Athena SWAN Silver university award application - aston.ac.uk€¦ · Web viewWord Count . 487. Any other comments: maximum 500 words. Please comment here on any other elements

Athena SWAN Silver university award application Name of university: ASTON UNIVERSITY

Date of application: NOVEMBER 2013

Date of university Bronze award NOVEMBER 2010

Contact for application: JANE TYRRELL

Email: [email protected]

Telephone: 0121 204 4587

Applications at Silver university level should demonstrate a significant record of activity and achievement by the university in promoting gender equality and in addressing challenges in different disciplines. Applications should focus on what has improved since the Bronze university award application, how the university has built on the achievements of award-winning STEMM departments, and what the university is doing to help individual STEMM departments apply for Athena SWAN awards.

Sections to be included

At the end of each section state the number of words used. Click here for additional guidance on completing the template.

1. Letter of endorsement from vice-chancellor: maximum 500 words

An accompanying letter of endorsement from your vice-chancellor (or equivalent) should explain how the university’s SWAN action plan and activities in STEMM have contributed to the overall university strategy and academic mission. In addition the letter should detail how the university as a whole has benefitted from the activities of the award-winning departments.

The letter is an opportunity for the vice-chancellor to confirm their support for the application and to endorse and commend any women and STEMM initiatives that have made a significant contribution to the achievement of the university mission in relation to STEMM.

2. The self-assessment process: maximum 1000 words

Describe the Self-Assessment Process. This should include:

a) A description of the self-assessment team: members’ roles (within the university, within the department, and as part of the self assessment team) and their experiences of work-life balance.

There are 6 women and 6 men on the University’s Athena SWAN Self-Assessment Team (SAT).

Team MembersProfessor Pam Moores, OBE was Dean of the School of Languages and Social Sciences until 2013. She has worked on the University’s Equality agenda for over 15 years, currently chairing the Equality & Diversity Steering Group. Her academic work includes French feminism and representation of women in the media. As mother and grandmother to daughters and granddaughters, and Dean of a School attracting many female colleagues and students, she has considerable experience of work-life balance.Jane Tyrrell is an Associate Director of HR. She helped to set up the Aston University Engineering Academy – the first major university-sponsored University Technical College in the country and is a member of the Women in Business Steering Group at the Birmingham Chamber of Commerce where she promotes the benefits of flexible working.Alison Levey is Director of Registry and Student Planning and a sociology graduate who studied gender and race identity. Alison’s higher education has all been as an adult learner whilst a working single parent. She is used to balancing the needs of family and work.Philip Burke is the Senior Market Analyst responsible for the National Student Survey and the Destinations of Leavers from Higher Education survey.Catherine Foster is a Projects Officer who researches the experiences of under-represented students. She is also one of the University’s equality champions. Catherine’s PhD looks how parents influence first year undergraduates. Catherine works full time, studies part time, has a young family and is learning how to balance the demands.Dr Yves Guillaume is a Senior Lecturer in Organisational Behaviour, course director for the Human Resources Management programme and a chartered psychologist. Yves publishes and lectures on equality, diversity, and inclusion management. He speaks regularly on how organisations can create fair and inclusive work environments.Gina Rippon is Professor of Cognitive Neuroimaging. Her work includes explaining how gender differences are misused to support stereotypes. She has been Deputy Director of the Neurosciences Research Institute, Associate Dean and is currently a Pro-Vice Chancellor and member of the Executive Team. A member of WISE and of the UKRC’s GetSET group, she works on the underrepresentation of women in STEM. She has two daughters and a grandson and combined raising a family with a full-time career.James Seymour is Director of UK Recruitment and Outreach. He has also undertaken student recruitment work around the world. He is a regular speaker at conferences on HE issues. James has a Masters in Management from Aston Business School. His project focused on student decision making in higher education.Mohammed Younis is an undergraduate placement student working on Equality and Diversity. Mohammed is learning to balance his new job with social and family commitments.Paul Gorman is Aston’s Student Experience Manager. He explores the issues that impact on student experience. Paul is also working on a part-time PhD, looking at the impact of

HE reforms on student learning.Sahar Al-Malaika is a Professor of Polymer Science and the Head of Chemical Engineering and Applied Chemistry. Sahar is on EAS’s Senior Management Team and she chairs the School Athena Swan Group. Sahar is the president of the ‘Lichfield Science and Engineering Society’, a Society that attracts and encourages girls and boys to choose STEM careers. She has combined her academic career with bringing up four children.Stephen Anderson is Professor of Optometry and Visual Neuroscience, Associate Director of Research and a registered optometrist. Stephen was a member of the team that applied for Aston’s first Athena Swan award and he led the School of Life and Health Science’s most recent application. He is in a dual career marriage, with three children.

b) An account of the self-assessment process: details of the self-assessment team meetings, including any consultation processes that were undertaken with STEMM departments that hold and/or are working towards Athena SWAN awards, and how these have fed into the submission

At Aston, we felt that it was important for the quality and integrity of our application that it was developed by a group with pre-existing knowledge of and interest in equality issues. For continuity and focus it also includes staff and students who have responsibility for delivering aspects of our equality and diversity agenda.

Formally, the University and the two department Athena SWAN SATs report to the Equality and Diversity Steering Group. To ensure effective two-way communication between the two departmental SATs and the University SAT, in addition to the Associate Director of HR who is a member of all three and the Equality & Diversity Steering Group, the Chair of each departmental SAT is a member of the University SAT. The Chair of the University SAT also chairs the Equality & Diversity Steering Group. Since the University received its bronze award in 2010, regular reports on the progress of the original University Athena Swan plan have been received by the Equality & Diversity Steering Group. In 2012 the two departmental SATs were established. All three teams have been meeting regularly to analyse data and discuss outcomes and plans.

To inform this application, information from the University’s biennial Capita staff surveys and 2012 Great Place to Work survey was analysed, together with information from exit questionnaires. In addition, all staff in the University were consulted about what initiatives and policies they had found particularly helpful at key points in their careers. The information collected was used to develop the action plan and has also been considered by the Departmental Athena SWAN teams.

c) Plans for the future of the self-assessment team, such as how often the team will continue to meet and any reporting mechanisms.

The Departmental and the University Athena SWAN SATs will continue to meet on a termly basis to review and monitor their respective action plans, to share good practice and to learn from each other’s experiences. All the teams will continue to report outcomes to the Equality & Diversity Steering Group on a termly basis to ensure that activities relating to

women, BME, LGBT and disabled staff across the University are integrated and co-ordinated. A formal review of all the Athena SWAN action plans will take place annually; following which, the Equality & Diversity Steering Group will make an annual report on all equality and diversity initiatives to the University Council. See Action 4.

Word Count 987

3. A picture of the university: maximum 1500 words

a) Provide a pen-picture of the university to set the context for the application, outlining in particular any significant and relevant features.

Located in the centre of Birmingham and founded in 1895 with its roots in engineering and technology, Aston became a University in 1966. Research-led and well-known for its strong links to schools, industry, government and commerce, the University is ranked in the top 30 in the Guardian University Guide, the Complete University Guide 2014 and the Sunday Times University Guide.

Aston has a total of 11,300 students, of whom 47% are studying STEM subjects. 7000 are undergraduates, 2800 taught postgraduates and 580 research students. 20% are international, 57% are black and minority ethnic and 47% come from the region. 89% of undergraduates come from state schools and 40% from the lowest socio-economic groups. Retention is above 95% which is why Aston is nationally recognised as one of the most successful institutions for widening participation.

There are four Schools of study; two SET - Engineering and Applied Sciences (EAS) and Life and Health Sciences (LHS) and two non-SET – Aston Business School (ABS) and Languages and Social Sciences (LSS). The University has a total staff of about 1460 with 570 academics and 890 support staff. 30% of the staff are from outside the UK giving an international dimension to our programmes. 462 staff (31%) are in the two SET Schools with the remaining 998 (69%) in the non-SET Schools and support departments.

Aston has high graduate employability as a result of its professionally and vocationally focussed programmes on which 70% of eligible students engage in a work placement and to inspire students to consider STEM subjects as an option has opened Aston University Academy of Engineering (the first major university sponsored University Technical College in the country.

Aston will be submitting 58% of its staff to the 2014 REF. In the 2008 RAE Aston was recognised as internationally excellent and all four of Aston’s subject areas came in the top 12 in the UK.

i. Structure of SET departments/faculties:

ii. List of SET departments with valid Bronze, Silver or Gold awards. Give dates of each application, the year successful, and the date of renewal:

The Schools of Life & Health Sciences and Engineering & Applied Science each decided to apply as an entire School rather than as individual subject groups. This was felt to be appropriate given the small size of individual groups, coupled with the common culture and integrated management of each School. One of the University’s two SET Schools (50%) has therefore achieved an Athena SWAN award. Please see the organisation chart in section (i) above for details of the applications and awards.

b) Provide data for the past three years (where possible with clearly labelled graphical illustrations) on the following with commentary on trends and significant issues. Data should be provided for SET departments that hold Athena SWAN awards in comparison with SET departments that do not hold awards, and in context of the university as a whole.

Student data

The student information given below was extracted from the Student Management System by Registry and is based on the students enrolled at the end of each academic year.

(i) Undergraduate male and female numbers – full and part-time – comment on the female: male ratio and describe any initiatives taken to address any imbalance or negative trends and the impact to date. Comment upon any plans for the future.

School of Life & Health Sciences (LHS) Bronze Award April 2013

Renewal due November 2015Applying for Silver April 2014

Pharmacy

Biology

Optometry

Audiology

Psychology

School of Engineering & Applied Science (EAS)

Applied for Silver November 2012Re-applying for Silver November 2013

Mathematics

Computer Science

Engineering Systems & Management

Chemical Engineering & Applied Chemistry

Mechanical Engineering & Design

Electrical, Electronic & Power Engineering

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/11

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/12

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/13

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/11

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University School of Engineering & Applied Science (SET De-

partment without Award)

School of Life & Health Sci-ences (SET Department with

Award)

0%

20%

40%

60%

80%

47% 48% 48%

23% 23% 23%

67% 67% 67%

% Full-Time Female Undergraduates

FT Undergraduates Year F F% M M% T

University2010/11 3015 47% 3366 53% 63812011/12 3026 48% 3323 52% 63492012/13 3226 48% 3429 52% 6655

School of Engineering & Applied Science (SET Department without Award)

2010/11 435 23% 1456 77% 1891

2011/12 425 23% 1442 77% 1867

2012/13 443 23% 1450 77% 1893School of Life & Health Sciences (SET Department with Award)

2010/11 1202 67% 589 33% 17912011/12 1203 67% 588 33% 1791

2012/13 1293 67% 641 33% 1934

Total numbers of full-time undergraduates have increased over the last three years while the proportion of females has remained constant

Direct comparisons with national statistics are difficult due to the difference in subject mix, but the higher proportion of female students in LHS over EAS is in line with the national picture.

Aston undertakes a range of activities to encourage more females to apply for engineering courses:

Aston runs a voluntary tutoring programme in local schools. Of the 120 Student Tutors who participated last year, 68% were female. 76% of STEM students participating were female. To increase the number of female students in engineering subjects, female role models are important. See Action 7.

Aston University has sponsored Aston University Engineering Academy – the first major university-sponsored University Technical College in the country, which delivers an exciting and relevant engineering and science-based curriculum. It is now in its second year of operation. Only 5% of its pupils are female, but the numbers are increasing.

In June 2013, EAS held its annual Engineering Design Fair “Aston Inspired” which is open to local schools and industry. The products featured were selected to appeal to females as well as males

This year, EAS are hosting a series of open careers talks by senior female engineers from academia and industry

Aston provides first year students with the opportunity to have a student mentor for their first year. This is important for the retention of minority students such as females in engineering. Of the 40 Student Mentors engaged during 2012/13, 78% were female.

Both EAS and LHS contribute to Skirting Science - an award winning programme which aims to address the gender imbalance in certain science careers and help girls make informed decisions about these careers. It brings together Year 9 girls and science professionals in events where each professional delivers a workshop designed to ensure that students gain a real insight into what it’s like to be a scientist or engineer. See Action 7b)

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Award)

0%

20%

40%

60%

80%

42%

28% 32%

13%7% 11%

57%

40%

75%

% Part-Time Female Undergraduates

PT Undergraduates Year F F% M M% T

University2010/11 35 42% 48 58% 832011/12 29 28% 73 72% 1022012/13 40 32% 85 68% 125


2010/11 5 13% 35 88% 40

2011/12 4 7% 55 93% 59


2010/11 4 57% 3 43% 72011/12 2 40% 3 60% 5

2012/13 6 75% 2 25% 8

Aston has few part-time undergraduate students. The small numbers make it impossible to draw valid conclusions about trends in

LHS.

(ii) Postgraduate male and female numbers completing taught courses – full and part-time – comment on the female: male ratio and describe any initiatives taken to

address any imbalance and the impact to date. Comment upon any plans for the future.

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2012

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Award)

0%

20%

40%

60%

80%

52% 51% 49%

24% 21% 20%

69% 68% 64%

% Full-Time Female Postgraduate Taught Students

FT Postgraduate Taught Year F F% M M% T

University2010/11 1397 52% 1315 48% 27122011/12 820 51% 803 49% 16232012/13 1230 49% 1297 51% 2527


2010/11 67 24% 215 76% 282

2011/12 45 21% 168 79% 213


2010/11 281 69% 127 31% 4082011/12 216 68% 103 32% 319

2012/13 308 64% 174 36% 482

The reason for the dip in the number and percentage of female students completing postgraduate taught courses in 2011/12 are not understood.

In LHS, the numbers have recovered and while the proportion of women has decreased, it remains above 3/5ths. See Action 6c)

In EAS, the number of female students remains lower than the 2010/11 numbers, and the proportion of women has decreased still further. This requires investigation. See Action 6c)

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School of Life & Health Sciences (SET Department

with Award)

0%

40%

80%

120%

42% 41% 41%

0% 0%17%

83%100% 100%

% Part-Time Female Postgraduate Taught Students

PT Postgraduate Taught Year F F% M M% T

University2010/11 132 42% 186 58% 3182011/12 95 41% 137 59% 2322012/13 121 41% 171 59% 292


2010/11 0 0% 6 100% 6

2011/12 0 0% 4 100% 4


2010/11 5 83% 1 17% 62011/12 1 100% 0 0% 1

2012/13 9 100% 0 0% 9

The number of students enrolled on part-time taught postgraduate courses in the two STEM Schools are too small for valid analysis.

(iii) Postgraduate male and female numbers on research degrees – full and part-time – comment on the female: male ratio and describe any initiatives taken to address any imbalance and the impact to date. Comment upon any plans for the future.

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Award)

0%

20%

40%

60%

44% 47% 45%

31% 35% 34%

53%49% 52%

% Full-Time Female Postgraduate Research Students

FT Postgraduate Research Year F F% M M% T

University2010/11 249 44% 316 56% 5652011/12 256 47% 288 53% 5442012/13 245 45% 296 55% 541


2010/11 59 31% 129 69% 188

2011/12 63 35% 118 65% 181


2010/11 85 53% 75 47% 1602011/12 87 49% 91 51% 178

2012/13 77 52% 72 48% 149

The number of full-time female postgraduate research students is relatively stable in EAS, and shows consistently greater proportions of females enrolled than at undergraduate level.

In LHS, there is a lower proportion of females studying postgraduate research degrees than studied for undergraduate degrees.

Given the differences in subject mix, comparisons should be made with caution, but the LHS figures are considerably above the national benchmark for 2011/12. See Action 6b)

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School of Life & Health Sciences (SET Department

with Award)

0%

40%

80%

120%

45% 48%63%

0%

30%42%

71%

100%

70%

% Part-Time Female Postgraduate Research Students

PT Postgraduate Research Year F F% M M% T

University2010/11 19 45% 23 55% 422011/12 22 48% 24 52% 462012/13 27 63% 16 37% 43


2010/11 0 0% 1 100% 1

2011/12 3 30% 7 70% 10


2010/11 5 71% 2 29% 72011/12 6 100% 0 0% 6

2012/13 7 70% 3 30% 10

The number of students enrolled on part-time postgraduate research programmes in the two STEM Schools are so small that no valid conclusions can be drawn.

(iv) Male and female numbers on all part-time degrees

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Award)

0%

20%

40%

60%

80%

42% 38% 41%

11% 10%16%

70% 75%81%

% Part-Time Female Students - All Programmes

All PT Programmes Year F F% M M% T

University2010/11 186 42% 257 58% 4432011/12 146 38% 234 62% 3802012/13 188 41% 272 59% 460


2010/11 5 11% 42 89% 47

2011/12 7 10% 66 90% 73


2010/11 14 70% 6 30% 202011/12 9 75% 3 25% 12

2012/13 22 81% 5 19% 27

Part-Time study is often thought to be more attractive to female students, but at Aston female students account for only about 40% of the part-time intake across the whole University over the 3-year reference period.

The proportion of females studying on a part-time basis in LHS remains high, but the small numbers prevent meaningful analysis.

Staff data

The following figures were provided by Human Resources and reflect the staff in post in the four Schools of Study on 31 July each year. To avoid distortion, they do not include academic staff in the VC’s Office or in the Centre for Learning Innovation and Professional Practice.

(v) Number of male and female staff (academic and research) at each grade – comment on any differences in numbers between males and females and say what action is being taken to address any underrepresentation at particular grades/levels.

Research staff

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Award)

0%

20%

40%

60%

32%39% 39%

17% 15% 18%

39%

53% 56%

% Female Research Staff

All Research Staff Year F F% M M% T

University2010/11 36 32% 77 68% 1132011/12 47 39% 73 61% 1202012/13 52 39% 82 61% 134


2010/11 8 17% 40 83% 482011/12 8 15% 44 85% 52

2012/13 12 18% 53 82% 65

School of Life & Health Sciences (SET Department with Award)

2010/11 14 39% 22 61% 362011/12 24 53% 21 47% 452012/13 25 56% 20 44% 45

The total number of research staff in the SET areas and in the University as a whole has increased over the past 3 years.

The proportion of women in LHS has increased significantly while in EAS it has remained constant.

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Award)

0%

20%

40%

60%

80%

100%

120%

36% 39% 35%

0% 0% 7%

100%

70%83%

% Female Research Assistants

Research Assistants Year F F% M M% T

University2010/11 10 36% 18 64% 282011/12 12 39% 19 61% 312012/13 8 35% 15 65% 23


2010/11 0 0% 11 100% 112011/12 0 0% 11 100% 11

2012/13 1 7% 14 93% 15


2010/11 4 100% 0 0% 42011/12 7 70% 3 30% 102012/13 5 83% 1 17% 6

The University now employs fewer (largely pre-doctoral) Research Assistants than it did 3 years ago. It is more common now (especially in the SET areas) for research students to complete their PhDs on a full time basis and then obtain employment at a more senior level

Given the small and fluctuating numbers of Research Assistants employed in the SET areas, employment trends cannot be analysed with confidence.

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0%

10%

20%

30%

40%

50%

60%

27%

40% 44%

14% 17% 19%

30%

50% 52%

% Female Research Associates/Fellows

Research Associates/Fellows Year F F% M M% T

University2010/11 17 27% 45 73% 622011/12 27 40% 40 60% 672012/13 34 44% 44 56% 78


2010/11 4 14% 25 86% 292011/12 5 17% 24 83% 29

2012/13 5 19% 22 81% 27


2010/11 7 30% 16 70% 232011/12 14 50% 14 50% 282012/13 17 52% 16 48% 33

The number of postdoctoral Research Associates and Research Fellows employed by both the University and LHS have increased in the past 3 years whereas EAS’s numbers have remained relatively constant.

The proportion of females staff has increased significantly in all areas at this grade

The increase is greater in LHS than in EAS

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0%

10%

20%

30%

40%

50%

60%

39% 36%30%

50%

25% 26%33%

43%50%

% Female Senior Researchers

Senior Researchers Year F F% M M% T

University2010/11 9 39% 14 61% 232011/12 8 36% 14 64% 222012/13 10 30% 23 70% 33


2010/11 4 50% 4 50% 82011/12 3 25% 9 75% 12

2012/13 6 26% 17 74% 23


2010/11 3 33% 6 67% 92011/12 3 43% 4 57% 72012/13 3 50% 3 50% 6

Senior research staff have increased in EAS and across the University, but the proportion of female researchers has dropped significantly. While numbers are small in this area, this warrants further investigation. See Action 1d)

LHS’s senior research staff have decreased, and although its proportion of women has improved, the numbers involved are small.

Academic Staff

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0%

10%

20%

30%

33% 32% 33%

22% 23%26%

30% 30% 30%

% Female Academic Staff

All Academic Staff Year F F% M M% T

University2010/11 103 33% 210 67% 3132011/12 102 32% 216 68% 3182012/13 107 33% 221 67% 328


2010/11 17 22% 62 78% 792011/12 18 23% 59 77% 77

2012/13 23 26% 64 74% 87


2010/11 26 30% 60 70% 862011/12 25 30% 59 70% 842012/13 26 30% 60 70% 86

Across the University, academic staff have increased and the proportion of females has remained fairly constant.

The overall proportion of female academics is low compared to the national average of 44%, but Aston’s largely vocational subjects do not extend across the full range of disciplines found at many UK HEIs

Overall numbers and proportions have remained steady in LHS EAS has increased both its numbers overall and its proportion of female

academics

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0%

10%

20%

30%

40% 36%33% 36%

24% 25%30%

35%31%

40%

% Female Lecturers

Lecturers Year F F% M M% T

University2010/11 56 36% 98 64% 1542011/12 50 33% 100 67% 1502012/13 48 36% 87 64% 135


2010/11 11 24% 35 76% 462011/12 11 25% 33 75% 44

2012/13 13 30% 30 70% 43


2010/11 13 35% 24 65% 372011/12 9 31% 20 69% 292012/13 10 40% 15 60% 25

The number of lecturers has decreased across all areas of the University, but most markedly in LHS. Some of this is due to a move to employing more senior academic staff.

In both SET Schools the proportion of female academics has increased.

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0%

10%

20%

30%

40%34% 36%

40%

21% 21%26%

30%36% 34%

% Female Senior Lecturers/Readers

Senior Lecturers/Readers Year F F% M M% T

University2010/11 33 34% 65 66% 982011/12 37 36% 67 64% 1042012/13 42 40% 63 60% 105


2010/11 4 21% 15 79% 192011/12 4 21% 15 79% 19

2012/13 7 26% 20 74% 27


2010/11 9 30% 21 70% 302011/12 12 36% 21 64% 332012/13 11 34% 21 66% 32

In the University and both SET Schools, the numbers of Senior Lecturers and Readers has increased over the last 3 years

The proportion of females has increased across the board.

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Award)

0%

5%

10%

15%

20%

25% 23% 23%21%

14%

21%

16%

21%18% 17%

% Female Professors

Professors Year F F% M M% T

University2010/11 14 23% 47 77% 612011/12 15 23% 49 77% 642012/13 17 21% 63 79% 80


2010/11 2 14% 12 86% 142011/12 3 21% 11 79% 14

2012/13 3 16% 16 84% 19


2010/11 4 21% 15 79% 192011/12 4 18% 18 82% 222012/13 5 17% 24 83% 29

Professorial staff have increased in all areas of the University The number of female professors has increased primarily through promotion

whereas the number of male professors has increased through both promotion and external recruitment. See Action 5

Word Count 1452

4. Evidence of the impact of university and department good practice: maximum 2000 words

Provide evidence below on the evaluation and impact of university and department good practice initiatives on the following:

a) The university as a whole, its ethos and working environment

i. From the Vice-Chancellor downwards, significant efforts are made to ensure that women feel fairly treated. Equality analyses of key processes (REF submission rates, Performance Development Reviews, Performance Related Pay, Equal Pay Audits, Academic Promotions, Staff Turnover) and attitude surveys are all given serious consideration by senior staff.

ii. REF 2014

2014 REF Submissions Eligible Submitted F% Eligible Submitted M% Eligible Submitted %

University 122 63 51.64% 244 149 61.07% 366 212 57.92%


27 17 62.96% 78 53 67.95% 105 70 66.67%


30 19 63.33% 66 42 63.64% 96 61 63.54%

Females Males Total

Despite being more selective in the 2014 REF submission than in previous RAEs and despite submitting a lower proportion of staff overall, the figures in our two SET Schools show that proportions of males and females being submitted remain within 5% of each other. This suggests that the processes in place at Aston to support research in the SET areas are working

iii. Academic Promotions Significant work has been undertaken over the last 3 years to ensure that

academic promotions criteria are as transparent as possible. This has resulted in more successful promotions applications overall and is also thought to have contributed to reduced staff turnover as it is reducing the perception that it is more difficult to obtain promotion internally than to achieve a more senior appointment externally.

Briefing sessions are run by the Pro Vice-Chancellors to help prepare people for making applications. Anecdotal evidence is that these are well received and are felt to be helpful for staff considering making short and longer-term promotion applications.

There is no evidence that men are applying for promotion in greater proportion to women

Professorial Promotions Year

Female Applicants

Females Promoted %F

Male Applicants

Males Promoted %M

University2011 2 0 0% 4 4 100%2012 2 2 100% 6 5 83%2013 1 1 100% 3 2 60%


2011 0 0 0% 0 0 0%2012 0 0 0% 1 1 100%

2013 0 0 0% 0 0 0%School of Life & Health Sciences (SET Department with Award)

2011 0 0 0% 3 3 100%2012 1 1 100% 2 2 100%

2013 0 0 0% 2 2 100%

While the numbers are small, across the University, women are being promoted to professorships in greater proportions than men

Men and women are equally successful in the two SET Schools

Senior Lecturer/Readership Promotions Year

Female Applicants

Females Promoted %F

Male Applicants

Males Promoted %M

University2011 7 7 100% 12 6 50%2012 10 8 80% 17 16 94%2013 7 6 86% 23 20 87%


2011 0 0 0.00% 4 3 75%2012 4 3 75% 7 5 71%

2013 1 1 100% 12 9 75%School of Life & Health Sciences (SET Department with Award)

2011 3 3 100% 4 4 100%2012 1 0 0% 4 4 100%

2013 1 1 100% 3 3 100%

Women are as successful as men in obtaining promotion to the level of Senior Lecturer and Reader

While numbers are small, women are slightly more successful than men in obtaining promotion in the two SET Schools.

This suggests that the processes in place to support the development of women in SET areas are having an impact

iv. Equal Pay Audits

Lecturer Pay Year Females

Female Average (£) Males

Male Average (£)

Index (Men = 100%)

University2011 56 41929 98 42943 97.6%2012 40 42058 100 42485 99.0%2013 48 42394 87 43254 98.0%


2011 11 42152 35 43788 96.3%2012 11 43190 33 43558 99.2%

2013 13 43989 28 44267 99.4%


2011 13 41483 24 43538 95.3%2012 9 41657 20 43405 96.0%2013 10 42671 15 43947 97.1%

Senior Lecturer/Reader Pay Year Females

Female Average (£) Males

Male Average (£)

Index (Men = 100%)

University2011 33 53098 65 53766 98.8%2012 37 52426 67 54495 96.2%2013 42 53898 71 55120 97.8%


2011 4 51441 15 55602 92.5%2012 4 51952 15 55251 94.0%

2013 7 51504 20 55045 93.6%


2011 9 53374 21 54367 98.2%2012 12 52452 21 54728 95.8%2013 11 53078 21 55333 95.9%

Professorial Pay Year Females

Average Female Pay (£) Males

Average Male Pay (£)

Index (Men = 100%)

University2011 14 78794 47 89980 87.6%2012 15 80420 49 88366 91.0%2013 17 80236 63 91465 87.7%


2011 2 70554 12 94000 75.1%2012 3 72073 11 92216 78.2%

2013 3 77950 16 92453 84.3%


2011 4 77528 15 86530 89.6%2012 4 81506 18 83044 98.1%2013 5 79409 24 83131 95.5%

To ensure staff are paid equitably, comparable salaries are assessed on appointment and an equal pay audit is carried out annually. Professorial pay is also scrutinised annually by the Remuneration Committee

Lecturers and Senior Lecturers/Readers are on incremental scales and analysis of the pay gaps shows them to be largely a function of time in grade.

The professorial pay scales are banded. Band 1 is incremental while Bands 2 and 3 are open ranges. The total pay band is so wide that a single senior appointment can affect the Index by several points. Despite this, the pay gap has narrowed significantly in both SET Schools.

v. Women on the Executive GroupFor most of the last three years the University’s Executive Group has been gender-balanced. The Vice-Chancellor, Deputy Vice-Chancellor and Chief Operating Officer are all women.

vi. University Culture The VC sets the tone for the University and is always generous with her time when

it comes to developing female academics (and female engineers in particular). For example, she has just agreed to participate in a series of seminars organised by EAS to highlight different career paths for professional women engineers.

A number of senior academic and support staff are actively engaged in delivering the University’s equality agenda

In 2007, Aston commissioned a collection of 50 portraits to celebrate the diversity and achievements of our staff and students. These are prominently displayed around the University and depict an equal number of men and women. Following on from that initiative, a current campaign is promoting images of women scientists and engineers.

Wherever possible, senior appointment boards have a female member. Aston University has a flexible working policy which gives staff the right to request

flexible working for any reason, not just for childcare. The University encourages staff to work flexibly wherever practicable. Some arrangements (such as reductions in hours) are formal, while others (compressed hours, working from home, changes in working hours) are handled informally and are often supported by technology which is paid for by the University.

vii. AuroraFrom her personal giving fund, the VC has funded four places per year on the national Aurora Programme which is intended to develop women leaders in HE. All four places have been allocated to academic staff in the STEM Schools this year.

viii. School VisitsThe University regularly arranges Student Tutoring visits to Schools and particularly tries to encourage female students to participate in these to act as role models. 68% of our 120 Student Tutors for 2012-13 were female. Of the STEM students taking part in Student Tutoring last year 76% were female.

ix. Harmonisation, Maternity Leave and Childcare

A significant programme of work to harmonise the terms and conditions of employment across the University was completed in 2012. As part of this exercise, maternity pay was increased and is now among the best provision at any HEI.

Academic & Research Maternity Leave Year Staff on Leave

University2011/12 82012/13 42013/14 8


2011/12 12012/13 12013/14 1


2011/12 42012/13 12013/14 3

No academic or research staff have resigned following maternity leave in the last 3 years.

The University operates a first-class nursery on campus which is available to all staff, which opens from 7:30am to 6:00pm and which can be paid for in a tax-efficient manner through salary sacrifice. Aston staff and students are given priority for places.

In 2011, the University established facilities for expressing and storing breast milk

x. Recruitment

F %F M %M F %F M %M F %F M %M2011 23 152 33% 308 67% 28 37% 47 63% 8 31% 18 69%2012 28 160 33% 323 67% 37 47% 41 53% 11 61% 7 39%2013 38 244 31% 539 69% 47 39% 73 61% 17 50% 17 50%2011 2 4 12% 30 88% 1 20% 4 80% 0 0% 2 100%2012 12 40 18% 186 82% 7 23% 24 77% 2 29% 5 71%2013 11 39 21% 147 79% 7 22% 25 78% 2 22% 7 78%2011 3 4 40% 6 60% 4 67% 2 33% 2 50% 2 50%2012 7 50 63% 29 37% 14 58% 10 42% 4 100% 0 0%2013 6 13 29% 32 71% 4 33% 8 67% 1 33% 2 67%

University



Year VacanciesAcademic Vacancies Applicants Shortlisted Successful

F %F M %M F %F M %M F %F M %M2011 33 137 42% 188 58% 40 53% 36 47% 21 58% 15 42%2012 52 128 31% 288 69% 39 37% 67 63% 18 39% 28 61%2013 34 136 39% 213 61% 30 38% 48 62% 12 41% 17 59%2011 8 2 4% 55 96% 1 8% 12 92% 0 0% 8 100%2012 26 14 11% 118 89% 3 8% 34 92% 2 10% 19 90%2013 15 19 19% 83 81% 3 10% 27 90% 2 17% 10 83%2011 17 94 56% 74 44% 28 74% 10 26% 14 78% 4 22%2012 13 68 43% 92 58% 17 52% 16 48% 7 58% 5 42%2013 12 80 53% 71 47% 21 70% 9 30% 6 60% 4 40%



Year VacanciesResearch Vacancies

University

Applicants Shortlisted Successful

There is a consistent picture of women being successfully shortlisted and offered both academic and research posts in greater proportion to the number of applicants than their male colleagues. This is the case across the University and in both SET Schools.

Both the number and proportion of female academic and research applicants has increased significantly over the past 3 years in EAS, although the numbers remain low

When head-hunters are engaged for senior posts, they are strongly encouraged to ensure that women as well as men are put forward for consideration.

xi. Athena SWANAthena SWAN is prominently publicised on the University’s website, with links to the two SET Department Athena SWAN pages and the logo is routinely used in adverts for academic vacancies in the two SET areas.

xii. Equality and Unconscious Bias session at AdvanceThe University’s Senior Management Advance is an annual event involving up to 70 senior managers who look at key themes for the University. This year time was set aside for a session exploring aspects of equality and unconscious bias.

xiii. Staff Turnover

Academic Staff Turnover Year Female Turnover Male Turnover

University2010/11 12% 16%2011/12 11% 7%2012/13 10% 7%


2010/11 0% 11%2011/12 0% 6%2012/13 4% 8%


2010/11 17% 9%2011/12 8% 7%2012/13 6% 6%

Research Staff Turnover Year Female Turnover Male Turnover

University2010/11 49% 20%2011/12 26% 33%2012/13 38% 37%


2010/11 13% 11%2011/12 13% 26%2012/13 11% 37%


2010/11 80% 24%2011/12 32% 32%2012/13 38% 24%

Female academic turnover is low in all areas of the University Other than in EAS (which started from a zero base), academic turnover has

reduced over the last 3 years As most researchers are grant funded, research turnover relates largely to fixed

term contracts expiring without further funds to extend them Differences in research turnover does not appear to be related to gender No female leavers have cited caring responsibilities as reasons for leaving

b) SET departments management and culture

i. Mentoring SchemeEvery new academic staff member is assigned a discipline specific mentor for their first year. All mentors are briefed on their role and many staff continue the relationship well past the first year. Mentoring is reported to be particularly popular with female staff.

ii. Promoting Part-Time PhDsAcross all disciplines, the University is now making it clear that PhDs can be studied on a part-time

iii. Research Start-up FundsSchools provide all academics who are new to research with either £5K or £10K start-up funds to help them establish their research. The higher level of funds are for staff in lab-based disciplines

iii. Gender Charter InitiativeAston Business School has been accepted to join the pilot of the Equality Challenge Unit’s Gender Charter Initiative

iv. Women on Interview PanelsSince 2012 EAS has been trying to ensure that there is always a female academic on academic interview panels. This initiative has resulted in a 2% increase in the proportion of women being appointed to academic posts

v. Arrangements for Returning from Maternity LeaveSchools routinely agree light teaching loads for academic staff returning from maternity leave. This is normally done on an informal basis with the support of colleagues, but EAS is planning to introduce a more formal arrangement.

vi. Athena SWANIn 2012, the School of Life & Health Sciences was awarded a bronze Athena SWAN award. The other SET School at Aston, Engineering & Applied Science is in the process of applying for one. If successful, all the SET areas of the University will hold awards, and those at bronze level intend to work towards silver.

vii. Science FairThe contributions and success stories of female academics and researchers were celebrated at the British Science Festival, which was hosted by Aston University, in September 2010.

Success stories included Professor Gina Rippon and Dr Jo Lumsden, whose research into neuroscience and interactive media technologies respectively, gained national and worldwide media attention.

Aston is hosting the Science Fair again in 2014.

c) Individual staff working in SET

Examples of good practice

Dr Anna Hine and Dr Andy Sutherland are an academic SET couple (she is a Reader in LHS, he is a Senior Lecturer in EAS). Both work flexibly on a part time basis to permit them to care for their two children. Anna cites her flexible working arrangements a leading directly to her becoming the first woman to win a BBSRC Innovator of the Year Award, saying that “I usually work Monday to Wednesday, and when I go home I do all the things mums do and there's no time for thinking about science. But then when I'm back at university on Monday it's all fresh. The balance is very fulfilling. I think I'm more productive part-time than I was full-time. You can get stuck in a problem and the best way to solve it is to walk away and come back a couple of days later”

EAS introduced an initiative designed to support flexible entry into academic posts. Under this initiative, Dr Sonia Boscolo, Dr Jane Andrews, Dr Laura Leslie and Dr Elena Turitsyna were all supported to make the transition from research to academic posts in EAS.

Liz Moores is a Senior Lecturer in LHS who says “I’ve made use of salary sacrifice for Aston University nursery, KIT days and a fairly flexible return to work. My main gripe is that my husband’s company is nothing like as accommodating”

Claire Farrow is a Senior Lecturer in LHS who said “I am a new member of staff and I applied for my job whilst I was on maternity leave at another institution. In fact I was interviewed 5 days after giving birth. I found that HR and my Dean were extremely accommodating both in terms of my interview and also in delaying my start date around my maternity leave.

Word Count 1772

5. Embedding Athena SWAN: maximum 2000 words

Explain how Athena SWAN has been embedded within the university, with particular reference to all SET departments, including:

a) Describe the steps taken to encourage all SET departments, including those less advanced, to apply for Athena SWAN department awards?

Athena SWAN is now fully embedded within Aton University – even in the SET department which has not yet obtained an award. It is included in the University’s Equality and Diversity Strategy and is a standing item on the agenda of the Equality & Diversity Steering Group and it is regularly discussed at School Management Team Meetings. The Vice-Chancellor has taken a personal interest in progress.

b) What resources, skills and support does the university offer to assist SET departments with their submissions?

Part-time temporary support was provided from Human Resources to the two SET Schools to support them in making their 2012 departmental applications. However, it became apparent that the SET departments would need much more support to help them with data collection

and analysis for silver applications. As a consequence, Human Resources invested in creating a permanent full-time student placement post with the key responsibility of collecting and analysing staff and student data and supporting the Athena SWAN Self-Assessment Teams.

The University provides other help and assistance as required through the Associate Director of HR, the School HR Advisors, and the Project Officer in the Deputy Vice-Chancellor’s Office, all of whom publish data, examples of good practice and guidance on the application process on Blackboard.

c) Describe the framework in place within the university that provides access to tools and processes for the self-assessment process.

Each SET School has established its own Athena SWAN Self-Assessment Team. These are both led by senior academics, and comprise a range of academic, research and support staff as well as students. The respective Deans are also members of each team. This ensures that decisions on policy and resources can be taken quickly when needed. The Associate Director of HR and the equality and diversity placement student can, between them provide any staff or student information required.

d) How does the university recognise, reward and celebrate the success of women and SET initiatives and departmental submissions?

In 2011, the University introduced a policy of celebrating success at the individual as well the University level. As a consequence, individual and team initiatives and successes are widely publicised through Aspects (our in-house and on-line magazine) and through the weekly Senior Management Comms meeting, notes from which are distributed to all staff by email. These publications cover promotions, major grants and awards, appearances in the media and at key conferences and reports on major projects being undertaken. Particular individual achievements are frequently marked by flowers, wine or chocolates from the Chief Operating Officer.

The University also marks excellence through Performance Development Reviews and associated Performance Related Pay.

e) How does the university coordinate, report and monitor progress on action plans across SET departments?

The three Athena SWAN SATs are responsible for co-ordinating, reporting on and monitoring progress on their respective action plans. They report formally to the Equality and Diversity Steering Group and the two departmental SATs report to their respective School Senior Management Teams.

In addition to the termly meetings and reports to the Equality & Diversity Steering Group, the Associate Director of HR makes an annual report on Equality, Diversity and Inclusion to the Council.

f) How does the university share good practice among SET departments and across the university?

Good practice is commented on and shared formally through the Equality &Diversity Steering Group and through members of the Executive, informally through the network of Athena

SWAN team members and the School HR Advisors and technically through information posted to Blackboard which hosts an Athena SWAN “module”.

Word Count 487

6. Any other comments: maximum 500 words

Please comment here on any other elements which are relevant to the application, e.g. other STEMM-specific initiatives of special interest that have not been covered in the previous sections. Include any other relevant data (e.g. results from staff surveys), provide a commentary on it and indicate how it is planned to address any gender disparities identified.

The information above shows that the actions taken over the last few years at Aston have had the effect of improving the retention of female STEM staff significantly. The quantitative data is supported by qualitative data from surveys and exit interviews; women find Aston a pleasant place to work. The flexibility of the work, the small, attractive campus, the support people receive from colleagues and the city centre facilities are all valued. When women leave, they have good reasons for moving on which rarely have anything to do with dissatisfaction. Our National Student Survey results show a similar picture with female respondents more satisfied that their male counterparts in both SET Schools. Our challenge is to increase the recruitment of women into STEM subjects at all levels, from undergraduates to professors. This will not be an easy task, nor will it be accomplished in the short term, but we believe that our programme of work with local schools, including sponsoring our own Academy, influencing girls at the point they start making their career choices has to be the right way forward.

Word Count 181

7. Action plan

Provide an action plan as an appendix. An action plan template is available on the Athena SWAN website.

This should be a table or a spreadsheet comprising plans to address the priorities identified by the data and within this application, success/outcome measures, the post holder responsible for each action and a timeline for completion. It should cover current initiatives and your aspirations for the next three years.

The action plan should demonstrate how Athena SWAN Charter principles will be sustained and implemented in all the university’s STEMM departments. It may include elements from individual departmental action plans, but should also cover cross-STEMM initiatives.

Documents

Athena SWAN Silver university award application - aston.ac.uk€¦ · Web viewWord Count . 487. Any other comments: maximum 500 words. Please comment here on any other elements