem

eB

etw

een

20

14an

d20

16

ou

rsu

rve

ysd

emo

nst

rate

dth

ere

was

anin

crea

sein

the

per

cen

tage

of

mal

ean

dfe

mal

ep

ost

do

csag

ree

ing

that

the

leve

lof

men

tori

ng

was

goo

d.

Ther

ew

asn

osi

gnif

ican

td

iscr

ep

ancy

bet

wee

nth

em

ale

and

fem

ale.

20

14

–3

7%

201

5-

35

%2

01

6-5

0%

(Of

po

std

ocs

wh

ost

ron

gly

agre

ed/A

gree

d).

Ou

rsu

rvey

sfo

rP

GR

sho

we

dth

ato

ur

care

ers

advi

cew

asn

ot

wel

lrec

eive

dp

rio

rto

20

14

bu

tth

ere

spo

nse

isim

pro

vin

g.

An

ewsc

hem

ew

illid

enti

fya

po

olo

fm

ento

rsw

ith

app

rop

riat

esk

illse

tsan

db

ackg

rou

nd

sth

atw

illal

low

care

ers

advi

ceto

be

ob

tain

edfr

om

colle

agu

esw

ho

are

no

td

irec

tlin

em

anag

ers.

For

PG

Rth

isis

also

rein

forc

edb

yth

efa

ctth

atea

chP

hD

has

an

om

inat

edse

con

dsu

pe

rvis

or

and

ind

epe

nd

en

tas

sess

or

fro

mD

ay1

.We

will

no

wai

mto

ensu

reth

atth

en

om

inat

ed

seco

nd

sup

ervi

sor

and

asse

sso

rsar

ein

div

idu

als

that

can

be

seen

asm

en

tors

and

alte

rnat

ive

sou

rces

of

feed

bac

kan

din

form

atio

nar

ou

nd

pro

ced

ure

sin

ou

rsc

ho

ola

nd

any

issu

esas

soci

ate

dw

ith

E&D

.

Itw

illal

sob

em

ade

clea

rth

atad

dit

ion

alm

en

tors

fro

mo

uts

ide

the

sch

oo

l(o

the

rd

epar

tme

nts

,in

du

stry

and

ou

rSc

ho

ol

Stra

tegi

cA

dvi

sory

Tea

m)

can

also

be

req

ue

sted

.

Car

eer

foru

ms

and

ne

two

rkin

gw

illal

sob

ep

rom

ote

dfo

rth

ose

wh

ow

ou

ldp

refe

ra

mo

rege

ne

ralg

rou

pap

pro

ach

.

Po

stgr

adm

ento

rs–

Dir

ecto

ro

fP

ost

grad

uat

eSt

ud

ies

and

Ph

DFo

rum

Po

std

ocs

–D

irec

tor

of

Op

era

tio

ns

and

Ad

min

istr

atio

nan

dP

DR

AFo

rum

On

goin

gM

easu

re:

Info

rmal

me

nto

rin

gsc

he

me

tob

eco

me

mo

refo

rmal

ised

and

tose

eth

isin

imp

rove

men

tin

rati

ngs

by

surv

ey

resp

on

ses

toth

eSc

ho

ol’s

per

form

ance

inth

isar

ea.

Idea

llyto

sho

wa

5%ye

aro

nye

arin

crea

sefr

om

ou

rsu

rvey

so

f20

14

,20

15

,20

16

.

3.2

Imp

rove

awar

ene

sso

fEq

ual

ity

and

Div

ersi

tyis

sues

incl

ud

ing

Ath

en

aSW

AN

for

alln

ew

staf

f,P

hD

stu

den

tsan

dU

Gco

ho

rts

For

po

stgr

ads

and

po

std

ocs

,th

e2

014

-16

surv

eyd

ata

sho

ws

am

arke

din

crea

sein

the

leve

lof

awar

en

ess

of

the

Sch

oo

l’sef

fort

sar

ou

nd

E&

D.

The

qu

est

ion

aske

dw

as:

‘Iam

awar

eo

fth

eA

then

aSW

AN

sch

eme

and

ou

rco

mm

itm

ent

toim

pro

vin

go

ur

wo

rkin

gen

viro

nm

en

t’Th

ere

has

be

enan

incr

ease

inaw

aren

ess

fro

mst

aff

20

15

in81

%an

d8

7%

in2

01

6(S

tro

ngl

yag

reed

/Agr

eed

).P

ost

do

cSu

rve

y‘T

he

Sch

oo

lis

effe

ctiv

ein

rais

ing

awar

en

ess

of

gen

der

and

eq

ual

ity

issu

es’7

2%

in2

015

and

83

%in

20

16

(Str

on

gly

Agr

eed

/Agr

eed

).Fo

rU

Gs

ou

rsu

rvey

ssh

ow

and

incr

easi

ng

reco

gnit

ion

of

Div

ersi

tyin

the

sch

oo

lbu

tu

pti

lln

ow

ou

rh

igh

ligh

tin

gh

asb

een

are

lati

vely

ligh

tto

uch

app

roac

hin

wee

k1

and

thro

ugh

Ch

emSo

c.

Ind

uct

ion

atin

div

idu

alle

velf

or

new

staf

f.

Ph

Dst

ud

ent

ind

uct

ion

(an

nu

ally

inO

cto

ber

)

An

nu

alre

fres

her

atP

hD

and

po

std

oc

foru

ms

Fou

rac

adem

ics

hav

eb

een

app

oin

ted

asU

GY

ear

Hea

ds.

The

sein

div

idu

als

will

be

task

ed

toe

nsu

reth

atth

eir

coh

ort

sar

eaw

are

of

equ

alit

yan

dd

ive

rsit

yis

sue

sin

the

sch

oo

lan

dth

ere

sou

rces

avai

lab

le

Dir

ecto

ro

fO

per

atio

ns

and

Ad

min

istr

atio

n

Dir

ecto

ro

fp

ost

grad

uat

est

ud

ies

Aca

dem

icYe

arH

ead

s

On

staf

far

riva

l

UG

and

PG

Rto

coin

cid

ew

ith

nex

tco

ho

rtst

art

dat

es

Mea

sure

:Rai

sep

rofi

leo

fEq

ual

ity

and

Div

ersi

tyan

dim

pro

veaw

are

nes

sas

refl

ecte

din

futu

resu

rve

yq

ue

stio

ns.

We

will

aim

for

a5

%in

crea

seye

aro

nye

arco

mp

are

dto

20

16

dat

a.

Action

Des

crip

tio

no

fac

tio

nA

ctio

nta

ken

and

ou

tco

me

aso

f20

16A

ctio

np

lan

ne

dfr

om

No

v2

01

6R

esp

on

sib

ility

Star

tD

ate

and

Tim

ing

Succ

ess

Me

asu

re

3.3

Co

urs

esin

Equ

alit

yan

dD

iver

sity

for

curr

ent

and

new

staf

fan

dP

GR

stu

de

nts

Sch

oo

l-w

ide

me

etin

gsan

dse

ctio

nm

eeti

ngs

no

wh

ave

ast

and

ing

E&

Dit

emo

nth

eag

end

aan

du

nco

nsc

iou

sb

ias

trai

nin

gh

asb

een

de

liver

edin

aSc

ho

ol-

wid

em

eeti

ng

(Ju

ly2

01

6).

UB

trai

nin

gh

asal

sob

een

de

liver

ed

tost

aff

gro

up

sin

earl

ier

foru

ms

inth

eti

me

per

iod

20

14-

16.

Ch

air

of

EDC

,SEB

and

TLC

hav

eal

lun

der

take

nth

etr

ain

ing

ou

tlin

ed

.In

add

itio

n,t

her

eis

no

wa

req

uir

emen

tfo

ral

lte

ach

ing

staf

fto

un

der

take

the

Div

ersi

tyin

teac

hin

gan

dle

arn

ing

trai

nin

gan

dfo

ral

lsta

ffto

take

the

man

agin

geq

ual

op

po

rtu

nit

ies

trai

nin

g.N

um

ber

su

pta

keo

nth

istr

ain

ing

ism

on

ito

red

by

the

Hea

do

fSc

ho

ola

nd

isan

item

on

the

PD

PR

do

cum

enta

tio

n.

Trai

nin

go

nu

nco

nsc

iou

sb

ias,

emai

leti

qu

ett

e,an

dem

oti

on

alin

telli

gen

cefo

ral

lsta

ff.

Res

earc

hst

ud

en

tsm

ust

un

de

rtak

eth

ese

cou

rse

sif

they

are

invo

lved

inte

ach

ing

eg

lab

ora

tory

dem

on

stra

tin

g.Th

ey

will

PG

trai

nin

gcr

edit

sas

par

to

fth

eir

Ph

DSt

ud

ies

pro

gram

me.

AP

Man

dTS

are

invi

ted

toal

lSch

oo

l-w

ide

mee

tin

gsan

dp

lay

ap

ivo

talr

ole

inth

esu

cces

so

fo

ur

sch

oo

l.A

llst

aff

hav

eu

nd

erg

on

eu

nco

nsc

iou

sb

ias

trai

nin

gan

dth

ose

inth

ete

ach

ing

fro

nt-

line

sho

uld

alln

ow

un

der

goth

eE&

Dtr

ain

ing

rela

ted

tote

ach

ing

Dir

ecto

ro

fO

per

atio

ns

and

Ad

min

istr

atio

n

Dir

ecto

ro

fp

ost

grad

uat

est

ud

ies

Res

earc

hsu

per

viso

rs

Aca

dem

icSt

aff

Dev

elo

pm

ent

Off

ice

r

On

goin

gfo

rex

isti

ng

staf

f

An

nu

ally

inSe

pte

mb

erfo

ral

lnew

staf

fan

dP

GR

dem

on

stra

tors

.

Mea

sure

:Th

rou

ghu

pta

keo

fo

nlin

etr

ain

ing

mo

du

les

and

ann

ual

PG

trai

nin

g/

smal

lgro

up

trai

nin

ge

xerc

ises

inSe

pte

mb

erea

chye

ar.

Aim

for

10

0%

of

alls

taff

and

all

dem

on

stra

tors

eac

hye

ar

Mea

sure

:A

dd

itio

nal

lyth

rou

ghth

eP

DP

Rp

roce

ssfo

ral

lsta

ffa

stan

din

git

emea

chye

aris

toh

ave

com

ple

ted

allr

elev

an

tE&

Dtr

ain

ing.

Aim

for

10

0%

com

plia

nce

acro

ssal

lsta

ffb

y2

01

9.

3.4

Pro

cess

esan

dp

ract

ice

inEq

ual

ity

and

Div

ersi

tyEa

rly

20

17

will

see

the

roll

ou

to

fu

niv

ersi

tyEq

ual

ity

Imp

act

Ass

ess

me

nt

(EIA

)p

roce

ssan

dd

ocu

men

tati

on

wh

ich

will

enab

leal

lSch

oo

lsan

dD

ep

artm

ents

toco

nsi

der

the

bro

ader

reac

hes

of

the

Equ

alit

yA

ct.

The

Sch

oo

lin

ten

ds

tou

seth

isto

olt

oin

form

its

app

roac

hes

tofu

ture

pro

ject

s.

Smal

lgro

up

mee

tin

gsb

yp

roce

ssto

exam

ine

con

sist

en

cyw

ith

,an

den

han

cem

en

tto

the

Sch

oo

l’sEq

ual

ity

and

Div

ersi

typ

olic

ies

(wit

hem

ph

asis

on

gen

der

issu

es)

aro

un

dan

yn

ew

Sch

oo

lp

roje

ct.

SEB

and

EDC

Ap

ril2

017

and

on

goin

g.M

on

ito

red

on

a6

mo

nth

lyb

asis

Co

nsi

ste

nt

app

licat

ion

of

the

EIA

pro

cess

ton

ewSc

ho

ol

pro

ject

s.A

reco

rdo

f6

mo

nth

lym

on

ito

rin

g.

3.5

Car

eers

Info

rmat

ion

and

Dev

elo

pm

ent

For

UG

s,co

nsi

der

able

imp

rove

me

nt

inp

rovi

sio

nh

aso

ccu

rred

.Th

eca

ree

rsad

viso

rfo

rth

efa

cult

yo

fSc

ien

cen

ow

rou

tin

ely

run

s“d

rop

in”

sess

ion

sin

the

Sch

oo

lfo

yer

ove

rth

elu

nch

tim

ep

erio

d.A

sen

ior

care

ers

advi

sor

isan

acti

vep

arti

cip

ant

inal

lan

nu

alca

reer

sev

ents

and

wel

com

eta

lks

that

are

hel

dw

ith

inth

eSc

ho

ol.

The

inh

ou

seca

reer

sev

en

tsar

en

ow

acti

vely

adve

rtis

edto

UG

,Ph

D+

Po

std

oc

(e.g

.Alu

mn

icar

eers

even

ing)

,rat

he

rth

anju

stU

G.

Surv

eyd

ata

hav

eco

nsi

sten

tly

sho

wn

anin

crea

sein

awar

en

ess

and

reco

gnit

ion

of

the

seev

en

ts.

Co

nti

nu

eto

adve

rtis

ean

dh

old

the

ann

ua

lcar

eers

even

ts–

ensu

rin

gac

cess

for

Ph

Ds

and

PD

RA

san

dta

kin

gad

van

tage

of

ou

rA

lum

nia

cro

ssa

bro

adra

nge

of

emp

loym

ent

fiel

ds.

Enh

ance

du

seo

fC

aree

rsM

oo

dle

pag

esfo

rU

Gs.

Ensu

reth

eFo

yer

dro

pin

sess

ion

sar

ead

vert

ised

toP

GR

and

PD

RA

Foru

ms.

Ensu

rew

ider

take

-up

of

advi

cefr

om

“in

-ho

use

”R

oya

lSo

ciet

yo

fC

hem

istr

yEd

uca

tio

nsp

eci

alis

tan

dal

sofr

om

the

po

olo

fin

form

alm

ento

rs(s

ee

sect

ion

3.1

).

An

nu

alIn

vita

tio

ns

by

the

PG

Ran

dP

DR

AFo

rum

sto

Sen

ior

Car

eers

Ad

vise

r,Fa

cult

yo

fSc

ien

cean

dA

lum

nia

nd

staf

f.A

lso

par

tici

pat

ion

and

invi

tati

on

to“B

ench

toth

eB

ank”

lect

ure

seri

es

toin

crea

seaw

aren

ess

of

care

ers

advi

cean

do

pp

ort

un

itie

s.

EDC

,

Sch

oo

lCar

eers

Ad

viso

r

Ch

airs

of

Ph

Dan

dP

ost

do

cFo

rum

s.

An

nu

alan

do

ngo

ing

Mea

sure

:Fo

rU

Gs

–co

nti

nu

eto

mo

nit

or

via

surv

eys

and

tom

ain

tain

exi

stin

gh

igh

leve

lso

fca

reer

saw

are

nes

s

Mea

sure

:Fo

rP

GR

/P

DR

Ain

crea

seu

pta

keo

fca

reer

so

pp

ort

un

itie

sfr

om

curr

en

tle

vels

wo

rkin

go

na

year

on

year

incr

ease

of

5%

of

resp

on

den

tsw

ho

reco

gnis

eth

atth

ese

reso

urc

esar

eav

aila

ble

and

use

ful.

3.6

Fem

ale

rep

rese

nta

tio

no

nco

mm

itte

esan

din

the

dec

isio

n-m

akin

gp

roce

ss.

Bet

wee

n2

013

and

201

6th

ep

erce

nta

geo

ffe

mal

ere

pre

sen

tati

ves

on

key

Sch

oo

lco

mm

itte

esh

asri

sen

to3

5%

.Wh

ilst

this

do

esn

ot

reac

hth

e5

0%

targ

et,i

th

asto

be

no

ted

that

tod

oso

wo

uld

pu

tan

un

reas

on

able

adm

inis

trat

ive

bu

rden

on

fem

ale

acad

emic

staf

f.T

he

ph

ysic

alch

emis

try

sect

ion

has

be

enh

ead

edb

ya

fem

ale

pro

fess

or

fro

m20

13

-16

itis

anti

cip

ated

that

this

will

con

tin

ue

tob

eth

eca

seu

nti

l20

19

.

Wit

hin

the

Sch

oo

lof

Ch

em

istr

yw

eh

ave

invi

ted

PG

R,P

DR

Aan

dR

esea

rch

Fello

ws

tojo

inTL

Can

dLC

F,ED

Can

dSA

T.

As

aw

ider

rem

itw

ew

illin

vite

the

mto

ob

serv

eo

ther

com

mit

tees

incl

ud

ing

SRC

and

SEB

and

also

enco

ura

geal

lsta

ffto

take

up

the

op

po

rtu

nit

yto

ob

serv

eFa

cult

yco

mm

itte

esas

des

crib

edin

ou

rsu

bm

issi

on

.Th

us

hig

hlig

hti

ng

the

imp

ort

ance

of

such

role

san

dp

rovi

din

gva

luab

leex

pe

rie

nce

.

Ho

S,SE

B

Rev

iew

by

EDC

Gu

idel

ine

term

3ye

ars

Mea

sure

:Hig

her

fem

ale

rep

rese

nta

tio

no

nal

lco

mm

itte

esw

ith

targ

eto

f%

fem

ale

rep

rese

nta

tio

nth

atre

pre

sen

tso

ur

staf

fge

nd

erp

rofi

le(a

targ

etb

eyo

nd

wo

uld

pu

tan

abn

orm

ally

hig

had

min

istr

ativ

ew

ork

load

on

fem

ale

staf

f).

Car

eta

ken

toe

nsu

reth

atth

isre

pre

sen

tati

on

isac

ross

the

full

com

mit

tee

stru

ctu

rean

dn

ot

focu

ssed

on

pu

rely

pas

tora

lar

eas.

Mea

sure

:In

crea

sed

sati

sfac

tio

n(5

%ye

aro

nye

ar)

of

org

anis

atio

n,s

tru

ctu

rean

din

form

atio

nd

isse

min

atio

nin

the

sch

oo

las

refl

ecte

din

ou

rsu

rvey

s

3.7

Wo

rklo

adM

od

el

The

Un

iver

sity

wo

rklo

adm

od

elfo

rac

adem

icst

aff

has

be

enim

ple

men

ted

.Th

ed

ata

pro

vid

edb

yth

ew

ork

load

mo

del

isd

iscu

ssed

inP

DP

R.A

ne

xam

ple

of

the

dat

ath

atis

mo

nit

ore

dis

the

wo

rklo

adco

mm

itm

ent

to(s

pec

ific

)p

asto

ralc

are

of

stu

de

nts

,th

eav

era

gefo

ra

mal

eac

ade

mic

inth

eSc

ho

oli

s1

8h

ou

rsp

erac

adem

icye

aran

dth

eav

era

gefo

rfe

mal

eac

adem

ics

is1

9h

ou

rsp

erac

adem

icye

ar.

This

ne

eds

tob

ere

view

ed

ann

ual

lyan

dan

on

ymis

edd

ata

will

be

pro

vid

edso

that

ind

ivid

ual

sca

nco

mp

are

thei

rlo

adac

ross

ou

rSc

ho

ol.

Nu

mb

ers

tob

eju

stif

ied

inth

eco

nte

xto

ffa

cult

yan

din

stit

uti

on

.

Ho

S,SE

B,D

OA

,ED

CO

ngo

ing

wit

han

nu

alre

view

No

tfo

rmal

lym

easu

red

-b

ut

the

PD

PR

pro

cess

sho

uld

be

use

dto

allo

wis

sues

tob

era

ised

wit

hlin

em

anag

ers

on

atw

ice

year

lyb

asis

(PD

PR

and

inte

rim

PD

PR

mee

tin

g).

Mea

sure

:C

hec

kre

spo

nse

sto

qu

esti

on

on

“Is

PD

PR

pro

cess

valu

able

?”Th

esa

tisf

acti

on

leve

lsar

ecu

rre

ntl

ylo

wan

dw

eai

mto

mo

veto

>75

%o

fo

ur

staf

fre

spo

nd

ing

po

siti

vely

toth

esu

rvey

qu

esti

on

by

20

19

.

Action

Des

crip

tio

no

fac

tio

nA

ctio

nta

ken

and

ou

tco

me

aso

f20

16A

ctio

np

lan

ne

dfr

om

No

v2

01

6R

esp

on

sib

ility

Star

tD

ate

and

Tim

ing

Succ

ess

Me

asu

re

4.

Go

od

Pra

ctic

e,Fl

exib

leW

ork

ing,

Par

enta

lLe

ave

and

Sup

po

rtfo

rC

are

rsTo

dem

onstr

ate

and

hig

hlight

good

pra

ctice

inatt

itudes

and

work

/life

bala

nce.

To

ensure

all

form

sofflexib

lew

ork

ing

are

encoura

ged,

made

pra

cticable

and

are

pro

mote

das

cultura

lly

accepta

ble

acro

ss

the

com

munity

of

our

School.

4.1

InSc

ho

ola

nd

inst

itu

tio

nal

trai

nin

gev

en

tsA

llst

aff

no

wu

nd

ergo

on

line

trai

nin

gas

par

to

fo

ur

PD

PR

pro

cess

.

Ap

po

intm

ent

of

Aca

dem

icSt

aff

Dev

elo

pm

ent

Off

ice

r.

Exte

nd

on

-lin

etr

ain

ing

inu

nco

nsc

iou

sb

ias

and

“Eq

ual

ity

and

Div

ersi

tyin

Teac

hin

g”to

ou

rp

ost

grad

uat

ed

emo

nst

rato

rs.

Dir

ecto

ro

fP

ost

grad

uat

eSt

ud

ies,

Aca

dem

icSt

aff

Dev

elo

pm

ent

Off

ice

r

On

goin

gw

ith

ann

ual

revi

ewM

easu

re:

10

0%ac

adem

icst

aff

up

take

Mea

sure

:Est

ablis

hm

en

to

fo

nlin

ean

dfo

rmal

lyd

eliv

ered

E&D

trai

nin

gas

aco

mp

uls

ory

par

to

fth

eye

arst

art

po

stgr

adu

ate

ind

uct

ion

pro

gram

.

Mea

sure

:1

00%

up

take

for

AP

Man

dTS

staf

fin

volv

ed

infr

on

t-lin

ete

ach

ing

and

recr

uit

men

t

4.2

Enh

anci

ng

mat

ern

ity/

pat

ern

ity

leav

ep

olic

yfo

rp

ost

grad

uat

est

ud

ents

and

reco

rdd

ata

syst

emat

ical

ly.

Mat

ern

ity

and

pat

ern

ity

leav

ep

olic

yfo

rP

Gs

was

add

ed

toth

e2

01

6h

an

db

oo

k.B

rin

gp

olic

yfo

rP

GR

stu

den

tsin

tolin

ew

ith

that

for

staf

f.C

hai

ro

fED

Can

dD

irec

tor

of

Po

stgr

adu

ate

Stu

die

s

On

goin

gw

ith

ann

ual

revi

ewM

easu

re:

An

alys

eu

pta

kean

daw

aren

ess

thro

ugh

ou

rsu

rve

yre

spo

nse

s.U

seth

ese

toga

uge

the

effe

ctiv

en

ess

of

dis

sem

inat

ion

rou

tes

cF.2

015

/20

16

surv

eys

4.3

Ad

vert

ise

par

enta

llea

ve,

retu

rnto

wo

rk,f

lexi

ble

wo

rkin

gp

olic

ies,

succ

ess

sto

ries

and

core

mee

tin

gh

ou

rsw

ide

lyo

nth

eSc

ho

ol’s

pu

blic

web

site

.

Rec

ord

dat

aro

uti

nel

y

Up

dat

ed

Un

iver

sity

po

licie

sh

ave

bee

nad

de

dto

staf

fh

and

bo

ok

wh

ich

isci

rcu

late

dto

staf

fan

dad

ded

tow

ork

spac

e.Th

isin

clu

de

sin

form

atio

no

nco

rem

eet

ing

ho

urs

and

par

en

tall

eave

.Ad

edic

ate

dE

&D

no

tice

bo

ard

isin

pla

cean

dad

dit

ion

alin

form

atio

np

ages

hav

eb

een

add

ed

toth

ew

ebp

ages

and

on

ou

rin

tran

etw

ork

spac

ere

sou

rces

.

Exte

nd

pra

ctic

ean

dkn

ow

led

geo

fp

olic

ym

ore

wid

ely

on

web

.D

evel

op

po

licy

tom

irro

rU

niv

ersi

typ

olic

yin

pla

cefo

rad

min

istr

ativ

ean

dte

chn

ical

staf

f.

Ch

air

EDC

,DO

A,

Dir

ecto

ro

fP

ost

grad

uat

eSt

ud

ies

and

ITst

aff

On

goin

gw

ith

ann

ual

revi

ewM

easu

re:

Ch

eck

resp

on

ses

toan

nu

alsu

rvey

sto

en

sure

hig

hp

rop

ort

ion

of

staf

far

eaw

are

of

op

po

rtu

nit

ies.

Rev

iew

of

take

-up

six

mo

nth

lyat

SEB

leve

l.

Ob

tain

dir

ect

fee

db

ack

fro

mth

ose

wh

oh

ave

ben

efit

ted

fro

mth

esc

he

me

–w

hat

cou

ldb

eim

pro

ved

?

4.4

Flex

ible

and

par

t-ti

me

wo

rkin

g

Co

nti

nu

eto

pro

vid

eb

urs

ary

sch

eme

for

child

care

sup

po

rtd

uri

ng

e.g.

con

fere

nce

atte

nd

ance

Flex

ible

and

par

tti

me

wo

rkin

gsu

rvey

resu

lts

nee

dto

be

anal

ysed

(20

15-

16)

.Ab

urs

ary

sch

eme

for

child

care

sup

po

rtd

uri

ng

con

fere

nce

atte

nd

ance

has

no

tb

een

imp

lem

ente

dh

ow

ever

;am

emb

er

of

SAT

has

con

sult

ed

wit

ha

nu

mb

ero

fp

rofe

ssio

nal

bo

die

sw

ho

do

run

sim

ilar

sch

emes

that

Res

earc

h&

Teac

hin

gst

aff

can

app

lyfo

r.Li

nks

toth

ese

sch

eme

sar

ep

rovi

ded

on

ou

rw

ebsi

te.

Incr

ease

awar

enes

sin

con

sult

atio

nw

ith

staf

fw

ith

refe

ren

ceto

pra

ctic

efo

rA

dm

inis

trat

ion

and

Pro

fess

ion

alst

aff.

Car

ers

Fun

d–

Facu

lty

wid

ean

no

un

cem

ent

in2

01

6h

asp

ut

inp

lace

acl

ear

and

tran

spar

en

tm

ech

anis

mto

ensu

reo

ur

staf

fca

nac

cess

sup

po

rtw

her

en

eed

ed

for

con

fere

nce

/m

eeti

ngs

and

scie

nti

fic

visi

ts.

Intr

od

uce

aw

ide

rsc

he

me

toen

sure

that

sch

oo

lvis

ito

rs,s

em

inar

spea

kers

and

inte

rvie

wee

sar

eab

leto

acce

sssu

pp

ort

for

care

rsu

pp

ort

toen

able

the

irin

tera

ctio

nw

ith

ou

rsc

ho

ol.

Ad

dap

pro

ved

text

toea

chse

min

arin

vita

tio

no

rjo

bin

terv

iew

lett

er.

Ho

San

dSE

B

Ap

plic

atio

nto

Facu

lty

of

scie

nce

sch

eme.

Sch

oo

lan

dED

Cw

illp

rom

ote

inte

rnal

lyto

ou

rst

aff

and

stu

den

ts.

Wo

rkw

ith

HR

and

WIN

tod

eve

lop

ap

ilot

web

pag

ean

dfi

nan

cial

sch

eme

top

ub

licis

eto

po

ten

tial

visi

tors

Inp

lace

Dev

elo

pfo

rSe

pt

20

17

Mea

sure

:Ev

alu

ate

take

-up

of

par

t-ti

me

wo

rkin

gan

dim

pac

to

ncu

ltu

reth

rou

ghan

nu

alsu

rve

ys.

Mea

sure

:Ev

alu

ate

take

-up

Car

ers

Fun

dth

rou

ghap

plic

atio

ns

and

awar

ds.

Mea

sure

:P

ut

ne

wsc

he

me

inp

lace

and

the

nev

alu

ate

ann

ual

lyth

eap

plic

atio

ns

and

awar

ds.

5.

The

Cu

ltu

reo

fo

ur

Sch

oo

lTo

ensu

reth

atw

est

rive

tod

eve

lop

anen

viro

nm

en

tan

dcu

ltu

reth

ate

nco

ura

ges

and

sup

po

rts

the

dev

elo

pm

ent

of

allo

fo

ur

staf

fan

dst

ud

ents

atal

ltim

es.

5.1

Enh

ance

sen

seo

fco

mm

un

ity

inth

eSc

ho

ol

All

of

the

acti

on

sb

elo

wh

ave

bee

nim

ple

men

ted

succ

essf

ully

and

are

dis

cuss

edfu

rth

erw

ith

inth

isse

ctio

n

Sch

oo

l-w

ide

me

etin

gs

Twit

ter

and

emai

lup

dat

es

Foye

rN

ews

and

Sch

oo

lim

ager

y

Sch

oo

lXm

asan

dSu

mm

er

eve

nts

UG

wel

com

e,re

sult

sd

ay,p

rize

givi

ng

eve

nts

and

grad

uat

ion

cele

bra

tio

ns

Ch

emSo

c/P

hD

/P

DR

Aan

dst

aff

surv

eys

The

Sch

oo

lSu

mm

eran

dC

hri

stm

asp

arti

es

are

no

wem

bed

de

din

the

Sch

oo

lcal

end

aran

dh

ave

pro

ved

tob

eve

ryp

op

ula

ra

ssh

ow

nb

ySc

ho

ols

urv

eyre

sult

s.

No

wth

atth

en

ew

Car

bo

nN

eu

tral

Lab

ora

tory

has

op

ened

we

mu

stta

ckle

the

du

al-s

ite

issu

ean

den

sure

inte

grat

ed

acti

viti

es,

con

nec

tivi

tyan

dco

mm

un

icat

ion

sar

ein

pla

ce.

As

par

to

fth

isw

ew

illse

ekto

ho

ldre

gula

rev

en

tsat

bo

thsi

tes

and

en

cou

rage

atte

nd

ance

acro

ssth

eSc

ho

ol.

Soci

alsp

ace

inth

eSc

ho

ol–

we

are

no

win

ap

osi

tio

nto

mo

veto

asi

ngl

ete

a/co

ffee

roo

min

ab

idto

bre

akd

ow

np

erce

ived

bar

rier

s.

Wo

rkin

gp

ract

ices

.Th

ele

ave

bo

oki

ng

syst

emw

illb

eu

nif

ied

acro

ssA

LLst

aff

wit

hth

ein

tro

du

ctio

no

fth

eU

oN

E-D

ays

syst

emw

hic

hw

illal

soal

low

colle

agu

esto

rep

ort

inth

esa

me

way

the

iro

ff-s

ite

acti

viti

esin

clu

din

gh

om

e-w

ork

ing,

con

fere

nce

atte

nd

ance

and

bu

sin

ess

me

etin

gs.

DO

Aan

dH

oS

On

goin

g

Wit

hin

1ye

ar

Fro

mJa

nu

ary

asU

oN

rolls

ou

tth

eso

ftw

are

Mea

sure

:Im

pro

ved

resp

on

ses

tost

aff

surv

eys

incl

ud

ing

mai

nta

inin

go

ur

very

hig

hst

aff

resp

on

se.

Mea

sure

:In

crea

sed

nu

mb

ers

atte

nd

ing

the

Sch

oo

l-w

ide

me

etin

g.B

egin

tom

on

ito

ran

dch

eck

on

staf

fp

arti

cip

atio

n.

Mea

sure

:U

pta

kean

du

sage

of

the

new

Uo

NE

Day

s–

add

spec

ific

qu

esti

on

(s)

toth

ere

leva

nt

Sch

oo

lsu

rvey

(s)

too

bta

infe

ed

bac

k.

Action

Des

crip

tio

no

fac

tio

nA

ctio

nta

ken

and

ou

tco

me

aso

f20

16A

ctio

np

lan

ne

dfr

om

No

v2

01

6R

esp

on

sib

ility

Star

tD

ate

and

Tim

ing

Succ

ess

Me

asu

re

5.2

Sch

oo

leve

nts

for

Un

der

grad

uat

esW

eal

soh

ave

bro

ade

ned

ou

rU

Gev

ents

toin

clu

de

wel

com

esto

each

retu

rnin

gye

argr

ou

p(b

yth

eYe

arH

ead

s)as

wel

las

the

Fres

he

r’s

inta

ke.W

eal

soh

old

are

sult

sd

ayev

ent

–w

hic

hh

asb

een

imp

rove

db

yta

kin

gfe

ed

bac

kfr

om

ou

rco

ho

rts

and

also

ou

rgr

adu

atio

nev

ent.

We

hav

eal

sota

ken

tim

eto

en

sure

sup

po

rtan

dst

aff

par

tici

pat

ion

atC

hem

Soc

even

ts(s

uch

asth

ean

nu

alq

uiz

).

Seek

tob

road

enth

eev

en

tslin

kin

gU

Gs,

Ph

Ds

and

acad

emic

sfu

rth

er

Ch

emSo

cev

ents

and

care

ers

feat

ure

dev

ents

.H

oS,

TLC

and

Ch

emSo

cA

nn

ual

Mea

sure

:Ob

tain

feed

bac

ko

nea

cho

fth

eev

ents

fro

mC

hem

Soc

focu

sgr

ou

ps

and

also

thro

ugh

the

ann

ual

surv

eys.

5.3

Sch

oo

lWeb

site

(Pu

blic

)an

dM

oo

dle

/Wo

rksp

ace

(In

tern

al)

This

has

no

tb

een

imp

lem

en

ted

and

was

pro

bab

lyan

ove

ram

bit

iou

sac

tio

ngi

ven

that

the

Un

iver

sity

E&D

pag

es

do

no

tp

rovi

de

this

faci

lity.

The

Uo

Nan

dth

esc

ien

cefa

cult

yh

ave

no

wb

rou

ght

inp

rofe

ssio

nw

ebd

esi

gner

sto

up

grad

eth

efa

cult

yw

ebp

ages

rela

ted

top

olic

ies

and

E&

D.

We

will

aim

toen

sure

that

the

sch

oo

lpag

es

po

int

dir

ectl

yto

the

sean

dth

ato

ur

inte

rnal

wo

rksp

ace

pag

es

are

linke

dap

pro

pri

atel

yto

del

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17

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ies

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web

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ased

pro

visi

on

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low

us

too

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infe

ed

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kan

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resp

on

ses

year

on

year

.

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alit

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mm

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icat

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.Th

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ro

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ed

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mo

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ish

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and

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er

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sure

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nal

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isti

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sure

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ent

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atio

no

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no

fw

om

enin

ou

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olt

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end

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spo

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s.

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sure

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pen

Day

and

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we

hav

en

ow

gath

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ific

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mb

er

(10

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of

“sec

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ts.

5.7

Ass

ess

and

revi

ewin

ters

ecti

on

alit

ya

nd

rep

rese

nta

tio

no

fB

ME

gro

up

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aff

inal

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rjo

bfa

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esan

din

ou

rst

ud

ent

coh

ort

s

Dat

ah

ave

just

bec

om

eav

aila

ble

in2

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staf

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dd

ata

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stu

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nt

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ort

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thro

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rin

stit

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on

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ple

men

tati

on

of

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faci

lity

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min

en

t.

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will

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fully

mo

nit

or

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visi

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dp

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inen

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fo

ur

BM

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ues

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rad

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isin

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dp

ub

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en

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iew

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cess

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hth

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ace

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alit

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ter.

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rED

CFr

om

Ap

ril2

017

Mea

sure

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crea

ses

inth

ep

rop

ort

ion

of

BM

Est

aff

inal

ljo

bfa

mili

esan

das

sess

men

to

fo

ur

stu

de

nt

coh

ort

sag

ain

stn

atio

nal

stat

isti

cs.

Mea

sure

:Po

siti

vere

spo

nse

sto

new

qu

esti

on

sar

ou

nd

eth

nic

ity

wh

ich

will

be

add

edto

ou

ran

nu

alsu

rvey

s.

Documents

Athena SWAN Silver department award application · 1 Athena SWAN Silver department award application Name of university: The University of Nottingham Department: School of Chemistry