Embed Size (px)
Citation preview
1
Dublin City University
Athena SWAN Bronze Institution Award Application
(Ireland)
Name of Institution: Dublin City University
Date of Application: 30th November 2016
Contact for Application: Professor Greg Hughes
Vice President for Research and Innovation
Email: [email protected]
Telephone: +353 1 700 5390
2
Contents
List of Tables ................................................................................................................................................. 4
List of Figures ................................................................................................................................................ 6
Abbreviations ................................................................................................................................................ 7
1.0 Letter of Endorsement from the President of Dublin City University .................................................... 8
2.0 The Self-Assessment Process ................................................................................................................ 10
2.1 The Self-Assessment Team (SAT) ...................................................................................................... 10
2.2 The Self-Assessment Process ............................................................................................................ 12
2.2.1 Aims of the SAT .......................................................................................................................... 12
2.2.2 Staff Consultation....................................................................................................................... 13
2.2.3 Communication of Athena SWAN to staff ................................................................................. 15
2.3 Plans for the future of the SAT.......................................................................................................... 15
3.0 A picture of the institution and its composition ................................................................................... 17
3.0A Incorporation .................................................................................................................................. 17
3.0B Structural Changes .......................................................................................................................... 17
3.0C Incorporating Staff Profile .............................................................................................................. 19
3.0D Incorporation and the Athena SWAN Process................................................................................ 20
3.1 Brief description of the institution .................................................................................................... 22
3.1.1 Information on DCU’s teaching and research focus .................................................................. 22
3.1.2 The number of students and staff in DCU ................................................................................. 23
3.1.3 The total number of departments in the institution ................................................................. 25
3.1.4 List and sizes of STEMM departments ....................................................................................... 26
3.1.5 The percentage of STEMM departments as a proportion of all institution departments (2015)
............................................................................................................................................................ 27
3.2 Staff Data .......................................................................................................................................... 28
3.2.1 Academic Career Pipeline – All disciplines ................................................................................. 28
3.2.2 Academic Career Pipeline - STEMM vs ABSSH ........................................................................... 30
3.2.3 Comparison of Academic Staff numbers - STEMM and ABSSH disciplines by Faculty .............. 32
3.2.3 Academic progression pipeline - STEMM disciplines by Faculty ............................................... 33
3.2.4 Comparison of Academic Staff Numbers – STEMM discipline by Schools ................................. 34
3.2.5 Actions........................................................................................................................................ 37
3
3.3 Leavers by Grade and Gender ........................................................................................................... 38
3.4 Proportion of men and women academic and research staff on fixed-term, open-ended, zero-hour
and permanent contracts ....................................................................................................................... 39
3.5 Equal pay audits / reviews ................................................................................................................ 41
4.0 Supporting and Advancing Women’s Careers ...................................................................................... 42
4.1 Key Career Transition Points ............................................................................................................. 42
4.1.1 Recruitment ............................................................................................................................... 42
4.1.2 Induction .................................................................................................................................... 48
4.1.3 Personal Development Review .................................................................................................. 49
4.1.4 Promotion .................................................................................................................................. 49
4.1.5 Selection Committees ................................................................................................................ 54
4.2 Career development ................................................................................................................... 56
4.2.1. Support given to postdoctoral researchers for academic career progression ......................... 56
4.2.2. Training ..................................................................................................................................... 57
4.3 Flexible working and managing career breaks............................................................................ 64
4.3.1. Cover and support for maternity and adoption leave .............................................................. 64
4.3.2. Maternity return rate ................................................................................................................ 66
4.3.3. Paternity, adoption and parental leave uptake ........................................................................ 67
4.3.4. Flexible working ........................................................................................................................ 68
4.4 Organisation and culture ............................................................................................................ 70
4.4.1. Proportion of Heads of School/Faculty/Department by gender .............................................. 70
4.4.2 Gender balance on the senior management team at institution level ...................................... 71
4.4.3. Representation of men and women on committees ................................................................ 74
4.4.4 Workload model ........................................................................................................................ 75
4.4.5. Timing of institution meetings and social gatherings ............................................................... 76
4.4.6. Visibility of women as role models ........................................................................................... 76
4.4.7. Childcare ................................................................................................................................... 78
4.4.8. Culture ....................................................................................................................................... 78
4.4.9. Outreach activities .................................................................................................................... 79
4.4.10. HR policies ............................................................................................................................... 80
5.0 Other Comments ................................................................................................................................... 81
6.0 Action Plan – Dublin City University...................................................................................................... 83
4
List of Tables
Table 2.1: DCU Athena SWAN Steering Group (AS SG) Members - University Role ................................... 10
Table 2.2: DCU Athena SWAN SAT members - SAT and University Role .................................................... 11
Table 2.3: Relevant Experience of SAT members ....................................................................................... 12
Table 2.4: List of Internal Consultations and Meetings Undertaken by the Self-Assessment Team (SAT) 14
Table 2.5: List of External Consultations and Meetings undertaken by the Self-Assessment Team (SAT) 15
Table 3.01: Pre- and Post-Incorporation School Structure in the Faculty of Humanities and Social
Sciences ....................................................................................................................................................... 18
Table 3.02: School Structure in the new Institute of Education ................................................................. 18
Table 3.03: Categories of Incorporating Staff by Gender (2016) ................................................................ 19
Table 3.04: Profile of Incorporating Staff by Gender (2016) ...................................................................... 19
Table 3.1: STEMM Departments by Staff Category and Gender (2013 – 2015) ......................................... 26
Table 3.2: Roles Contained within each Staff Category .............................................................................. 26
Table 3.3: All Academic and Research Staff by Grade and Gender (2013-2015) ........................................ 28
Table 3.4: Benchmarking of Female Representation at Senior Academic Positions in Irish Higher
Education Institutions 2016 ........................................................................................................................ 29
Table 3.5: Academic and Research Staff by Grade and Gender (2013 -2015), STEMM vs ABSSH ............. 30
Table 3.6: Gender of Academic and Research Staff by Faculty and School (2013-2015) ........................... 32
Table 3.7: STEMM Academic and Research Staff by Gender, Faculties and Schools (2013-2015) ............. 34
Table 3.8: Benchmarking the Female Representation of Academic Staff in Computer Science and
Engineering Schools in Ireland (2014) ........................................................................................................ 35
Table 3.9: Benchmarking the Female Representation of Academic Staff in Mathematical Sciences and
Physical Sciences Schools in Ireland (2014) ................................................................................................ 36
Table 3.10: Leavers by Gender and Grade (2013-2015) ............................................................................. 38
Table 3.11: Leavers by Gender and Grade, STEMM vs ABSSH (2013-2015) ............................................... 38
Table 3.12: Academic and Research Staff Contract Types (2013-2015) ..................................................... 39
Table 3.13: Academic and Research Staff Contract Types - STEMM and ABSSH (2013-2015) ................... 39
Table 4.1: Number of Advertised Academic and Research Staff Positions by Discipline (2013-2015) ....... 42
Table 4.2: Academic and Research Staff Competition Application and Success Rates by Gender and
Discipline (2013-2015) ................................................................................................................................ 43
Table 4.3: Academic and Research Position Competition Application and Success Rates by Position and
Gender (2013-2015) .................................................................................................................................... 44
Table 4.4: STEMM Academic and Research Position Application and Success Rates by Position and
Gender (2013-2015) .................................................................................................................................... 45
Table 4.5: ABSSH Academic and Research Position Application and Success Rates by Position and Gender
(2013-2015) ................................................................................................................................................. 46
5
Table 4.6: AS Survey 2016 – Based on your experience in DCU, please indicate your view of how men and
women are treated in relation to each of the following aspects of employment...................................... 47
Table 4.7: Promotion to Lecturer Above Bar (2012-2015) ......................................................................... 50
Table 4.8: Senior Lecturer Promotion Rounds (2013-2015) ....................................................................... 51
Table 4.9: Associate Professor Promotion Rounds (2014-2015) ................................................................ 52
Table 4.10: Professor Promotion Rounds (2014-2015) .............................................................................. 53
Table 4.11: Academic Grade Requirements Individuals Constituting Selection Boards for Roles of
Different Career Grades .............................................................................................................................. 54
Table 4.12: Composition of Selection Boards by Gender (2015) ................................................................ 54
Table 4.13: Participants in the Research Career Framework (RCF) (2013 - 2015) ...................................... 56
Table 4.14: Learning and Development Academic and Administrative Courses (2015/2016) ................... 57
Table 4.15: Selection of Academic and Research Focussed Learning & Development Courses (2015/2016)
.................................................................................................................................................................... 58
Table 4.16: DCU AS Survey 2016 – I attend career development opportunities ........................................ 58
Table 4.17: Numbers of Attendees of Women in Leadership Events ......................................................... 61
Table 4.18: Uptake of Maternity Leave by Staff Category (2013-2015) ..................................................... 64
Table 4.19: Uptake of Paid Maternity Leave by Academic and Research Staff broken down by Position
and Faculty (2013-2015) ............................................................................................................................. 64
Table 4.20: DCU AS Survey 2016 Results – Was your position covered during your maternity leave? ..... 65
Table 4.21: Maternity Return Rate by All Staff (2013-2015) ...................................................................... 66
Table 4.22: Individuals who have since left their Position by Faculty and Position (2013-2015) ............... 66
Table 4.23: Adoptive Leave Uptake in DCU (2013-2015)............................................................................ 67
Table 4.24: Parental Leave Uptake by All Staff (2013-2015) ...................................................................... 67
Table 4.25: Parental Leave Uptake by Academic and Research Staff (2013-2015) .................................... 68
Table 4.26: All Staff Uptake of Flexible Working Schemes by Gender and Staff Category (2015) ............. 68
Table 4.27: Academic and Research Staff Uptake of Flexible Working Schemes by Faculty and Gender
(2015) .......................................................................................................................................................... 69
Table 4.28: DCU Heads of School by Gender (2015/2016) ......................................................................... 70
Table 4.29: Benchmarking Head of School data by Gender across 4 Irish HEIs .......................................... 70
Table 4.30: Senior Management by Gender in DCU (2016) ........................................................................ 71
Table 4.31: Executive Management by Gender and Position in DCU (2015/2016) .................................... 72
Table 4.32: Senior Management Group by Gender and Position in DCU (2015/2016) .............................. 72
Table 4.33: Benchmarking of Female Representation on Senior Management Committees in Irish Higher
Education Institutions (HEI) 2016 ............................................................................................................... 73
Table 4.34: Reporting Structure and Gender breakdown of Committees in DCU (2015/2016) ................. 74
Table 4.35: DCU AS Survey 2016 – Overall from a gender equality point of view, DCU is a good place to
work ............................................................................................................................................................ 78
Table 4.36: Formal Outreach Events at DCU in 2015/2016 ........................................................................ 80
Table 5.1: Mentoring Pairs by Faculty (2016) ............................................................................................. 81
6
List of Figures
Figure 2.1: Listening Lunches in 2016 under the Women in Leadership Initiative ..................................... 14
Figure 3.1: UG and PG Student Populations by Gender (2013 - 2015) ....................................................... 23
Figure 3.2: All DCU Staff by Category (2015) .............................................................................................. 24
Figure 3.3: All DCU Staff by Category and Gender (2013-2015) ................................................................. 24
Figure 3.4: Faculty and School Structure at DCU (2015/2016) ................................................................... 25
Figure 3.5: Academic and Research Staff – STEMM Faculties as a Percentage of the Institution (2015) .. 27
Figure 3.6: Undergraduate and Postgraduate Students - STEMM Faculties as a Percentage of the
Institution (2015) ........................................................................................................................................ 27
Figure 3.7: Academic Pipeline by Grade and Gender (2015) ...................................................................... 28
Figure 3.8: STEMM Academic Career Pipeline by Gender (2015) (FEC and FSH) ....................................... 31
Figure 3.9: ABSSH Academic Career Pipeline by Gender (2015) (DCUBS and FHSS) .................................. 31
Figure 3.10: Gender Profile of Academic and Research Staff by Faculty (2013-2015) ............................... 32
Figure 3.11: Faculty of Engineering and Computing (FEC) Academic Career Pipeline by Gender (2015) .. 33
Figure 3.12: Faculty of Science and Health (FSH) Academic Career Pipeline by Gender (2015) ................ 33
Figure 3.13: Gender Profile of Academic Staff by School in FEC (2013-2015) ............................................ 35
Figure 3.14: Gender Profile of Academic Staff by School in the FSH (2013-2015) ..................................... 36
Figure 3.15: Academic and Research Staff by Contract Type and Gender (2013-2015)............................. 39
Figure 3.16: Academic and Research Staff by Contract Type and Gender, STEMM vs ABSSH (2013-2015)
.................................................................................................................................................................... 40
Figure 4.1: Introductory Page of LEAD website .......................................................................................... 48
Figure 4.2: Formal and Informal Initiatives under the Women in Leadership Initiative ............................ 59
Figure 4.3: Mary McAleese Lecture Series (2016) ...................................................................................... 62
Figure 4.4: DCU Senior Management Reporting Structure......................................................................... 71
Figure 4.5: Talks by High Profile Women in DCU ........................................................................................ 76
Figure 4.6: Two of DCU’s Honorary Degree Recipients - Jocelyn Bell Burnell (left) and Margaret
MacCurtain (right) ....................................................................................................................................... 77
7
Abbreviations
ABSSH Arts, Business, Social Sciences and Humanities (Non-STEMM disciplines)
AS Athena SWAN
DCU Dublin City University
DCUBS DCU Business School
EC European Commission
FEC Faculty of Engineering and Computing
FG Focus Groups
FHSS Faculty of Humanities and Social Science
FSH Faculty of Science and Health
HEI Higher Education Institution
HoS Head of School
HR Human Resources
Ibec Irish Business and Employers’ Confederation
IoE Institute of Education
L&D Learning and Development (Unit of Human Resources)
PG Postgraduate Student
RCF Researcher Career Framework
SAT Self-Assessment Team
SG Steering Group
STEMM Science, Technology, Engineering, Maths and Medicine
TCD Trinity College Dublin
WiL Women in Leadership
WiL WG Women in Leadership Working Group
WiL SG Women in Leadership Steering Group
UG Undergraduate Student
UCC University College Cork
UL University of Limerick
8
29th November 2016
Dr. Ruth Gilligan
Athena SWAN Manager
Equality Challenge Unit
Queen’s House
55-56 Lincoln’s Inn Fields
London WC2A 3LJ
United Kingdom
1.0 Letter of Endorsement from the President of Dublin City University
Dear Dr. Gilligan,
As President of Dublin City University, I wish to endorse the University’s Athena SWAN application for an
Institutional Bronze Award in the strongest possible terms.
Reflecting one of my own personal priorities, DCU’s Strategic Plan 2012-2017, committed to promote
principles of equality and to embrace diversity. The establishment of the DCU Women in Leadership
(WiL) initiative in 2015 was a direct result of this commitment and is well aligned with achieving many of
the Athena SWAN objectives. At the launch of this initiative in November 2015, I made the statement
that “the gender imbalance in senior academic positions in the university is unacceptable and this
multifaceted problem must be tackled head on.” The WiL initiative includes a range of interventions to
build leadership capability and to support female staff in career progression to senior levels in the
institution.
To measure our progress, we have made a great effort to consult with staff through a staff survey and
focus groups. With a focus on assessing the institutional culture and how this affects women, I have
initiated a Listening Lunch series hosted by myself and the Director of Human Resources to provide a
forum for women from across the University to convey their experience of university culture. This will
inform and influence the ongoing development of the strategic focus on creating an inclusive culture. It
will also suggest activities under the DCU Women in Leadership initiative and has fed into the Athena
SWAN Action Plan.
9
To further emphasize my personal determination to change the culture in DCU, I have signed up and
committed to the Centre for Global Development ‘Pledge’, which states that: “At a public conference I
will not serve on a panel of two people or more unless there is at least one woman on the panel, not
including the Chair”.
To further advance the Women in Leadership initiative, DCU’s new Strategic Plan (2018 – 2022), which
will be published in 2017, will embed DCU’s long-term commitment to gender equality and will set a
clear objective to achieve Athena SWAN silver status within the period of the plan.
We will frame our focus on this objective around 3 priority actions:
Use DCU-funded research to create an evidence base to prioritise WiL initiatives
Address major issues around Maternity Leave as identified in the application
Reform our promotion process to address the lack of women in senior academic positions
Throughout my own academic career, I have been involved in initiatives aimed at increasing the
participation of girls in science. I recently chaired the National Review of STEMM Education in Ireland,
the final report of which was launched by the Minister for Education and Skills, in November 2016. A
strong recommendation was made to address the gender imbalance in the STEMM education pipeline at
primary and secondary level. The Minister has now committed publicly to address this issue,
representing a major step forward for gender equality in STEMM in Ireland.
I am aware that support and commitment from senior management is critical to drive institutional
change. For this reason I established the Athena SWAN Steering Group, which provides strategic context
and guidance to the process. As President of DCU, I strongly support this application and commit to
facilitating the changes necessary to obtain and maintain Athena SWAN status within DCU.
Yours Sincerely
Professor Brian MacCraith
President
Dublin City University
(Word count: 546)
10
2.0 The Self-Assessment Process
2.1 The Self-Assessment Team (SAT)
The SAT was established in September 2014 by the President of the University with the appointment of
Professor Greg Hughes as the chairperson. Initially, SAT members were recruited to represent a diverse
range of disciplines, career stages and experience. Once the profile of Athena SWAN in the university
increased, volunteers were accepted with expertise the SAT required and the committee expanded.
Following the unsuccessful Athena SWAN submission in April 2015, feedback from the review panel
resulted in:
Appointment of a full-time Athena SWAN Coordinator in October 2015
Expansion of SAT to include members from all stages in the academic pipeline; Undergraduate
(UG), Postgraduate (PG) and Postdoctoral researcher
Increased representation of the SAT on the Senior Management Group (SMG) from one to two
members (Profs Costello & Hughes)
Establishment of an Athena SWAN Steering Group to guide the application process
Table 2.1: DCU Athena SWAN Steering Group (AS SG) Members - University Role
Member University Role
Professor Brian MacCraith President of the University
Ms. Marian Burns Director of Human Resources
Professor Greg Hughes Vice President for Research and Innovation, Academic, previous Head of School and Athena SWAN Chair
Dr. Amy Harrington Athena SWAN Coordinator and Equality Officer
11
Table 2.2: DCU Athena SWAN SAT members - SAT and University Role
Member SAT Role University Department University Role
Professor Greg Hughes (M)
Chair of SAT and Champion
School of Physics Vice President for Research and Innovation, Academic and previous Head of School
Dr. Amy Harrington (F)
Athena SWAN Coordinator and Champion
Equality Office Athena SWAN Coordinator and Equality Officer
Professor John Costello (M)
Senior Management Group (SMG) Athena SWAN Champion
Faculty of Science and Health, School of Physics
Executive Dean of the Faculty of Science and Health
Mr. Paul Smith (M)
Champion International office Head of the International Office and previous Director of the Equality Office
Professor Christine Loscher (F)
Champion School of Biotechnology and Research Hub
Academic and Director of Health Technologies Hub
Ms. Aisling McKenna (F)
Champion Quality Promotion Office Director of Quality Promotion and Institutional Research
Dr Eabhnat Ni Fhloinn (F)
Champion School of Mathematics Academic and Director of the Maths Learning Centre
Dr. Lorna Fitzsimons (F)
Champion School of Mechanical and Manufacturing Engineering
Academic
Dr. Joseph Stokes (M)
Champion School of Mechanical and Manufacturing Engineering
Academic and current Head of School
Dr. Mary-Rose Sweeney (F)
Champion School of Nursing and Health Sciences
Academic and Associate Dean for Research for the Faculty of Science and Health
Dr. Melrona Kirrane (F)
Champion School of Business Academic and DCU 30% Club Representative
Mr. Martin Leavy (M)
Champion Human Resources Learning and Development Manager
Dr. Aoife Morrin (F)
Champion School of Chemical Sciences
Academic and Research Convenor
Prof. Gareth Jones (M)
Champion School of Computing Academic
Dr. Susan Kelleher (F)
Champion and Research staff Representative
National Centre for Plasma Science Technology
Postdoctoral Researcher
Ms. Kim Connick (F)
Champion and Postgraduate Representative
School of Biotechnology Postgraduate Student
Mr. Domhnaill Harkin / Mr. Cody Byrne (M)
Champion and Undergraduate Representative
Student Union DCU Welfare Officer
Ms. Deirdre Wynter (F)
Champion Communications and Marketing
Marketing Manager
Dr Siun Nic Mhuiri (F)
Champion and Incorporation Representative
Institute of Education Academic
12
Table 2.3: Relevant Experience of SAT members
Experience SAT members with experience
Short-term contract Harrington, Fitzsimons, Kelleher, Connick, Byrne, Morrin
Career Break NiFhloinn, Morrin
Caring for Children NiFhloinn, Fitzsimons, Nic Mhuiri, Loscher, Morrin, Kirrane
Promotion process Stokes, Costello, Hughes, Sweeney, Loscher, Morrin, Jones
DCU Policies and Procedures Harrington, Smith, Leavy, McKenna, Wynter, Costello
Senior Management Costello, Hughes
STEMM Outreach Harrington, NiFhloinn, Fitzsimons, Kelleher, Morrin, Costello
Gender and Leadership Expertise Kirrane, Stokes
The AS SG is gender balanced while the SAT is currently at a ratio of 60:40 female:male (12F, 8M). This
ratio will be taken into account in future plans along with relevant expertise and experience.
2.2 The Self-Assessment Process
2.2.1 Aims of the SAT
The SAT has met on a 6-week to bi-monthly basis (8 meetings) since the recruitment of the Coordinator.
The agenda has been based around the aims of the SAT:
Data collection and interpretation
Staff Consultation
Critical self-reflection and analysis
Benchmarking
Gap Analysis
Communication of Athena SWAN
As well as the 8 official SAT meetings there have been over 30 meetings between the Coordinator and
relevant SAT members and the AS SG. Several iterations of the application were reviewed by the SAT
and the AS SG with the final version submitted to Senior Management Group (SMG) for approval.
13
2.2.2 Staff Consultation
The initial focus of the SAT was on staff consultation. A detailed survey was developed to gather
meaningful data to act as a platform for responsive actions. The DCU AS Survey 2016 was launched in
May 2016 by the President of DCU and sent to all academics and research staff. Deans and Heads of
Schools encouraged their staff to participate. 601 staff members were asked to respond (415 academics
and 186 research staff). A response rate of 31% was achieved which provided a broad representation of
all faculties, grades and gender (51% Female, 46% Male, 3% Prefer not to disclose). A report of the
survey results will be published on the AS webpage.
The DCU AS Survey will act as a longitudinal study and be re-administered in 2018 (Action 2.9) to track
staff changes in attitudes and reactions to initiatives implemented by the SAT thereby allowing ongoing
revision of the Action Plan (Action 2.5). It will be expanded to include all staff including Professional and
Support staff. This is to capture information relevant to the expanding AS charter in preparation of a
future silver award submission.
A Listening Lunches series was also carried out to consult with female staff. The President of DCU and
Director of HR have co-hosted 8 Listening Lunches to date (63 participants). The lunches provide a
forum for women from across the University to exchange views and facilitate the development of
stronger internal networking platforms for women.
The SAT split into subgroups to further explore the significant issues raised by DCU staff through all
consultations. These included:
The Promotion process in DCU
Maternity Leave
Short-term contracts and Research Staff
The subgroups met to analyse relevant data and design focus groups to gain more insight into the issues
and how best to address them. Focus Groups (FGs) were carried out on the 15th and 16th of September
2016. Reports on the FGs will be published on the AS webpage. Information from all consultations has
fed into the development of the Action Plan.
14
Figure 2.1: Listening Lunches in 2016 under the Women in Leadership Initiative
Throughout the year, members of the SAT have also been involved in a number of internal and external
consultations to assist in the preparation of the application (Tables 2.4 and 2.5).
Table 2.4: List of Internal Consultations and Meetings Undertaken by the Self-Assessment Team (SAT)
Date Internal consultation / meeting
01/11/2015-01/03/2016 Individual meetings with Deans of Faculties and Heads of Schools To raise awareness and increase engagement in Athena SWAN
06/01/2016 Meeting with University President To increase engagement from senior management and staff
29/01/2015 School of Biotechnology Research Day Presentation on Athena SWAN to raise awareness
First meeting 20/01/2016 and Ongoing
Women in Leadership Steering Group
First meeting 21/04/2016 and Ongoing
Women in Leadership Working Group
First meeting 21/01/2016 and Ongoing
Kathy Monks (EU expert evaluator on gender issues and Emeritus Professor of Human Resource Management, DCU) Internal Review of the application
March – April 2016
Consultation with DCU Business School and HR experts on DCU AS Survey design
28/06/2016 Presentation to the Faculty Management Board To provide information on the progress of the Athena SWAN process and present initial results from the DCU Athena SWAN Survey 2016
15/09/2016 -16/09/2016 DCU Staff consulted through Focus Groups
1/11/2016 Senior Management Group Review of application
15
Table 2.5: List of External Consultations and Meetings undertaken by the Self-Assessment Team (SAT)
Date External consultation / meeting
First meeting 12/11/2015 and Ongoing
Athena SWAN Ireland Committee meetings Hosted by the Higher Education Authority (HEA)
13/11/2015 Equality Challenge Unit Feedback session on previous application
01/12/2015 GENOVATE Learning Circle Hosted by University College Cork
17/02/2016 and Ongoing Diversity Champions Forum Hosted by Ibec
22/02/2016 Athena SWAN review panel observation Hosted by ECU
03/03/2016 Napier University – Hazel Hall Advice on DCU Bronze submission
08/03/2016 International Women’s Day Event Hosted by Accenture
10/3/2016 Queens University Belfast – Members of Queens AS Steering Group Advice on DCU Bronze submission
14/03/2016 Women in STEM forum Hosted by Science Foundation Ireland
27/04/2016 Sandra Healy - Vodafone Head of Enterprise Customer Delivery and Chair of Vodafone Women’s Network- Presentation to SAT
09/06/2016 30% Club Ireland Council Meeting Hosted by Facebook in Dublin
October 2016 and Ongoing Helen Hart Queen’s University Belfast (Head of Strategic Change) External review of the DCU AS application
2.2.3 Communication of Athena SWAN to staff
The DCU AS Survey 2016 highlighted that 36% of respondents were unaware of Athena SWAN. An
Athena SWAN communication plan will be developed (Action 2.2) to highlight the progress of DCU AS
initiatives and to engage the DCU community.
2.3 Plans for the future of the SAT
From 2017, SAT meetings will be held every quarter (Action 2.3), principally to monitor the
implementation of the Action Plan. Progress of the Athena SWAN Action Plan will be discussed at
Senior Management Group (SMG) once a quarter (Action 2.6) and an annual AS progress report will be
submitted to the University Executive (Action 2.7). This report will be circulated to the DCU community
to keep staff informed of progress on actions.
16
The AS SG will remain the decision making group. Individual School SATs will be developed, headed by
current members of the SAT, where appropriate, to utilise their experience of the Athena SWAN
process. The SAT will take on a consultative role and provide advice and support to the School SATs
applying for Departmental awards. DCU aim to have 4 Departmental awards by 2020 (Action 2.4).
Preliminary discussions have already taken place with the School of Maths and the DCU Business School.
Through the success of School submissions and the implementation of the Bronze Action Plan, DCU will
aim to achieve a Silver Athena SWAN award.
Actions: 2.2: Development and implementation of an Athena SWAN communication plan 2.3: Hold SAT meetings every quarter (4 meetings a year – March, June, September, December) 2.4: Support submissions of 4 School applications over the course of the Action Plan - Devise plan of priority - Create individual School SATs - Support of the individual School SATs by the SAT 2.5: Review and revise Action Plan on an annual basis 2.6: Include Athena SWAN on Senior Management Group Agenda every quarter 2.7: Submit an annual Athena SWAN Progress Report to the University Executive 2.8: Appoint Head of Inclusion and Diversity 2.9: Re-administer the Athena SWAN Survey in 2018
(Word count: 789)
17
3.0 A picture of the institution and its composition
3.0A Incorporation On the 1st October 2016, Dublin City University completed an Incorporation process that resulted in the
integration of three Dublin based educational institutes, St Patrick’s College, Drumcondra (SPD), Mater
Dei Institute of Education (MDI) and Church of Ireland College of Education (CICE), into an enlarged DCU.
In terms of the DCU Athena SWAN process, the new DCU will retain its core strategies and values while
building on the strengths of the four integrated institutions. DCU Terms and Conditions of employment
will apply to all staff as will all HR policies. Therefore, any policy changes implemented through the
Athena SWAN process will apply to all Incorporated Institutions.
As the Incorporation was only formalised in October 2016, the staff and student numbers from the
Incorporating Institutions are not included in the composition of the institution section. Instead, they
are reported in this section along with the challenges and opportunities this process might pose.
3.0B Structural Changes The Incorporation has established a new Faculty, the Institute of Education in DCU, which is the first
Faculty of Education in an Irish University. The new Institute will develop and provide teacher education
and continuous professional development spanning early childhood through primary, secondary and
tertiary levels, thus creating the largest critical mass of educational programmes on this island. This
Institute will pioneer research in priority areas for 21st century education, it will engage with schools and
educational communities across Ireland and beyond and it will be an authoritative source of influence
on education policy developments. As well as establishing a new Institute of Education in DCU, the
Faculty of Humanities and Social Sciences within DCU will also be enhanced by the addition of new
Schools. A broader range of subjects will be available in this Faculty with students now being able to
combine popular subjects. Table 3.1 shows the enhanced Faculty of Humanities and Social Sciences and
Table 3.2 shows the new Institute of Education along with the gender of each Dean and Head of School.
18
Table 3.01: Pre- and Post-Incorporation School Structure in the Faculty of Humanities and Social
Sciences
Pre-Incorporation Faculty of Humanities
and Social Sciences (M)
Post-Incorporation Faculty of Humanities
and Social Sciences (M)
Communications (M) Communications (M)
Education (M) English (M)
FIONTAR (M) FIONTAR & Scoil na Gaeilge (M)
Law and Government (M) History and Geography (M)
SALIS (F) Law and Government (M)
SALIS (F)
Theology, Philosophy and Music (F)
Table 3.02: School Structure in the new Institute of Education
DCU Institute of Education (F)
Human Development (F)
Language, Literacy and Early Childhood Development (F)
Arts, Education and Movement (F)
Policy and Practice (M)
Inclusive and Special Education (M)
STEM Education, Innovation and Global Studies (M)
Through the Incorporation DCU has increased the numbers of female staff in senior academic
management roles with the appointment of a female Dean to the new DCU Institute of Education
(2017). Female representation in Head of School positions has increased following the establishment of
the Faculty of Education and enhanced Faculty of Humanities and Social Sciences. Of the six new
Schools in the Institute of Education, 3 have a female Head of School. The appointment of the female
Dean will increase female representation on Senior Management committees.
19
3.0C Incorporating Staff Profile Staff numbers from the Incorporating Institutions have not been included in this application as the
process was only completed at the end of 2016. However, we have collected data on the gender profile
of incorporating staff. The number of staff in DCU will increase by 382 with the profile of incorporating
staff illustrated in Tables 3.03 and 3.04.
Table 3.03: Categories of Incorporating Staff by Gender (2016)
Female Male Total % Female
Academic and Research Staff 170 109 279 61%
Professional and Support Staff 74 29 103 72%
Total 244 138 382 64%
Table 3.04: Profile of Incorporating Staff by Gender (2016)
Female Male Total % Female
Professor 2 3 5 40%
Associate Professor 1 2 3 33%
Senior Lecturer 15 16 31 48%
Lecturer 129 76 205 63%
Tutor 20 11 31 65%
Research Staff 3 1 4 75%
Total 170 109 279 61%
Overall, 64% of incorporating staff are female, with 61% of incorporating academic staff being female.
Incorporating staff in senior academic positions are close to gender balance (46% F), while there are
more female than male Lecturers, Tutors and Research Staff. Overall, there will be an increase in the
number of female academic staff in DCU. There will be a very large number of staff at lecturer level for
both genders which presents a significant challenge to the university in terms of establishing career
progression pathways.
20
3.0D Incorporation and the Athena SWAN Process The Athena SWAN SAT set up an Incorporation subgroup to discuss the opportunities and challenges
that the Incorporation will pose to the Athena SWAN process. Actions were proposed to address the
identified challenges.
Challenges:
Inclusion of the Incorporating Institutions in DCU’s 2016 Athena SWAN application
o A staff member from the Institute of Education was invited to become a member of the
SAT to act as an Incorporation Champion
DCU will now be a multi-campus university, rapidly expanding from one academic campus to
three academic campuses
o Consideration of venues on the different campuses for training opportunities offered
through the Learning and Development schedule to ensure access to training
opportunities for all staff (Action 3.04)
o Future Athena SWAN initiatives will take location into consideration
Communication of the Athena SWAN process to Incorporating Institutions and inclusion of new
staff in the process
o E-mail with the link to the Athena SWAN webpage sent to all staff
o Athena SWAN Coordinator to visit individual School meetings of all new Schools to give
overview on the Athena SWAN process and DCU’s progress to date (Action 3.01)
o Identification of Athena SWAN champions in the new Schools to drive engagement with
the process (Action 3.02)
Gathering data on the attitude of incorporating staff to the new DCU
o The Athena SWAN survey will be carried out again in 2018 to track the staff changes in
attitudes to implemented Athena SWAN initiatives but also to determine the attitude of
incorporating staff on the culture of equality in the new DCU (Action 2.9)
o Additional Focus Groups will be carried out with staff from the new DCU Schools to
capture their experiences and perceptions of gender equality within DCU (Action 3.03)
Establishing career progression pathways for staff at Lecturer level
o Actions in around areas such as promotion, mentoring and Learning and Development
(discussed in Chapter 4)
21
Opportunities:
To build Athena SWAN and Women in Leadership as strategic priorities for DCU through
inclusion in the new strategy (Action 2.1)
To increase female representation in senior academic leadership positions in DCU with the
creation of new Dean and Head of School positions
Enhanced opportunity for staff for professional development through the DCU Learning and
Development annual programme
The new School structure has created a number of convenor roles in the Institute of Education
which will provide leadership experience for members of staff
Equity of services across all campuses, for example access to facilities such as the Mothers’ Rest
Room for all staff
Actions: 3.01: Communicate Athena SWAN process to staff from the new DCU Schools at School meetings 3.02: Appoint Athena SWAN champions from the new DCU Schools 3.03: Conduct Focus Groups with staff members from the new DCU Schools 3.04: Consideration of venues on all campuses for training opportunities offered through the _____Learning and Development schedule to ensure access to training opportunities for all staff
(Word count: 961)
22
3.1 Brief description of the institution
3.1.1 Information on DCU’s teaching and research focus
Dublin City University (DCU) is a young, dynamic and ambitious university with a distinctive mission to
transform lives and societies through education, research and innovation. Since admitting its first
students in 1980, DCU has grown in both student numbers and size. DCU is ranked among the top 50
young universities worldwide (QS ‘Top 50 under 50’, 2016).
Academic Excellence in teaching and research is at the core of DCU’s strength and reputation. DCU is
renowned for its focus on providing inter-disciplinary degree programmes. DCU has distinctive research
strengths across all of its four faculties. In addition to being the home of many research leaders with
international reputations, DCU leads, or plays a significant role in, large-scale, multi-institutional
research initiatives.
23
3.1.2 The number of students and staff in DCU
Student Profile
DCU has a diverse, multi-ethnic community of just under 12,000 students.
Figure 3.1: UG and PG Student Populations by Gender (2013 - 2015)
Representation of females increased in both UG and PG populations from 2013 to 2015. While the
numbers of UGs have been increasing over this time period (8591 to 9281) the numbers of PGs has
slightly declined (2624 to 2382) due to reasons mostly associated with the economic recession.
2013 2014 2015 2013 2014 2015
UG Students PG Students
Male 4290 4331 4574 1413 1328 1243
Female 4301 4388 4707 1211 1160 1139
50% 50% 51% 46% 47% 48%
50% 50% 49% 54% 53% 52%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male
Female
24
Staff Profile
In 2015, DCU had a total of 1,323 staff members (738F, 585M) with the breakdown of the different staff
categories shown below.
Figure 3.2: All DCU Staff by Category (2015)
Figure 3.3: All DCU Staff by Category and Gender (2013-2015)
While women are under-represented in academic and research roles, female representation has
increased over the 3 year period (from 42% to 44%).
Professional and Support
Staff, 711, 55%
Academic Staff, 612, 45%
Professional andSupport Staff
Academic and ResearchStaff
2013 2014 2015 2013 2014 2015
Professional and Support StaffAcademic Staff and Research
Staff
Male 259 268 251 340 340 334
Female 418 440 471 242 250 267
62% 62% 65%
42% 42% 44%
38% 38% 35%
58% 58% 56%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male
Female
25
3.1.3 The total number of departments in the institution
DCU have 4 Faculties. Each Faculty, apart from the DCU Business School, is divided into Schools. There
are 14 Schools in DCU. The DCU Business School has a Group structure rather than a School structure.
The gender of each Dean (1F, 3M) and Head of School (3F, 11M) is illustrated in Figure 3.4.
Figure 3.4: Faculty and School Structure at DCU (2015/2016)
(F = Female Head of Faculty / School, M = Male Head of Faculty / School)1
1 Abbreviations for Faculties used throughout application: DCU Business School – DCUBS, Faculty of Engineering
and Computing – FEC, Faculty of Humanities and Social Sciences – FHSS, Faculty of Science and Health – FSH.
DCU Business School - DCUBS
(F)
- Accounting (M)
- Economics, Finance and Entrepreneurship (M)
- HR Management and Organisational Behaviour (F)
- Management (M)
- Marketing (M)
Faculty of Engineering and Computing - FEC
(M)
Computing (M)
Electronic Engineering (M)
Mechanical and Manufacturing
Engineering (M)
Faculty of Humanities and Social Sciences -
FHSS (M)
Communications (M)
Education (M)
FIONTAR (M)
Law and Government (M)
SALIS (F)
Faculty of Science and
Health - FSH (M)
Biotechnology (F)
Chemical Sciences (M)
Health and Human
Performance (M)
Mathematical Sciences (M)
Nursing and Human Science
(F)
Physical Sciences (M)
26
3.1.4 List and sizes of STEMM departments
The STEMM disciplines comprise the Faculty of Engineering and Computing (FEC) and the Faculty of
Science and Health (FSH). The non-STEMM disciples, referred to in this application as Arts, Business,
Social Sciences and Humanities (ABSSH), comprise the DCU Business School (DCUBS) and the Faculty of
Humanities and Social Sciences (FHSS).
Table 3.1: STEMM Departments by Staff Category and Gender (2013 – 2015)
2013 2014 2015
F M % F F M % F F M % F
FEC Total 42 161 21% 43 161 21% 54 152 26%
Academic and Research Staff
22 114 15% 20 115 16% 23 100 19%
Support Staff 20 47 30% 23 46 33% 31 52 37%
FSH Total 221 208 52% 226 204 53% 221 186 54%
Academic and Research Staff
122 130 48% 128 131 46% 135 123 52%
Support Staff 99 78 56% 98 73 57% 86 63 58%
STEMM Total 263 369 42% 269 365 42% 275 338 45%
Table 3.2: Roles Contained within each Staff Category
Academic Staff Research Staff Support Staff
Professor Postdoctoral Researcher Research Assistant
Associate Professor Research Fellow Technical Officer
Senior Lecturer Senior Research Fellow Administrative Officer
Lecturer Secretary
Female representation in the STEMM Faculties has risen from 42% to 45% over the previous 3 years.
Female representation increased in both STEMM Faculties between 2014 and 2015. A possible reason
for this is the heightening of awareness of the importance of gender equality in DCU through
unconscious bias training, joining the Athena SWAN Charter in 2014 and launching the Women in
Leadership initiative.
27
3.1.5 The percentage of STEMM departments as a proportion of all institution departments
(2015)
Figure 3.5: Academic and Research Staff – STEMM Faculties as a Percentage of the Institution (2015)
Figure 3.6: Undergraduate and Postgraduate Students - STEMM Faculties as a Percentage of the
Institution (2015)
In terms of Academic and Research Staff, the STEMM disciplines are the largest in DCU (63%). In terms
of the student population, the ABSSH disciplines are the largest in DCU (58%).
37%
63%
ABSSH
STEMM
50% 41%
50% 59%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ABSSH STEMM
Male
Female
58%
42% ABSSH
STEMM
53% 46%
47% 54%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ABSSH STEMM
Male
Female
28
3.2 Staff Data
3.2.1 Academic Career Pipeline – All disciplines
Table 3.3: All Academic and Research Staff by Grade and Gender (2013-2015)
2013 2014 2015
F M % F F M % F F M % F
Professor 8 30 21% 8 40 17% 9 36 20%
Associate Professor 5 14 26% 8 11 42% 6 14 30%
Senior Lecturer 24 51 32% 27 47 36% 32 47 41%
Lecturer 139 130 52% 140 125 53% 148 123 55%
Research Staff 66 120 35% 67 122 35% 72 114 39%
Total 242 345 41% 250 345 42% 267 334 44%
While female representation is increasing overall, there is an issue of career progression to senior
academic posts for female staff members. The number of female Associate Professors fell from 42% to
30% between 2014 and 2015 with an increase of only one female Professor from 2013-2015. During the
same time period, the number of male professors increased (30 to 36).
Figure 3.7: Academic Pipeline by Grade and Gender (2015)
UndergradStudent
PostgradStudent
ResearchStaff
LecturerSenior
LecturerAssociateProfessor
Professor
Female 4707 1139 72 148 32 6 9
Male 4574 1243 114 123 47 14 36
% Female 51% 48% 39% 55% 41% 30% 20%
% Male 49% 52% 61% 45% 59% 70% 80%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% Female
% Male
29
A clear divergence emerges at the transition between Lecturer and Senior Lecturer such that male staff
members dominate these positions with the trend continuing at the Professorial grades. There is a clear
barrier in the progression to more senior positions for female staff members. Attrition of females is also
a concern and is observed from UG to Research Staff level.
Table 3.4: Benchmarking of Female Representation at Senior Academic Positions in Irish Higher
Education Institutions 20162
Professor Associate Professor
Senior Lecturer
Dublin City University 19% 29% 35%
Maynooth University 23% 17% 33%
National University of Galway
13% 11% 31%
Trinity College Dublin 16% 43% 34%
University College Cork 18% 29% 29%
University College Dublin 20% 29% 38%
University of Limerick 31% 17% 39%
National Average 20% 25% 34%
Progression of female academics is an issue both in DCU and across the whole sector. Taken together,
these figures display significantly low female representation at senior academic grades and confirm the
need for intervention.
2 Data is for 2016 and was obtained from the HEA National Review of Gender Equality in Irish Higher Education
Institutions (June 2016) and is available on the HEA website.
30
3.2.2 Academic Career Pipeline - STEMM vs ABSSH
Table 3.5: Academic and Research Staff by Grade and Gender (2013 -2015), STEMM vs ABSSH
2013 2014 2015
F M % F F M % F F M % F
STEMM Faculties 144 244 37% 148 246 38% 158 223 41%
Professor 4 14 22% 5 22 19% 6 20 23%
Associate Professor 4 11 27% 5 6 45% 3 7 30%
Senior Lecturer 9 39 19% 10 38 21% 13 37 26%
Lecturer 69 68 50% 67 62 52% 71 58 55%
Research Staff 58 112 34% 61 118 34% 65 101 39%
ABSSH Faculties 98 101 49% 102 99 51% 109 111 50%
Professor 4 16 20% 3 18 14% 3 16 16%
Associate Professor 1 3 25% 3 5 38% 3 7 30%
Senior Lecturer 15 12 56% 17 9 65% 19 10 66%
Lecturer 70 62 53% 73 63 54% 77 65 54%
Research Staff 8 8 50% 6 4 60% 7 13 35%
Total 242 345 41% 250 345 42% 267 334 44%
ABSSH disciplines (50%F, 2015) are gender balanced in comparison with STEMM disciplines (41%F,
2015). However, female representation in STEMM disciplines has been improving over the previous 3
years (37% to 41%).
31
Figure 3.8: STEMM Academic Career Pipeline by Gender (2015) (FEC and FSH)
Figure 3.9: ABSSH Academic Career Pipeline by Gender (2015) (DCUBS and FHSS)
Academic career progression differs between the STEMM and ABSSH disciplines. In STEMM, the barrier
for female career progression is the transition from Lecturer to Senior Lecturer, while this barrier is
observed at a slightly later stage in ABSSH in the transition from Senior Lecturer to Associate Professor.
In the STEMM disciplines, the F/M ratio established at Senior Lecturer level is essentially maintained at
the professorial grades while in the ABSSH disciplines there is a rapid deterioration in the F/M ratio at
professorial grades.
UndergradStudent
PostgradStudent
ResearchStaff
LecturerSenior
LecturerAssociateProfessor
Professor
Female 1932 303 65 71 13 3 6
Male 2175 467 101 58 37 7 20
% Female 47% 39% 39% 55% 26% 30% 23%
% Male 53% 61% 61% 45% 74% 70% 77%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% Female
% Male
UndergradStudent
PostgradStudent
ResearchStaff
LecturerSenior
LecturerAssociateProfessor
Professor
Female 2775 836 7 77 19 3 3
Male 2399 776 13 65 10 7 16
% Female 54% 52% 35% 54% 66% 30% 16%
% Male 46% 48% 65% 46% 34% 70% 84%
0%10%20%30%40%50%60%70%80%90%
100%
% Female
% Male
32
3.2.3 Comparison of Academic Staff numbers - STEMM and ABSSH disciplines by Faculty
Table 3.6: Gender of Academic and Research Staff by Faculty and School (2013-2015)
2013 2014 2015
F M % F F M % F F M % F
STEMM Faculties 144 244 37% 148 246 38% 158 223 41%
FEC 22 114 16% 20 115 15% 23 100 19%
FSH 122 130 48% 128 131 49% 135 123 52%
ABSSH Faculties 98 101 49% 102 99 51% 109 111 50%
DCUBS 39 44 47% 42 43 49% 42 42 50%
FHSS 59 57 51% 60 56 52% 67 69 49%
DCU Total 242 345 41% 250 345 42% 267 334 44%
Figure 3.10: Gender Profile of Academic and Research Staff by Faculty (2013-2015)
Gender balance is evident in three of the four faculties in DCU, with the exception of the FEC. From
2013-2015, female representation has increased in three of four Faculties, with the exception of the
FHSS.
2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015
DCU BusinessSchool
Faculty ofEngineering and
Computing
Faculty ofHumanities andSocial Sciences
Faculty of Scienceand Health
Male 44 43 42 114 115 100 57 56 69 130 131 123
Female 39 42 42 22 20 23 59 60 67 122 128 135
47% 49% 50%
16% 15% 19%
51% 52% 49% 48% 49% 52%
53% 51% 50%
84% 85% 81%
49% 48% 51% 52% 51% 48%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male
Female
33
3.2.3 Academic progression pipeline - STEMM disciplines by Faculty
Figure 3.11: Faculty of Engineering and Computing (FEC) Academic Career Pipeline by Gender (2015)
Figure 3.12: Faculty of Science and Health (FSH) Academic Career Pipeline by Gender (2015)
In the FEC there is clear gender imbalance among senior academic grades with no female senior
academic staff. A number of female senior academic staff recently retired from the FEC. While there are
more females in senior positions in the FSH there is still a gender imbalance. One of the reasons for this
difference between the academic career pipelines is the under-representation of female UGs in the FEC.
UndergradStudent
PostgradStudent
Researcher LecturerSenior
LecturerAssociateProfessor
Professor
Female 202 70 13 10 0 0 0
Male 1096 271 45 23 21 3 8
% Female 16% 21% 22% 30% 0% 0% 0%
% Male 84% 79% 78% 70% 100% 100% 100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% Female
% Male
UndergradStudent
PostgradStudent
ResearchStaff
LecturerSenior
LecturerAssociateProfessor
Professor
Female 1730 233 52 61 13 3 6
Male 1079 196 56 35 16 4 12
% Female 62% 54% 48% 64% 45% 43% 33%
% Male 38% 46% 52% 36% 55% 57% 67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
% Female
% Male
34
3.2.4 Comparison of Academic Staff Numbers – STEMM discipline by Schools
Table 3.7: STEMM Academic and Research Staff by Gender, Faculties and Schools (2013-2015)
2013 2014 2015
F M % F F M % F F M % F
STEMM Faculties and Schools
FEC 22 114 16% 20 115 15% 23 100 19%
Computing 14 62 18% 13 65 17% 15 50 23%
Electronic Engineering 4 34 11% 4 31 11% 7 30 19%
Mechanical + Manufacturing Engineering
4 18 18% 3 19 14% 1 20 5%
FSH 122 130 48% 128 131 49% 135 123 52%
Biotechnology 29 40 42% 34 36 49% 41 29 59%
Chemical Sciences 22 25 47% 20 27 43% 19 27 41%
Human Health and Performance
8 11 42% 9 12 43% 8 9 47%
Mathematical Sciences 3 14 18% 4 13 24% 4 12 25%
Nursing and Human Health 53 14 79% 53 14 79% 58 16 78%
Physical Sciences 7 26 21% 8 29 22% 5 30 14%
STEMM Total 144 244 37% 148 246 38% 158 223 41%
35
Figure 3.13: Gender Profile of Academic Staff by School in FEC (2013-2015)
All Schools in the FEC perform poorly in terms of gender balance. Benchmarking against 3 Irish
Universities in Table 3.8 shows that gender balance in these disciplines is poor across Ireland. The DCU
School of Computing has increased female representation at UG level by promoting a new degree in
Enterprise Computing based around the idea that female students are more attracted to
communications and problem solving. Schools in the FEC will examine how their Programmes are
promoted to second level female students (Action 3.5). Targeted actions towards UGs will increase the
number of females in the pipeline.
Table 3.8: Benchmarking the Female Representation of Academic Staff in Computer Science and
Engineering Schools in Ireland (2014)3
Computer Science Engineering
DCU 23% 12%
TCD 29% 14%
UCC 0% 6%
UL 23% 14%
3 All data is for 2014 and was obtained from successful Athena SWAN applications available on each University’s
website. All Schools of each relevant discipline were compiled to produce these figures.
2013 2014 2015 2013 2014 2015 2013 2014 2015
School of ComputingSchool of Electronic
Engineering
School of Mechanical andManufacturing
Engineering
Male 62 65 50 34 31 30 18 19 20
Female 14 13 15 4 4 7 4 3 1
18% 17% 23% 11% 11%
19% 18% 14% 5%
82% 83% 77% 89% 89%
81% 82% 86% 95%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male
Female
36
Figure 3.14: Gender Profile of Academic Staff by School in the FSH (2013-2015)
While overall there is gender balance in FSH, when the data is analysed at a School level, it is clear that
Mathematical and Physical Sciences have low female representation. Benchmarking against Irish
Universities shows that poor female representation in Mathematical and Physical Sciences is present
across Ireland. These Schools will also examine how their Programmes are promoted to second level
female students (Action 3.5).
Table 3.9: Benchmarking the Female Representation of Academic Staff in Mathematical Sciences and
Physical Sciences Schools in Ireland (2014)4
Mathematical Sciences Physical Sciences
DCU 25% 22%
TCD 10% 13%
UCC 18% 9%
UL 38% 22%
The data for required for this application was not readily available and had to be collected from many
sources and required a large effort from HR staff.
4 All data is for 2014 and was obtained from successful Athena SWAN applications available on each university’s
website. All Schools of each relevant discipline were compiled to produce these figures.
2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015
School ofBiotechnology
School ofChemicalSciences
School ofHealth and
HumanPerformance
School ofMathematics
School ofNursing and
HumanSciences
School ofPhysicalSciences
Male 40 36 29 25 27 27 11 12 9 14 13 12 14 14 16 26 29 30
Female 29 34 41 22 20 19 8 9 8 3 4 4 53 53 58 7 8 5
42% 49%
59%
47% 43% 41% 42% 43% 47%
18% 24% 25%
79% 79% 78%
21% 22% 14%
58% 51%
41%
53% 57% 59% 58% 57% 53%
82% 76% 75%
21% 21% 22%
79% 78% 86%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Male
Female
37
3.2.5 Actions
Our Actions will:
Address the data collection process in DCU (Action 3.1) and use this data on an annual basis to
identify and address issues (Action 3.2)
Address the lack of gender balance in the STEMM Faculties:
o Low numbers of female UGs in specific STEMM disciplines (Actions 3.5 and 3.6)
o Low numbers of female PGs in STEMM disciplines (Action 3.5 and 3.6)
o Progression of female PGs to research staff grade (Action 3.7)
Address career progression and retention issues for women in ABSSH and STEMM disciplines:
o Progression of female academics from:
Lecturer to Senior Lecturer
Senior Lecturer to Associate Professor
Associate Professor to Professor
These issues will be addressed through actions around recruitment (Actions 4.1.2 and
4.1.4), PMDS (Action 4.1.7), promotion (Actions 4.1.8, 4.1.9 and 4.1.10), mentoring (Actions
4.2.6 and 4.2.7) and maternity leave supports (Actions 4.3.1, 4.3.2, 4.3.3, 4.3.4 and 4.3.5)
which will be discussed in detail in Chapter 4.
Actions: 3.1: Development and implementation of a comprehensive gender disaggregated staff data collection system 3.2: Annual evaluation of gender-disaggregated staff data by all Faculties and identification of issues and actions in response 3.5: Examine how Engineering, Computing, Maths and Physics Programmes are promoted to female second level students 3.6: Introduce a high profile annual scholarship open to female Leaving Certificate students to study an undergraduate course in specific STEMM schools 3.7: Promote women in STEMM to Postgraduate students through an annual lecture delivered by a high profile female role model
38
3.3 Leavers by Grade and Gender
Table 3.10: Leavers by Gender and Grade (2013-2015)
2013 2014 2015 Total Leavers Female Male Female Male Female Male
Professor - 2 - - - 1 3
Associate Professor - - - - - - -
Senior Lecturer 1 1 - 2 2 1 7
Lecturer 2 5 4 2 6 4 23
Research Staff 4 16 6 11 10 20 67
Total 7 24 10 15 18 26 100
Table 3.11: Leavers by Gender and Grade, STEMM vs ABSSH (2013-2015)
2013 2014 2015 Total Leavers Female Male Female Male Female Male
STEMM 3 18 6 12 7 19 65
Professor - 1 - - - - 1
Associate Professor - - - - - - -
Senior Lecturer - 1 - 1 2 1 5
Lecturer - 1 1 1 - 2 5
Research Staff 3 15 5 10 5 16 54
ABSSH 4 6 4 3 11 7 35
Professor - 1 - - - 1 2
Associate Professor - - - - - - -
Senior Lecturer 1 - - 1 - - 2
Lecturer 2 4 3 1 6 2 18
Research Staff 1 1 1 1 5 4 13
Total 7 24 10 15 18 26 100
More staff are leaving positions in STEMM than ABSSH disciplines; however the majority of those leaving
STEMM disciplines are research staff (temporary contracts). More lecturers have left ABSSH disciplines
(18) in the past 3 years, than STEMM (5). Reasons for departures of academic staff are currently
unknown; however this will be addressed through the introduction of an exit questionnaire (Action
3.3).
Actions: 3.3: Introduction of an exit questionnaire, data tracked annually
39
3.4 Proportion of men and women academic and research staff on fixed-term,
open-ended, zero-hour and permanent contracts
Table 3.12: Academic and Research Staff Contract Types (2013-2015)
2013 2014 2015
Female Male Female Male Female Male
Permanent 141 193 143 192 146 188
Temporary 101 152 107 153 121 146
Total 242 345 250 345 267 334
Figure 3.15: Academic and Research Staff by Contract Type and Gender (2013-2015)
Table 3.13: Academic and Research Staff Contract Types - STEMM and ABSSH (2013-2015)
2013 2014 2015
Female Male Female Male Female Male
STEMM 144 244 148 246 158 223
Permanent 72 117 73 116 74 112
Temporary 72 127 75 130 84 111
ABSSH 98 101 102 99 109 111
Permanent 69 76 70 76 72 76
Temporary 29 25 32 23 37 35
2013 2014 2015 2013 2014 2015
Female Male
Temporary 101 107 121 152 153 146
Permanent 141 143 146 193 192 188
58% 57% 55% 56% 56% 56%
42% 43% 45% 44% 44% 44%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Temporary
Permanent
40
Figure 3.16: Academic and Research Staff by Contract Type and Gender, STEMM vs ABSSH (2013-2015)
Over the reporting period, the number of female staff members on temporary contracts slightly
increased (42% to 45%) in comparison with male staff members (stayed at 44%). A higher percentage of
STEMM staff are on temporary contracts than ABSSH staff due to the larger number of research staff in
STEMM Faculties. This Research Career Framework will be expanded to improve the training of research
staff on temporary contracts to enhance their career opportunities, which is discussed in Section 4.2.1.
2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015
Female Male Female Male
STEMM ABSSH
Temporary 72 75 84 127 130 111 29 32 37 25 23 35
Permanent 72 73 74 117 116 112 69 70 72 76 76 76
50% 49% 47% 48% 47% 50%
70% 69% 66% 75% 77%
68%
50% 51% 53% 52% 53% 50%
30% 31% 34% 25% 23%
32%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Temporary
Permanent
41
3.5 Equal pay audits / reviews Data on equal pay audits is not currently available. DCU will conduct an equal pay audit and if gender
disparities are identified during the audit, analysis of DCU pay structures will be carried out to
establish the cause of these disparities (Action 3.4).
Actions: 3.4: Conduct an equal pay audit. If gender disparities are identified during the audit, conduction of an ___analysis of DCU pay structures to establish the cause of these disparities.
(Word count: 1201)
42
4.0 Supporting and Advancing Women’s Careers
4.1 Key Career Transition Points
4.1.1 Recruitment
Under the Employee Control Framework (ECF) (2011-2014), recruitment was restricted for all Irish HEIs.
Under these constraints, from 2013-2015, DCU ran 152 competitions for academic and research staff
positions with 163 appointments made (40% F). The number of competitions in STEMM disciplines was
higher than in ABSSH disciplines from 2013-2015, with the number of competitions increasing
throughout this reporting period.
Table 4.1: Number of Advertised Academic and Research Staff Positions by Discipline (2013-2015)
2013 2014 2015 Total 2013-2015
All Competitions 35 42 75 152
STEMM Competitions 29 24 56 109
ABSSH Competitions 6 18 19 43
43
Table 4.2: Academic and Research Staff Competition Application and Success Rates by Gender and
Discipline (2013-2015)
2013 2014 2015
F M Total F M Total F M Total
All disciplines
Applications 210 245 455 286 407 693 366 647 1013
Shortlisted 52 96 148 64 78 142 103 196 299
Successful 15 25 40 18 25 43 33 47 80
% shortlisted 25% 39% 33% 22% 19% 20% 28% 30% 30%
% success of those shortlisted
29% 26% 27% 28% 32% 30% 32% 24% 27%
STEMM
Applications 167 194 361 100 106 206 244 471 715
Shortlisted 47 84 131 30 31 61 71 152 223
Successful 12 19 31 11 13 24 21 37 58
% shortlisted 28% 43% 36% 30% 29% 30% 29% 32% 31%
% success of those shortlisted
26% 23% 24% 37% 42% 39% 30% 24% 26%
ABSSH
Applications 43 51 94 186 301 487 122 176 298
Shortlisted 5 12 17 34 47 81 32 44 76
Successful 3 6 9 7 12 19 12 10 22
% shortlisted 12% 24% 18% 18% 16% 17% 26% 25% 26%
% success of those shortlisted
60% 50% 53% 21% 26% 23% 38% 23% 29%
Overall, there were more applications from male candidates, more men were shortlisted and more men
were appointed to positions in DCU than women. However, in both 2013 and 2015 female candidates
success after shortlisting was higher. This data suggests that the hiring process in DCU is not gender
biased; however more applications from women must be encouraged to increase the number of
women hired each year (Action 4.1.2).
44
Table 4.3: Academic and Research Position Competition Application and Success Rates by Position and
Gender (2013-2015)
All disciplines 2013 2014 2015
F M Total F M Total F M Total
Research Staff
Applications 28 98 126 28 56 84 131 229 360
Shortlisted 15 62 77 8 23 31 37 99 136
Successful 6 17 23 4 13 17 16 27 18
% shortlisted 54% 63% 61% 29% 41% 37% 28% 43% 38%
% success of those shortlisted 40% 27% 30% 50% 57% 55% 43% 27% 13%
Lecturer
Applications 174 133 307 257 351 608 224 375 599
Shortlisted 33 29 62 55 55 110 59 79 138
Successful 8 7 15 13 12 25 15 16 31
% shortlisted 19% 22% 20% 21% 16% 18% 26% 21% 23%
% success of those shortlisted 24% 24% 24% 24% 22% 23% 25% 20% 22%
Senior Lecturer
Applications - - - - - - 2 13 15
Shortlisted - - - - - - 0 3 3
Successful - - - - - - 0 1 1
% shortlisted - - - - - - 0% 23% 20%
% success of those shortlisted - - - - - - - 33% 33%
Associate Professor
Applications - - - 1 0 1 6 6 12
Shortlisted - - - 1 0 1 6 6 12
Successful - - - 1 0 1 1 1 2
% shortlisted - - - 100% - 100% 100% 100% 100%
% success of those shortlisted - - - 100% - 100% 17% 17% 17%
Professor
Applications 8 14 22 - - - 3 24 27
Shortlisted 4 5 9 - - - 1 9 10
Successful 1 1 2 - - - 1 2 3
% shortlisted 50% 36% 41% - - - 33% 38% 37%
% success of those shortlisted 25% 20% 22% - - - 100% 22% 30%
45
Table 4.4: STEMM Academic and Research Position Application and Success Rates by Position and
Gender (2013-2015)
STEMM 2013 2014 2015
F M Total F M Total F M Total
Research Staff
Applications 18 86 104 28 52 80 123 202 325
Shortlisted 15 60 75 8 21 29 35 87 122
Successful 6 15 21 4 11 15 15 24 39
% shortlisted 83% 70% 72% 29% 40% 36% 28% 43% 38%
% success of those shortlisted 40% 25% 28% 50% 52% 52% 43% 28% 32%
Lecturer
Applications 144 98 242 72 54 126 118 244 362
Shortlisted 29 22 51 22 10 32 36 55 91
Successful 6 3 9 7 2 9 6 10 16
% shortlisted 20% 22% 21% 31% 19% 25% 31% 23% 25%
% success of those shortlisted 21% 14% 18% 32% 20% 28% 17% 18% 18%
Senior Lecturer
Applications - - - - - - 2 13 15
Shortlisted - - - - - - 0 3 3
Successful - - - - - - 0 1 1
% shortlisted - - - - - - 0% 23% 20%
% success of those shortlisted - - - - - - - 33% 33%
Professor
Applications 5 10 15 - - - 1 12 13
Shortlisted 3 2 5 - - - 0 7 7
Successful 0 1 1 - - - 0 2 2
% shortlisted 60% 20% 33% - - - 0% 58% 54%
% success of those shortlisted 0% 50% 20% - - - - 29% 29%
46
Table 4.5: ABSSH Academic and Research Position Application and Success Rates by Position and
Gender (2013-2015)
ABSSH 2013 2014 2015
F M Total F M Total F M Total
Research Staff
Applications 10 12 22 0 4 4 8 27 35
Shortlisted 0 2 2 0 2 2 2 12 14
Successful 0 2 2 0 2 2 1 3 4
% shortlisted 0% 17% 9% - 50% 50% 25% 44% 40%
% success of those shortlisted - 100% 100% - 100% 100% 50% 25% 29%
Lecturer
Applications 30 35 65 98 176 274 106 131 237
Shortlisted 4 7 11 18 29 47 23 24 47
Successful 2 4 6 6 10 16 9 6 15
% shortlisted 13% 20% 17% 18% 16% 17% 22% 18% 20%
% success of those shortlisted 50% 57% 55% 33% 34% 34% 39% 25% 32%
Associate Professor
Applications - - - 1 0 1 6 6 12
Shortlisted - - - 1 0 1 6 6 12
Successful - - - 1 0 1 1 1 2
% shortlisted - - - 100% - 100% 100% 100% 100%
% success of those shortlisted - - - 100% - 100% 17% 17% 17%
Professor
Applications 3 4 7 - - - 2 12 14
Shortlisted 1 3 4 - - - 1 2 3
Successful 1 0 1 - - - 1 0 1
% shortlisted 33% 75% 57% - - - 50% 17% 21%
% success of those shortlisted 100% 0% 25% - - - 100% 0% 33%
Overall, there were more male than female applicants to research staff positions. While more male
candidates were hired, the success rate of female candidates after shortlisting was higher. Only one
research staff position in ABSSH was filled with a female candidate over the period 2013-2015. In 2015,
DCU was awarded the ‘HR Excellence in Research’ logo by the EC. This significant award was achieved by
successfully completing the HR Strategy for Researchers (HRS4R) process to develop an attractive, open
and sustainable European labour market for researchers. DCU will conduct a mid-point review of the
HR Excellence Award (Action 4.1.3) to ensure best practice is being followed and to identify if it is
encouraging an increase in the numbers of female research staff applying to DCU.
47
While more applications were received from male candidates for Lecturer positions (2014 and 2015),
the success rate of female candidates after shortlisting was higher and more female candidates were
appointed overall. There were more male applicants than female applicants for Senior Lecturer and
Professorial positions. No senior academic positions were filled by female candidates in STEMM.
Although the numbers are small this is an area of concern which will be reviewed.
Following this analysis, the DCU AS Survey 2016 asked respondents how they felt about recruitment in
DCU and found that the majority felt that men and women are treated equally in terms of recruitment.
Table 4.6: AS Survey 2016 – Based on your experience in DCU, please indicate your view of how men
and women are treated in relation to each of the following aspects of employment
Recruitment Men and women are treated equally
Men are treated more favourably
Women are treated more favourably
Don’t know
All respondents 77% 5% 5% 13%
Female respondents 76% 10% 2% 13%
Male respondents 78% 0% 8% 14%
All DCU policies and procedures, including those on recruitment, selection and promotion have been
reviewed to ensure they are gender sensitive (2012). DCU will now carry out a review of recruitment,
selection and promotion processes every 3 years to ensure they are gender-sensitive (Action 4.1.4).
All advertisements refer to the University being an Equal Opportunities Employer and are designed to
comply with the University's Equality and Access Policy. All external vacancies are advertised to the
widest audience possible on various websites, national newspapers and international journals. Staff on
extended leave are, where possible, informed of relevant vacancies by the HoS.
Data collected on recruitment for the Athena SWAN application was a largely manual effort. DCU will
introduce eRecruit, an online recruitment system (Action 4.1.1). Data will be collected annually to
inform policies and processes.
Actions: 4.1.1: Introduce eRecruit, an online recruitment system 4.1.2: Encourage more applications from female candidates through - Gender proofing of job descriptions - Review of where advertisements are posted - Promoting visibility of female academics in DCU - Highlighting DCU’s commitment to Athena SWAN and the Women in Leadership Initiative 4.1.3: Conduct a mid-point review of the HR Excellence Award 4.1.4: Review of recruitment, selection and promotion processes every 3 years to ensure they are _____gender-sensitive
48
4.1.2 Induction
The HR Learning and Development Unit (L&D) organises orientation sessions for staff. There is a general
orientation for all new staff (both STEMM and ABSSH) and a specific orientation programme for new
research staff.
There is also a (re)orientation session for staff appointed to academic leadership positions. Induction
for academic leadership positions will include increasing awareness of gender equality in decision-
making as HoS, Deans and Divisional Directors will now be responsible for integrating gender equality
into all processes and in decisions made (Action 4.1.5) to ensure they are leading cultural and
organisational change in the area of gender equality.
DCU Equality Office, along with the other Irish University Equality Offices, has developed an online
Diversity Programme called LEAD (Living Equality and Diversity). All staff and students are made aware
of this at induction and are encouraged to participate, however there will now be a requirement for all
new staff and students to complete the LEAD Programme (Action 4.1.6).
Figure 4.1: Introductory Page of LEAD website
Actions: 4.2.9: Requirement for all new staff and students to complete the LEAD Programme 4.2.10: HoS, Deans and Divisional Directors will be responsible for integrating gender equality into all _____ processes and decisions made
49
4.1.3 Personal Development Review
The university has an agreed Performance Management Development Scheme (PMDS). Central to
PMDS is the need to meet the development needs of staff across the University, to improve
performance, to enhance quality and to promote a culture of continuous improvement throughout the
University. Currently, however, PMDS is not carried out consistently across DCU which was a concern in
both the DCU AS Survey and Focus Groups with comments such as “Goal setting is essential to career
progression” and “Mentoring through PMDS is crucial.” The Learning and Development team will review
the effectiveness of the current scheme with a view to revise the scheme to address the issues
identified (Action 4.1.7).
Actions: 4.1.7: Review the effectiveness of the PMDS scheme with a view to revise the scheme to address _____issues identified through Athena SWAN staff consultations
4.1.4 Promotion
DCU Promotion policy
All DCU promotion policies are available on the DCU website. When a call for promotion is approaching,
an all staff email is sent out. The L&D team carry out group information sessions for all staff interested in
applying.
If part-time staff feel they meet the criteria for promotion they are encouraged to apply. The DCU
promotion policy takes career breaks into account, asking selection boards to consider cases on a pro-
rata basis, assessing the quality of work rather than the quantity to best reflect the candidate’s
contribution over actual years worked. Participants in Focus Groups felt that this statement was not
enough and “proper guidance for panel members is needed.” Respondents to the DCU AS Survey were
also concerned with how career breaks were taken into account in the promotion process with one
respondent commenting“Taking maternity leave has led to gaps in my CV making it difficult to compete
for grants and lecturing positions with people at a similar stage post PhD.” A research project on the
promotion process to develop a consistent approach to assessing gaps in careers due to leave
including maternity leave will be carried out (Action 4.1.9).
The promotion policy advises applicants to seek advice from senior members of staff. Despite this, only
30% of respondents to the DCU AS Survey 2016 felt that their School provided sufficient support in
terms of advice and guidance regarding the promotion process. Fewer female respondents felt
supported (26%) than male respondents (44%). Instilling a mentoring culture (Action 4.2.6) and
promotion coaching (Action 4.1.10) will be key objectives going forward to ensure that applicants feel
supported in the process.
50
Promotion to Lecturer Above Bar5
Promotion to Lecturer above bar is a non-competitive promotion process. When staff are deemed to
have reached a pre-defined merit bar they submit an application to a progression committee for review.
From 2013-2015 there was gender balance in promotion to Lecturer above bar. All applicants from
2013-2015 were successful.
Table 4.7: Promotion to Lecturer Above Bar (2012-2015)
Female Male Total % Female
2013 6 4 10 60%
2014 0 1 1 0%
2015 2 2 4 50%
Total 8 7 15 53%
Promotion to Senior Lecturer
DCU carries out a competitive annual Senior Lecturer promotion round during which, typically 5
individuals are recommended for promotion. For staff to be eligible for promotion they must have
demonstrated high levels of achievements in the following domains:
Teaching and Learning (100 points)
Research and Scholarship (100 points)
Service and Contribution (50 points)
Each application is scored under these three domains and a score of 150 or more in total is needed to
meet the threshold for promotion. Applications are scored and ranked firstly by the Faculty Review
Panel (FRP) and then by the Academic Promotion Committee (APC) with the 5 most highly ranked
individuals recommended for promotion.
5 In DCU there are Lecturer Below the Bar and Lecturer Above the Bar positions. In Chapter 3 we discuss both as
“Lecturer” as there are so few Lecturer Below the Bar position
51
Table 4.8: Senior Lecturer Promotion Rounds (2013-2015)
2013 2014 2015
F M Total F M Total F M Total
All Disciplines
No. of Applicants 13 23 36 14 16 30 12 17 29
No. of candidates deemed to meet threshold
12 11 23 12 13 25 12 11 23
No. of candidates appointed 0 5 5 3 2 5 3 2 5
% meeting threshold 92% 48% 64% 100% 65% 81% 92% 81% 86%
% appointed of those that met threshold
0% 45% 22% 21% 18% 20% 25% 15% 20%
STEMM
No. of Applicants 4 14 18 5 11 16 3 8 11
No. of candidates deemed to meet threshold
4 6 10 5 9 14 3 6 9
No. of candidates appointed 0 3 3 2 1 3 0 2 2
% meeting threshold 100% 43% 56% 100% 82% 88% 100% 75% 82%
% appointed of those that met threshold
0% 50% 30% 40% 11% 21% 0% 33% 22%
ABSSH
No. of Applicants 9 9 18 9 5 14 9 9 18
No. of candidates deemed to meet threshold
8 5 13 7 4 11 9 5 14
No. of candidates appointed 0 2 2 1 1 2 3 0 3
% meeting threshold 89% 56% 72% 78% 80% 79% 100% 56% 78%
% appointed of those that met threshold
0% 40% 15% 14% 25% 18% 33% 0% 21%
From 2013-2015 there has been an increase in the number of female candidates being appointed to
Senior Lecturer grade (from 0 to 3). This is despite the fact that there are a lower number of female than
male candidates at the outset. However, with only 5 promotions available each year due primarily to
budgetary constraints, gender balance at the higher academic grades will not be achieved on an
acceptable timescale without additional measures (Actions 4.1.8 and 4.1.9 and 4.1.10). In both
disciplines a higher proportion of women than men meet the threshold. Female candidates are
appointed more often in ABSSH in comparison with STEMM.
52
Promotion to Associate Professor and Professor
For staff to be eligible for promotion to Associate Professor and Professor they must have demonstrated
high levels of achievements in the following domains:
Research and Scholarship
Teaching and Learning
University Service and External Activities
For senior roles leadership is particularly important for the University and applicants are expected to
demonstrate leadership within each of the three domains listed above. A Promotions Committee
consider applications, which includes external assessor reports. Applications are reviewed against the
requirements of the University and the Committee recommends applications to proceed to interview
stage. An interview panel is then convened in line with the University guidelines. The composition of the
interview panel is reviewed for gender balance/representation.
Table 4.9: Associate Professor Promotion Rounds (2014-2015)
2014 2015
F M Total F M Total
No. of applicants 12 24 36 3 3 6
No. of candidates interviewed 3 7 10 3 3 6
No. of candidates appointed 3 7 10 1 1 2
% interviewed 25% 29% 28% 100% 100% 100%
% appointed of those that were interviewed
100% 100% 100% 33% 33% 33%
Appointments by Faculty 2014 2015
F M Total F M Total
STEMM Total 1 4 5 0 1 1
Faculty of Engineering and Computing 0 1 1 0 1 1
Faculty of Science and Health 1 3 4 0 0 0
ABSSH Total 2 3 5 1 0 1
DCU Business School 1 1 2 1 0 1
Faculty of Humanities and Social Sciences 1 2 3 0 0 0
Promotion rounds to Associate Professor and Professor did not take place in 2012 or 2013 due to the
ECF. Gender balance is not observed in promotion rounds to either Associate Professor (33%F, 66%M) or
Professor (27%F, 73%M) which is a concern (Action 4.1.8). No women have been promoted to Associate
Professor or Professor grade in the FEC however this is due to the fact that there are no women at
Senior Lecturer grade in this Faculty.
53
Table 4.10: Professor Promotion Rounds (2014-2015)
2014 2015
F M Total F M Total
No. of applicants 2 11 13 4 2 6
No. of candidates interviewed 1 9 10 4 2 6
No. of candidates appointed 1 9 10 3 2 5
% interviewed 50% 82% 77% 100% 100% 100%
% appointed of those that were interviewed
100% 100% 100% 75% 100% 83%
Appointments by Faculty 2014 2015
F M Total F M Total
STEMM Total 1 7 8 2 2 4
Faculty of Engineering and Computing 0 3 3 0 1 0
Faculty of Science and Health 1 4 5 2 1 3
ABSSH Total 0 2 2 0 1 1
DCU Business School 0 0 0 0 0 0
Faculty of Humanities and Social Sciences 0 2 2 0 1 1
Focus Groups highlighted that DCU staff are concerned about the effect the ECF had on promotions and
hiring with comments such as “After the freeze on promotions and hiring, DCU has not caught up on the
backlog”. The staff data also highlights that the numbers of promotions to senior academic positions are
too low. Therefore the promotion process in DCU will be reformed to address these key issues (Action
4.1.8).
Both recruitment and promotion data has highlighted that women are not progressing to senior
academic positions at the same rate as men. The Women in Leadership initiative (Action 4.2.5),
promotion reform (Action 4.1.8 and 4.1.9), mentoring (Action 4.2.6) and encouraging more
applications from women during the recruitment process (Action 4.1.2) will attempt to address this.
Actions: 4.1.8: Reform of the promotion process in DCU to address the key issues highlighted - Number of annual Senior Lecturer promotions - Number of Associate Professor and Professor promotions - Gender balance 4.1.9: Commit funding for a research project on the promotion process to develop a consistent _____approach to assessing gaps in careers due to leave, including maternity leave 4.1.10: Provide female only workshops for those interested in applying for promotion
54
4.1.5 Selection Committees
HR policies and procedures outline the composition of the Selection Boards based on role. The policy
states that each Selection Board will, where possible, include gender representation. This policy will be
amended so that Selection Boards are required to target 50% gender representation (Action 4.1.12).
Mandatory unconscious bias training will be required for all selection board members (Action 4.1.13).
Table 4.11: Academic Grade Requirements Individuals Constituting Selection Boards for Roles of
Different Career Grades
Role Recommended Composition of the Board Professor/Associate Professor President, Head of School, 1 other from the School (at
Professor level, if possible), 2 external (at Professor level, one of whom may be a senior industrialist/professional), Director of Human Resources.
Head of Unit Secretary, Vice President, 2 external (at senior level), Director of Human Resources (except for Human Resources Office vacancy).
Senior Lecturer Head of School, 1 other from the School (at Professor level, if possible), 1 external to the University, Director of Human Resources or his/her nominee
Lecturer Head of School, 1 other School member (at Senior Lecturer level or above), 1 external to the University, Human Resources Office Representative
Administrative/Technical Head of Unit/School, 1 other from the University (from the Unit/School, where appropriate), 1 external to the University, Human Resources Office Representative
Table 4.12: Composition of Selection Boards by Gender (2015)
Committee Female Male Total % Female
Academic Promotion Committee
6 7 13 46%
Faculty Review Panel – DCU Business School (DCUBS)
3 4 7 43%
Faculty Review Panel – Faculty of Engineering and Computing (FEC)
1 8 9 11%
Faculty Review Panel – Faculty of Humanities and Social Sciences (FHSS)
5 8 13 38%
Faculty Review Panel – Faculty of Science and Health (FSH)
8 7 15 53%
55
While the composition of most Selection Boards in 2015 was close to 50% female representation, the
FEC Selection Board had 11% female representation. The SAT recognises that certain Faculties may find
it difficult to identify staff within their School to ensure gender balance due to the small pool of staff at
particular senior grades and therefore will be asked to invite external female academics to sit on
Selection Board where the 40% gender representation target will not be met (Action 4.1.14).
Actions: 4.1.12: Selection Boards to target 50% gender representation 4.1.13: Provide mandatory Unconscious Bias training for all Selection Board members and expand to ______all individuals involved in recruitment, selection and promotion processes as well as those ______taking on Leadership positions 4.1.14: Invite external female academics to sit on Selection Boards where the 50% gender ______representation target will not be met
56
4.2 Career development
4.2.1. Support given to postdoctoral researchers for academic career progression
DCU has developed a structured career path within the University for research staff. The Research
Career Framework (RCF) is designed to provide significant professional development for research staff.
Participating research staff are facilitated in developing a set of valuable transferable skills to enhance
their career opportunities.
Table 4.13: Participants in the Research Career Framework (RCF) (2013 - 2015)
Female Participants Male Participants Total Participants % of all Research Staff
2013 18 (26% F) 52 70 38%
2014 17 (24% F) 53 70 38%
2015 61 (41% F) 89 150 81%
The RCF was launched in 2013 for the FEC. Following this, it was expanded to include the FSH in 2015
which explains the large jump in participants between 2014 and 2015. The RCF will be expanded to
include all Faculties (Action 4.2.1). In order to measure the impact of this framework on the career
progression of research staff, exit interviews will be conducted to ascertain the impact this programme
had on attaining their next employment destination (Action 4.2.2).
Following subgroup discussions, the SAT identified mentoring for research staff as a gap in DCU and the
formal mentoring scheme was opened up to include research staff in 2016.
Actions: 4.2.1: Expand the Research Career Framework to include all Faculties 4.2.2: Conduct exit interviews for participants of the Research Career Framework (RCF)
57
4.2.2. Training
Learning & Development run a series of courses / seminars and workshops throughout the year in DCU
under 8 different categories:
Orientation
Academic Development
Researchers and Academics
Professional and Interpersonal Development
Leadership and Management
Career Development
Equality and Diversity
Computer Skills
Staff are notified of training opportunities via emails from the L&D team. The training schedule is
available on the L&D webpage. Almost 300 hours of courses were delivered in 2015/2016, with more
female attendees (62%) than male attendees (38%). All participants of these courses are invited to
evaluate them afterwards and the feedback is used to design the new schedule.
Table 4.14: Learning and Development Academic and Administrative Courses (2015/2016)
Total Staff Category Gender
Participant Numbers Academic and Research Staff
Professional and Support Staff
Female Male
861 408 453 535 (62% F) 326
58
Table 4.15: Selection of Academic and Research Focussed Learning & Development Courses
(2015/2016)
Gender Total
Date Course Female Male Participant Numbers
21/01/15 Developing your Professional Portfolio in Teaching and Learning
3 2 5
22/01/15 CV Clinic for Researchers and Academics 6 2 8
22/01/15 University Leadership and Management Programme 11 8 19
29/01/15, 30/01/15 Writing for Publications for Researchers and Academics
4 5 9
29/01/2015 Preparation for Interview for Researchers 2 2 4
23/04/15, 01/10/15 15/10/15
Supervising the PhD Process 26 18 44
07/05/15, 04/06/15 Developing and Managing your Research Career 8 4 12
19/05/15 Grant writing for Researchers and Academics 10 7 17
26/05/15, 27/05/15 Project Management for Researchers and Academics 6 7 13
09/06/15 Financial Management for National and European Research Projects
6 4 10
10/06/15 Communications Training for Researchers and Academics
7 4 11
11/06/15 Academic Speed Reading 5 5 10
16/06/15 Budget Preparation for Research Proposals 6 6 12
20/10/15, 21/10/15 Maximising your Research Profile 3 5 8
11/11/15 How to Access Commercialisation Funding 0 3 3
17/11/15 Launch of Vitae Membership and Online Supports for Researchers and Academics
8 5 13
24/11/15 Starting out as a tutor 2 6 8
02/12/15 Intellectual Property 5 3 8
03/12/15 Managing a Research Team 3 6 9
The DCU AS Survey 2016 asked respondents about L&D opportunities in DCU and the overall response
was positive. A total of 71% of respondents are aware of the range of career development opportunities
in DCU and 63% of respondents feel encouraged to attend career development opportunities. A higher
percentage of female staff members attend career development opportunities than male staff.
Table 4.16: DCU AS Survey 2016 – I attend career development opportunities
% Female % Male
None 13% 22%
Less than one per year 24% 38%
About one per year 39% 22%
More than one per year 21% 18%
(blank) 2% 0%
59
Through the Action Plan, DCU will integrate gender equality into University training courses (Action
4.2.4) to actively develop gender awareness among staff.
Actions: 4.2.3: Review and adapt the Learning and Development schedule taking the new Strategic Plan and _____Athena SWAN principles into account 4.2.4: Integrate gender equality into University training courses
4.2.2.1 Women in Leadership Initiative
A number of DCU Programmes fall under the DCU Women in Leadership (WiL) initiative which was
launched by the President of DCU in November 2015. The vision for this initiative is that DCU will
become a University that explicitly values women as leaders. Athena SWAN fits comfortably within its
aegis. SAT members are involved in both the WiL Steering and Working Groups to ensure cohesion of
both initiatives.
Figure 4.2: Formal and Informal Initiatives under the Women in Leadership Initiative
Listening Lunches
Unconscious Bias Training
Mentorship Scheme
Mary McAleese
Lecture Series
Leadership Training
Dedicated Research Funding
Athena SWAN
Women in
Leadership
Initiative
60
Unconscious Bias
The L&D unit created an Unconscious Bias module for DCU staff. This training is comprised of a 30
minute online module combined with a 3 hour workshop. To shorten the length of the workshop and to
increase uptake, the online training provides an overview and context before the workshop. From 2015,
this training has been mandatory for all individuals on selection / promotion boards. To date, 72
members of staff have undergone this training (47%F, 53%M). Mandatory Unconscious Bias training
will be expanded to all individuals involved in recruitment, selection and promotion processes as well
as those taking on leadership positions (Action 4.1.13).
Mentorship Scheme
Please see Other Comments (Section 5).
Leadership Training
DCU sends female staff members on external leadership training programmes such as the Leadership
Development Programme in Harvard Business School of Executive Education (3 participants annually)
and the Aurora Leadership and Development Programme (6 participants annually). The aim of these
external programmes is to assist experienced female academics to expand their leadership capabilities
and return to the University prepared to lead at a higher level. Positive feedback has been received
from participants including ‘I would like to say how grateful I am for being sponsored to attend this
programme. I appreciate it enormously on so many levels and have every intention of using every word I
heard to pursue my career objectives.’
DCU also has an internal University Leadership Development Programme which takes a blended
approach using on-line resources and workshops facilitated by L&D. The programme has received
positive feedback with all new HoS appointed since 2014 having participated in the programme. The
programme's blended learning approach has been showcased in the university sector as best practice. In
2016, the programme was accredited by the Institute of Leadership Management.
Initial lists of participants are reviewed to ensure gender balance. Where gender balance of participants
is not reached, the Dean and/or HoS are asked to either encourage under-represented groups.
Action: 4.2.8: Increase the number of female staff attending external and internal Leadership training and ____carry out evaluations of these programmes through collection of participant feedback
61
Mary McAleese Lecture Series
A major strand of the WiL initiative is the Mary McAleese Lecture Series which features a range of high
profile successful women leaders sharing their experiences of leadership roles. The Lecture Series was
launched by former President of Ireland, Dr Mary McAleese in March 2016. The second event took place
in April 2016 entitled “Women and success – A little less conversation, a little more action” which was
carried out by Averil Leimon, an expert in what it takes for women to succeed, who coaches women
from all levels in organisations. Professor Louise Richardson, the Vice-Chancellor of the University of
Oxford, spoke in November 2016.
Table 4.17: Numbers of Attendees of Women in Leadership Events
Events Date Total attendees
Launch of the WiL Initiative 2nd November 2015 90
Mary McAleese Inaugural Lecture (Former President of Ireland)
23rd March 2016 Over 200
Women and Success Workshop – Averil Leimon
28th April 2016 60
Listening Lunches Throughout 2016 and ongoing 45
Louise Richardson Lecture 11th November 2016 Over 200
62
Figure 4.3: Mary McAleese Lecture Series (2016)
Some WiL events, such as the Listening Lunches, only cater for women while others are open to all staff.
However, the attendance at events has been predominantly female; Launch (90% F), Mary McAleese
Lecture (75% F). The lack of men at these events was raised as in issue in Focus Groups and while the
initiative was praised, some participants felt that “we are speaking to the wrong audience”. Men have a
crucial role to play in the campaign for gender equality so DCU will look to engage more men in the
gender discussion to highlight that institutional and cultural changes which address gender issues are
beneficial to both men and women (Action 4.2.9).
Dedicated Research Funding
A fund of €50,000 will be made available to support research related to the WiL initiative. A call will be
launched in December 2016 to support research projects around topics that have been identified by the
WiL initiative and the Athena SWAN process (Action 4.2.10).
63
Actions: 4.2.5: Use DCU-funded research to create an evidence base to identify issues related to the under-_____representation of women in senior academic positions. Use this data to develop and prioritise _____Women in Leadership initiatives 4.2.8: Increase the number of female staff attending external and internal Leadership training ____ _____programmes and carry out evaluations of these programmes through participant feedback 4.2.9: Engage men in the gender equality discussion - Engage with MARC (Men Advocating Real Change) - WiL initiatives to include events relative to all genders - Identify male champions of gender equality in the University 4.2.10: Run funding call to award the €50,000 WiL Research Fund
64
4.3 Flexible working and managing career breaks
4.3.1. Cover and support for maternity and adoption leave
All female academics and research staff are entitled to 26 weeks maternity leave (paid) together with 16
weeks (unpaid) maternity leave.
Table 4.18: Uptake of Maternity Leave by Staff Category (2013-2015)
Paid Maternity Leave
% Paid Followed with Unpaid Maternity Leave
% Followed with Unpaid
Academic and Research Staff
46 35% 19 26%
Professional and Support Staff
87 65% 54 74%
Total 133 100% 73 100%
Table 4.19: Uptake of Paid Maternity Leave by Academic and Research Staff broken down by Position
and Faculty (2013-2015)
Research staff Lecturer Senior Lecturer Total
DCUBS 3 7 0 10
FHSS 1 7 2 10
FEC 2 1 0 3
FSH 12 10 1 23
Total 18 25 3 46
Professional and Support Staff (54, 74%) were more likely to avail of unpaid leave than Academic and
Research Staff (19, 26%). A possible reason for this was identified during a Focus Group when discussing
the issue of maintaining links with research groups and research output during maternity leave “If I take
the extra unpaid leave I feel I am just working for free so this is not worth taking.” Following discussions
with HR it is proposed that research active academics who take maternity leave will be provided with a
mechanism through their managers to accrue credit for up to 12 days during their maternity period to
continue research engagement in a process which will be called Maternity Academic Contribution (MAC)
days. These days may be taken during the first 12 months, at the academic’s discretion, after return
from maternity leave (Action 4.3.4).
The current maternity policy states that there is no guarantee that the University will be able to replace
staff that go on maternity leave in every instance. Each case is treated on its own merits with a view to
facilitating where possible the replacement of staff on maternity leave. Data relating to maternity cover
was not available for this application, therefore a question relating to this was asked in the DCU AS
Survey 2016. 31% of respondents who have taken maternity leave have not had their position covered
during their leave.
65
Table 4.20: DCU AS Survey 2016 Results – Was your position covered during your maternity leave?
Was your position covered during your leave? % of respondents who have taken maternity leave
Yes, all 26% (9)
Yes, partially, teaching covered 34% (12)
Yes, partially, other covered 9% (3)
No 31% (11)
Following the survey results, cover for maternity leave was discussed in Focus Groups, with participants
highlighting that the possible lack of cover for maternity leave was a consideration when planning their
families. DCU will develop a university-wide policy to provide cover arrangements for all academic
staff on maternity leave and this data will be collected (Action 4.3.2).
In the DCU AS Survey 2016, 91% (32) of respondents who had availed of maternity leave stated that no
special arrangements were put in place to facilitate re-engagement with professional activities and 74%
(26) of respondents highlighted that they did not feel supported on their return from leave. Following
DCU AS FG discussions on how to address these challenges, DCU has decided to provide support for
staff going on and returning from maternity leave through a “Buddy System” scheme (Action 4.3.3).
Members of staff who have previously taken maternity leave will be connected with members of staff
who are planning on taking maternity leave to assist them in planning before leave and the established
relationship will act as a support on return.
Focus groups felt that “specific guidelines for Heads of School” would be useful on how to support the
initiatives in place. Coaching for Heads of School on best practice in managing and facilitating
maternity leave will be introduced (Action 4.3.5). All maternity leave policies and initiatives will be
coordinated into a single area on DCU website and promoted (Action 4.3.6).
Actions: 4.3.2: Develop a university-wide policy to provide cover arrangements for all Academic Staff on _____maternity leave and collect this data 4.3.3: Provide support for staff going on and returning from maternity leave through a “Buddy _____System” scheme 4.3.4: Introduction of Maternity Academic Contribution (MAC) days 4.3.5: Introduction of coaching for Heads of School on best practice in managing and facilitating _____maternity leave 4.3.6: All maternity leave policies and initiatives will be coordinated into a single area on DCU website _____and promoted
66
4.3.2. Maternity return rate
Table 4.21: Maternity Return Rate by All Staff (2013-2015)
Have remained in position to date
Have left position Total % that have left position
Academic and Research Staff
31 15 46 33%
Professional and Support Staff
69 18 87 21%
Total 100 33 133 25%
Table 4.22: Individuals who have since left their Position by Faculty and Position (2013-2015)
Research staff Lecturer Senior Lecturer Total
DCUBS 1 2 - 3
FHSS - 3 1 4
FEC - 1 - 1
FSH 7 - - 7
Total 8 6 1 15
Of the 133 staff members who availed of maternity leave in the period 2013-2015, 33 have since left
their positions in DCU (25%). The reasons for these departures are unknown; however departures of
research staff could be due to temporary contracts ending. DCU will now capture this information
through the introduction of exit questionnaires (Action 3.3).
An issue raised through the comments in the DCU AS Survey 2016 and Focus Groups around return from
maternity leave was the difficulty in re-engaging in research activities due to high teaching and
administrative burdens on return. To assist returning staff, DCU will pilot a teaching buyout scheme
across all Faculties in line with best practice. Research active academic staff will be entitled to one
semester free from teaching duties to facilitate their re-engagement with research activities (up to
€6,500 per individual) (Action 4.3.1).
Actions: 4.3.1: Introduce a 3 year pilot of Teaching Buyout Scheme for staff post maternity leave
67
4.3.3. Paternity, adoption and parental leave uptake
4.3.3.1 Paternity Leave
From September 1st 2016, fathers in Ireland are entitled to 2 weeks paternity leave following the birth of
a child. DCU will incorporate this into its existing paternity leave policy and staff will be encouraged to
take this leave (Action 4.3.7). Paternity leave data has not been collected in DCU up to this point due to
its short nature, however with the new policy now in place this data will be collected.
Actions: 4.3.7: Incorporation of new legislation into paternity leave policy and promotion of this policy to ____encourage staff to take this leave
4.3.3.2 Adoptive Leave
Adoptive mothers or an eligible sole male adopter who legally adopts a child are entitled to 24 weeks
paid leave. This can be followed up with 16 weeks additional adoptive leave without pay. Adoptive
fathers are now entitled to 2 weeks paternity leave following the change in Irish legislation.
Table 4.23: Adoptive Leave Uptake in DCU (2013-2015)
Female Male Total
Academic and Research Staff 2 - 2
Professional and Support Staff - - -
Total 2 - 2
4.3.3.3 Parental Leave Uptake
Table 4.24: Parental Leave Uptake by All Staff (2013-2015)
All Staff Female Male Total % Female
Academic and Research Staff 21 1 22 95%
Professional and Support Staff 125 12 137 91%
Total 146 13 159 92%
68
Table 4.25: Parental Leave Uptake by Academic and Research Staff (2013-2015)
Research staff Lecturer Senior Lecturer Total
DCUBS - - - -
FHSS 1 2 - 3
FEC - 2 2 4
FSH 10 4 1 15
Total 11 8 3 22
In the reporting period, parental leave has been taken by 159 staff members in DCU, with the majority
of this taken by female staff members (92%). An additional Focus Group will take place to establish what
the barriers are for male staff members on taking parental leave (Action 4.3.8).
Actions: 4.3.8: Establish what the barriers are for men on taking parental leave through additional Focus _____Groups and develop actions around issues identified
4.3.4. Flexible working
Flexible working hours in DCU are available in both formal and informal capacities. Formal arrangements
exist for administrative staff on fixed-hour contracts. This system is administered through the CORE HR
system via a clock-in / clock-out system based around core working hours. No formal process exists for
academic staff as they do not have fixed-hour contracts. Flexible working arrangements for academics
are carried out on an informal basis at the discretion of the HoS.
Table 4.26: All Staff Uptake of Flexible Working Schemes by Gender and Staff Category (2015)
Academic and Research Staff Professional and Support Staff Total
Female Male Female Male
Part time fixed 9 14 65 5 93
Leave of Absence
5 1 9 1 16
Term Time 0 0 9 0 9
Reduced Hours 2 1 31 2 36
Total 16 16 114 8 154
Grand Total 32 122 154
69
Table 4.27: Academic and Research Staff Uptake of Flexible Working Schemes by Faculty and Gender
(2015)
Business Engineering and Computing
Humanities and Social Sciences
Science and Health
Total
Female Male Female Male Female Male Female Male
Part time fixed
1 5 1 3 1 3 6 3 23
Leave of Absence
1 1 0 0 0 0 4 0 6
Term Time 0 0 0 0 0 0 0 0 0
Reduced Hours
0 1 0 0 1 0 1 0 3
Total 2 7 1 3 2 3 11 3 32
Grand Total 9 4 5 14 32
There is a low uptake of flexible working schemes by academic and research staff. While overall there is
a strong female bias in the uptake of these schemes, interestingly, the uptake of these schemes by
academic and research staff is gender balanced (16 each). The DCU AS Survey 2016 found that two-
thirds of academic and research staff felt that flexible working was supported (62%) in DCU, however,
fewer female respondents agreed with this statement in comparison with male respondents (68%M,
56%F). A review of flexible working schemes will be conducted to ensure work-life balance and
flexible working can be facilitated for academic staff with family and caring commitments (Action
4.3.9).
Action: 4.3.9: Conduct a review of flexible working schemes to ensure work-life balance and flexible working _____can be facilitated for academic staff with family and caring commitments
70
4.4 Organisation and culture
4.4.1. Proportion of Heads of School/Faculty/Department by gender
During the academic year 2015/2016 there were 4 Deans; 3 male (FEC, FSH and FHSS) and 1 female
(DCUBS) and there were 14 HoS (11M, 3F).
Table 4.28: DCU Heads of School by Gender (2015/2016)
Faculty School Female Male
Faculty of Engineering and Computing (M)
Computing - 1
Electronic Engineering - 1
Mechanical Engineering - 1
FEC Total 0 3
Faculty of Science and Health (M)
Biotechnology 1 -
Chemical Sciences - 1
Health and Human Performance
- 1
Nursing and Human Science
1 -
Mathematical Sciences - 1
Physical Sciences - 1
FSH Total 2 4
Faculty of Humanities and Social Sciences (M)
Communications - 1
Education - 1
FIONTAR - 1
Law and Government - 1
SALIS 1 -
FHSS Total 1 4
Overall Total 3 11
Table 4.29: Benchmarking Head of School data by Gender across 4 Irish HEIs6
University Female Male Total % Female
Dublin City University (2015) 3 11 14 21%
Trinity College Dublin (TCD) (2014) 8 16 24 33%
University College Cork (UCC) (2014) 10 21 31 32%
University of Limerick (UL) (2014) 9 18 27 33%
6 Data obtained from successful Irish Athena SWAN Bronze award applications (available from each Universities
website)
71
Table 4.29 shows an under-representation of women in HoS positions within DCU (21%), especially in
comparison with TCD (33%), UCC (32%) and UL (33%). The Faculty of Engineering and Computing has no
female Head of School. DCU will actively encourage applications from female members of staff for
Dean and Head of School positions (Action 4.4.2).
Actions: 4.4.1: Annual reporting to the University Executive of data on gender representation at Dean and ____ _____Head of School level 4.4.2: Actively encourage applications from female members of staff for Dean and Head of School _____positions
4.4.2 Gender balance on the senior management team at institution level
Figure 4.4: DCU Senior Management Reporting Structure
Table 4.30: Senior Management by Gender in DCU (2016)
Total Female Male % Female
Governing Authority 30 13 17 43%
Executive Management 23 10 13 43%
Senior Management 13 3 10 23%
72
Table 4.31: Executive Management by Gender and Position in DCU (2015/2016)
Position Gender
President M
Deputy President Designate M
Vice President Academic Staff M
Vice President for Research and Innovation M
Vice President for Academic Affairs / Registrar F
Vice President External and Strategic Affairs M
Executive Dean – DCU Business School F
Executive Dean –Faculty of Engineering and Computing M
Executive Dean – Faculty of Humanities and Social Sciences M
Executive Dean – Faculty of Science and Health M
Chief Operations Officer M
Director of Human Resources F
Director of Finance M
Director of Communications and Marketing F
Dean of Teaching and Learning / Deputy Registrar M
2 x staff representatives 1M, 1F
President of the Students’ Union M
Director of Student Support and Development F
Dean of Graduate Studies F
Representative from St Patrick’s College 1F, 1M
Total 8F, 14M (36% F)
Table 4.32: Senior Management Group by Gender and Position in DCU (2015/2016)
Position Gender
President M
Deputy President Designate M
Vice President Academic Staff M
Vice President for Research and Innovation M
Vice President for Academic Affairs / Registrar F
Executive Dean – DCU Business School F
Executive Dean –Faculty of Engineering and Computing M
Executive Dean – Faculty of Humanities and Social Sciences M
Executive Dean – Faculty of Science and Health M
Chief Operations Officer M
Director of Human Resources F
Director of Finance M
Vice President M
Total 3F, 10M (23% F)
73
The membership of Senior Management committees is dependent on the office holders who make up
these committees. The pool of available women holding senior roles which automatically populate these
positions is still small. Therefore, efforts to address issues relating to promotion and to poor uptake of
leadership roles for females such as the the WiL Initiative (Action 4.2.5) will have a subsequent impact
on the gender balance of decision making committees. This initiative aims to build a culture where more
women feel the confidence to apply and be appointed to these positions.
Table 4.33: Benchmarking of Female Representation on Senior Management Committees in Irish
Higher Education Institutions (HEI) 20167
Governing Authority Executive Management
Female Male % Female Female Male % Female
DCU 13 17 43% 10 13 43%
NUIG 17 23 43% 2 6 25%
NUIM 14 15 48% 3 8 27%
TCD 13 14 48% 6 7 46%
UCC 16 23 41% 3 9 25%
UCD 12 28 30% 4 8 33%
UL 3 12 20% 2 7 22%
DCU management performs reasonably well when benchmarked against the other Irish HEIs. It registers
as the second best performing HEI in terms of gender balance for Executive management and joint 3rd
for Governing Authority.
Actions: 4.4.3: Annual reporting to University Executive of data on gender representation at Senior _____Management level
7 Data was obtained from the HEA National Review of Gender Equality in Irish Higher Education Institutions
(Published June 2016) and is available on the HEA website.
74
4.4.3. Representation of men and women on committees
Table 4.34: Reporting Structure and Gender breakdown of Committees in DCU (2015/2016)
Committee No. of Females No. of Males Total % Female
Committees Reporting to Governing Authority
Academic Council 35 66 101 35%
Committees Reporting to Academic Council
Education Committee
9 8 17 52%
University Standards Committee
9 11 20 45%
Graduate Research Studies Board
12 6 18 56%
Committees Reporting to VP of Research and Innovation
Research Committee 7 7 14 50%
Research Ethics Committee 8 11 19 42%
Committees Reporting to the Deputy President
Quality Promotion Committee
10 11 21 48%
Committees Reporting to the VP of Academic Affairs / Registrar
Teaching and Learning – DCU Business School
3 7 10 30%
Teaching and Learning – Faculty of Engineering and Computing
1 7 8 12.5%
Teaching and Learning – Faculty of Humanities and Social Sciences
5 8 13 38%
Teaching and Learning – Faculty of Science and Health
10 6 16 62.5%
Committees Reporting to Dean (rotation basis)
Health and Safety Steering Group
6 5 11 55%
75
Female representation on committees in DCU ranges from 12.5% to 62.5%, with the majority reaching
40% and above. Annual reporting to the Governing Authority of data on gender representation on all
University committees (Action 4.4.4) will aim to keep female representation on all committees above
40%. A "Road Show" information programme will be developed to explain the university's various
decision-making mechanisms and related governance structures (Action 4.4.5) to both increase the
understanding of their purpose and the importance of participating in these decision making bodies with
the aim to increase the numbers of women on key decision-making committees.
Actions: 4.4.4: Annual reporting to University Executive of data on gender representation on all University _____committees 4.4.5: Develop a “Road Show” information programme to explain the university’s various decision-____making mechanisms and related governance structures
4.4.4 Workload model
All academic staff members participate in each School’s / Faculty’s workload allocation scheme. Each
school / faculty has a documented workload allocation scheme that ensures that:
o Resources are allocated in a manner consistent with institutional priorities
o There is an appropriate balance of activities assigned to staff
o There is a transparent process of allocation with clear communication of the outcome
o The need for efficiency of staff deployment is balanced with ensuring quality of
research, teaching and service.
Comments in the DCU AS Survey 2016 highlighted an issue with workload allocation with some female
respondents feeling that they were allocated a significantly greater proportion of lower status duties.
This was also a topic that arose on a number of occasions at the Listening Lunches.
“In workload women are much more likely to be given low status but time consuming administrative
duties e.g. marketing/ student recruitment and less likely to be given role, for example of school research
convenor, centre Director etc” DCU AS Survey 2016 respondent.
Mandatory unconscious bias training for academic leadership positions (Action 4.1.13) and the
requirement for HoS’s and Deans to be responsible for integrating gender equality in all decisions
made (Action 4.1.5) will assist in incorporating gender equality into workload allocation.
Actions: 4.4.6: Annually review workload models for transparency and gender balance
76
4.4.5. Timing of institution meetings and social gatherings
DCU has implemented a policy that all university level committee meetings should not commence
before 9.30am or after 3.30pm to facilitate those on reduced or flexible hours. This policy has been
implemented by Executive, SMG, University Standards Committee and the Graduate Research
Committee. DCU will promote and communicate this policy to ensure that all Management, Faculty and
School meetings are held within the hours stated (Action 4.4.7).
Actions: 4.4.7: Promotion and communication of core hours policy
4.4.6. Visibility of women as role models
Prior to the Mary McAleese Lecture Series, DCU has hosted a number of talks by high profile women
including Senator Hilary Clinton, Rocket Scientist Amber Gell, Nobel Laureate Leymah Gbowee and a
TEDX event consisting of 5 female and 2 male speakers in February 2015. A number of DCU’s honorary
degree recipients include pioneering Irish women such as Margaret MacCurtain and Jocelyn Bell Burnell.
Figure 4.5: Talks by High Profile Women in DCU
Clockwise - Senator Hilary Clinton, Dr. Mary O’Connell (TEDx), Amber Gell and Leymah Gbowee
77
Figure 4.6: Two of DCU’s Honorary Degree Recipients - Jocelyn Bell Burnell (left) and Margaret
MacCurtain (right)
DCU has committed to raise the profile of women across its campus. Project 50:50 commits to name
50% of the buildings on campus in honour of high profile Irish females. The Computing Building has been
renamed the McNulty Building in honour of one of the first programmers of ENIAC, Kathleen Rita
McNulty. The main science building has been named in honour of Dame Kathleen Lonsdale, a pioneering
crystallographer. The Postgraduate block on the Glasnevin Campus has been named after Mary Brück,
the astronomer and astrophysicist. (Action 4.4.10)
DCU encourages and supports female academics to participate in the media to increase their visibility. A
communications training course is available aimed at increasing participation of staff in the media and
thus enhancing the profile of academics. In 2015/2016, this course had 20 attendees (60% Female).
DCU Communications and Marketing have been cognisant of gender balance in their campaigns. In
2016, they updated their branding guidelines to include an explicit statement on gender balance in DCU
materials: “Please note, in line with the university's position on gender equality, all images used should
take gender balance into consideration and present appropriate positive and non-stereotypical messages
about gender.” An annual audit of the website and promotional material will be carried out with
regard to gender balance (Action 4.4.8).
DCU will hold an annual International Women’s Day Event on campus (Action 4.4.11).
Actions: 4.4.8: Annual audit of website and promotional material with regard to gender balance 4.4.9: Consideration by all staff of gender balance when inviting speakers and organising events such _____ as panels and conferring’s 4.4.10: Ensure gender balance when naming all new / un-named buildings on all campuses (Project _____ 50:50) 4.4.11: Hold an Annual International Women’s Day Event on campus
78
4.4.7. Childcare
There is a crèche on campus which provides a professional day-care service to both DCU staff and
students. The crèche is open from 8.15 am in the morning until 6.10 pm each evening. DCU Student
Support & Development office offers a crèche subsidy to lone parents who are full-time students. The
university provides set-down areas in front of the crèche to allow for ease of access and safety for
parents and children.
DCU supports breastfeeding mothers by providing a private ‘Mothers’ Rest Room’ for them to express
and store breast milk for their babies. The room includes cleansing and refrigerated storage facilities.
4.4.8. Culture
Institutional culture is set from the top and the President of DCU has shown his commitment to gender
equality issues repeatedly, through the development of the Women in Leadership initiative, his initiation
of the Listening Lunches series and his engagement in the Athena SWAN process.
Table 4.35: DCU AS Survey 2016 – Overall from a gender equality point of view, DCU is a good place to
work
Overall, from a gender equality point of view, DCU is a good place to work
Agree Disagree Don’t know
Total respondents 67% 17% 16%
Female respondents 59% 24% 17%
Male respondents 75% 9% 15%
67% of respondents of the Athena SWAN survey agreed with the statement “Overall, from a gender
equality point of view, DCU is a good place to work”. Male respondents were more likely to agree with
this statement (75%) than female respondents (59%). The WiL initiative envisions DCU as an institution
that explicitly values women as leaders. This ambitious vision requires time and cultural change. All AS
actions will work to increase DCU staff’s positive opinion of gender equality in DCU. Changes in opinion
will be measured when the DCU AS Survey will be re-administered in 2018 (Action 2.9).
79
4.4.9. Outreach activities
DCU has long recognised the lack of gender balance in STEMM disciplines and has focused its efforts
over the years on a large number of outreach activities to allow younger students, particularly females,
to experience STEMM subjects.
Compute TY - DCU’s School of Computing has taken in over 4,000 transition year students
introducing them to computer programming and encouraging them to study computer science
at third level. Over the last 3 years, over 40% of students have been female.
CoderDojo – DCU hosts CoderDojo clubs at weekends where basic programming and web
development are taught, with students learning from each other in a sociable and creative
environment.
o CoderDojoGirls – A girls only Dojo was set up in DCU in 2013 to increase girls’
engagement.
Girls Hack Ireland – An initiative, developed by INSIGHT, with the aim of generating knowledge
and interest among girls to pursue the academic disciplines of STEMM subjects through creative,
interactive learning. It had a kick-off event in DCU in March 2015 that was attended by over 100
girls. In 2016, Girls Hack is carrying out 15 regional events across Ireland.
Centre for Talented Youth, Ireland (CTYI) – CTYI was established at DCU in 1992 to meet the
needs of high ability students aged 6 to 17 years. Since the first summer programme over
35,000 students have attended or participated in programmes (40% Female, 2016).
STEM Internship Programme for Teachers – This is a first of its kind internship programme,
specially designed to give pre-service teachers hands-on industry experience of working in a
STEM role to better inform their students – and in particular, their female students - about
careers in STEMM by giving the teachers the chance to work in industry.
DCU Maths Outreach Programme - This initiative includes a number of elements all of which
encourage and support students in their achievements in mathematics.
School Visits / Outreach talks
80
Table 4.36: Formal Outreach Events at DCU in 2015/2016
Event Date
Compute TY 12th – 30th January 2015, 11th – 29th January 2016
CoderDojo All year
Girls Hack Ireland 21st March 2015, 20th June 2015, 8th October 2016
CTYI June – August 2015, June - August 2016
STEM Internship Programme for Teachers 20th October 2016 (Launch)
DCU Maths Outreach Programme October 2015 – April 2016 Maths Tuition Programme November – December 2015 Leaving Cert Maths Tuition March and April 2016 Maths Quiz 21st – 23rd March 2016 Junior Cert Maths Revision March and November – December 2016 Coding Classes
Actions: 4.4.12: Develop and introduce an effective and coordinated DCU outreach strategy by: - Reviewing activities carried out by each School - Monitoring outreach activities to track the number and gender of participants - Evaluation of outreach activities - Conducting Focus Groups with Undergraduates from the Faculties of Engineering and _________Computing and Science and Health to better understand why they chose their course
4.4.10. HR policies
The Equality Office acts as a mechanism to assess issues related to equality, diversity and bullying and
harassment. Working with groups such as the Gay and Lesbian Equality Network (GLEN), Irish Human
Rights and Equality Commission, IUA Equality Network and the Irish Diversity Charter, DCU policies have
been reviewed for compliance with legislation and best practice.
As part of all recruitment processes, the university asks applicants to complete an Equality Monitoring
form. This is a voluntary and anonymous process and is intended to ensure that the process does not
create a barrier that reduces applications from any particular grouping. The Equality Monitoring Form
will be moved online following feedback from other institutions that this improves the response rate
(Action 4.4.13).
Actions: 4.4.13: Move Equality Monitoring Form online
(Word count: 4686)
81
5.0 Other Comments
DCU runs a mentoring scheme to provide developmental assistance and guidance to less experienced
staff members. A successful pilot mentorship scheme was run in 2012 for early career academics (up to
3 years in DCU as a lecturer). Subsequently, the scheme was extended to more experienced academic
staff (lecturers and senior lecturers) and administrative staff. The scheme was extended to research staff
in 2016. The numbers of mentoring pairs have increased from 10 to 17 since the development of the
scheme. There are currently 17 mentoring pairs.
Table 5.1: Mentoring Pairs by Faculty (2016)
Faculty Mentees Mentors
Female Male Female Male
DCUBS 2 - 2 1
FEC 1 2 - 2
FHSS 3 - - -
FSH 7 - 6 4
Administrative Unit 2 - - 2
Total 15 2 8 9
The mentorship scheme is evaluated annually by the Learning and Development Unit (HR), and has
received positive feedback including:
“I very much enjoyed the mentoring scheme and found the sessions with my mentor to be hugely
beneficial and enjoyable. It was wonderful to have someone to act as my sounding board and give me
helpful career advice and support. I can strongly recommend the mentoring scheme without hesitation.”
(Mentee)
“I have learned that what is obvious to me in terms of DCU structures / relationships etc. is not so
obvious to everybody who hasn’t been here as long as me. I will remember that in my interaction from
now on.” (Mentor)
In line with best practice from the DCUBS, the mentorship scheme will now be expanded to include
retired Professors as mentors. DCUBS have retained the wide and varied experience and expertise of
retired Professors to help with the career progression of more junior members of staff via mentoring
and to drive research activity (Action 4.2.7). New staff members are particularly encouraged to avail of
this mentoring in terms of career development.
With the aim to target the lack of women in senior academic positions across all Faculties, DCU will instil
a mentoring culture in all Schools (Action 4.2.6) to expand on the work of the formal mentoring
programme and to replicate this at an informal level in Schools so that mentoring is seen as an integral
part of a staff member’s role. The L&D team are also looking to recruit new mentors and mentees. The
82
mentoring scheme is now introduced and discussed at staff orientation sessions. DCU want to provide
all staff with the professional development benefits of mentoring including:
Support in advance of taking on a new role – leadership, research, management
Identifying the key priorities for professional, career and personal development
Sharing knowledge and experience between colleagues
Actions: 4.2.6: Instil a mentoring culture in all Schools in DCU through: - Education and Training - Accountability - Expectation - Culture 4.2.7: Expand the mentoring scheme to include retired staff as mentors
(Word count: 391)
83
6.0 Action Plan – Dublin City University
The Action Plan is owned by the SAT and led by the SAT Chair. Each action has an individual owner with
overall responsibility for it. The progress on all actions will be measured by the SAT and will be a
standing agenda item at each SAT meeting. Progress in the implementation of the Action Plan will also
be on the Senior Management Group agenda at the end of each quarter (March, June, September and
December). An annual progress report will be submitted to the University Executive (December) and
once approved will be circulated to all staff and published on the DCU Athena SWAN webpage.
A number of actions have “ongoing” as a completion date. This is to ensure that all actions are
embedded and become part of the DCU culture.
Each action has clear scope and achievable targets with stretched ambitions, however, in DCU we view
this Action Plan as a “live” document with a plan to review and refresh the actions on an annual basis as
the need arises (Action 2.5).
Priority actions are highlighted in bold in the Action Plan.
Actions have been listed under the following themes:
The Self-Assessment Process
o Embedding Athena SWAN
o Tracking changes in attitude to initiatives implemented by the SAT
A Picture of the Institution and its composition
o Embedding Athena SWAN with Incorporating staff
o Generating the Evidence Base
o Building the female student base
Supporting and advancing women’s careers
o Key career transition points
o Career Development
o Flexible working and managing career breaks
o Organisation and Culture
84
No. Action Rationale Initiation of Action
Completion of Action
Person / Group responsible
Measure of Success
The Self-Assessment Process (Section 2)
Embedding Athena SWAN
2.1 Integrate DCU’s goals, actions and targets in respect to gender equality into the new Strategic Plan (2018-2023)
To highlight DCU’s commitment to Athena SWAN and promoting gender equality
Q4 2016 Q2 2017 DCU President Inclusion of goals, actions and targets in respect to gender equality in the new Strategic Plan (2018-2023) which will be published in Q2 2017
2.2 Development and implementation of an Athena SWAN communication plan
Publicise AS initiatives and news to keep DCU community aware and engaged in the AS process
Q1 2017 Ongoing Athena SWAN Coordinator and Director of Communications
Annual increase in number of visits to AS webpage measured through Google Analytics
2.3 Hold SAT meetings every quarter (4 meetings a year – March, June, September, December)
To monitor and review the implementation of the Action Plan
Q1 2017 Ongoing Athena SWAN Chair
4 SAT meetings held annually from 2017-2020
2.4 Support submissions of 4 School applications over the course of the Action Plan
Devise plan of priority
Create individual School SATs
Support of the individual School SATs by the SAT
Engage staff in AS at a School level Look towards submission of an Institutional Silver AS award to maintain the high level of commitment to progressing gender equality in DCU
Q1 2017 Q2 2020 Responsible: Athena SWAN Coordinator Implementation: Deans, Heads of School, School SATs, SAT
Plan for Schools in place by June 2017 Regular bi-monthly meetings held by individual School SATs 1 School application submitted by November 2017 with 1 submitted in 2018 and 2 in 2019
2.5 Review and revise Action Plan on an annual basis
To ensure the Action Plan is adapted to new data, developments and circumstances in DCU
Q2 2017 Q2 2020 Athena SWAN Coordinator
All actions continue to be relevant and SMART through to 2020
85
2.6 Include Athena SWAN on Senior Management Group Agenda every quarter
To report the progress in implementing the Action Plan Update report submitted by the SAT on progress on Actions each Quarter
Q2 2017 Q2 2020 Athena SWAN SMG Representative
Progress report submitted and AS discussed at Senior Management Group every quarter
2.7 Submit an annual Athena SWAN Progress Report to the University Executive
To update the Executive and all staff on AS progress
Q4 2017 Q4 2020 Athena SWAN Chair
Annual progress report submitted to Executive and disseminated to all staff through e-mail and publication on the DCU AS webpage
2.8 Appoint Head of Inclusion and Diversity
Management position with direct remit over the equality and diversity agenda including Athena SWAN
Q1 2017 Q1 2017 Director of HR Head of Inclusion and Diversity appointed
Tracking changes in attitude to initiatives implemented by the SAT
2.9 Re-administer the Athena SWAN Survey in 2018
To track changes in attitudes and reactions of academic and research staff to initiatives implemented by the SAT To gather baseline data of attitudes of Professional and Support Staff in preparation of an Institutional Silver award submission
Q2 2018 Q4 2018 Athena SWAN Coordinator
Athena SWAN survey carried out and report published on Athena SWAN DCU webpage
86
A Picture of the Institution and its Composition (Section 3)
Embedding Athena SWAN with Incorporating staff
3.01 Communicate Athena SWAN process to staff from all new DCU Schools at School meetings
To provide information to staff from Incorporating Institutions on the Athena SWAN process in DCU
Q1 2017 Q2 2017 Athena SWAN Coordinator
Increased engagement from new Schools
3.02 Appoint Athena SWAN champions from the new DCU Schools
To increase engagement in AS amongst incorporating staff
Q1 2017 Q1 2017 Athena SWAN Chairperson
New Athena SWAN champions appointed
3.03 Conduct additional Focus Groups with staff members from the new DCU Schools
Following the formalisation of Incorporation, capture experiences and perceptions of gender equality within DCU from Incorporating Staff
Q2 2017 Q4 2017 Athena SWAN Coordinator
Focus Groups complete and actions proposed for the annual review of the original Action Plan
3.04 Consideration of venues on all campuses for training opportunities offered through the Learning and Development schedule to ensure access to training opportunities for all staff
To ensure staff on all campuses engage in the L&D programme
Q1 2017 Ongoing Learning & Development (HR)
Elements of the Learning and Development schedule taking place on all campuses
Generating the Evidence Base
3.1 Development and implementation of a comprehensive gender disaggregated staff data collection system
To enable collection of staff data for monitoring progress against AS actions and targets and providing data-based evidence to improve gender equality in the University
Q4 2017 Q4 2018 Director of HR Gender disaggregated staff data collection system launched and operational
87
3.2 Annual evaluation of gender-disaggregated staff data by all Faculties and identification of issues and actions in response
To mainstream AS principles To provide data for monitoring and for individual School SATs
Q4 2017 Ongoing Data Collection: Faculty Managers Identify issues and actions: School SATs
Gender disaggregated staff data available annually for each Faculty
3.3 Introduction of an exit questionnaire, data tracked annually
To identify the reasons for staff leaving DCU and their subsequent destinations To identify possible issues for exits and propose actions to address them
Q1 2017 Ongoing Development: HR Implementation: Heads of School
Annual collection and analysis of exit questionnaire data to provide understanding of staff exits and propose possible actions for addressing issues
3.4 Conduct an equal pay audit If gender disparities are identified during audit, conduct an analysis of DCU pay structures to establish the cause of these disparities
The audit will provide evidence of any gender disparities regarding pay and further analysis will propose actions to address these disparities
Q3 2017 Q2 2018 Head of Inclusion and Diversity
Audit carried out and actions proposed to address gender pay disparity issues if identified
Building the female student base
3.5 Examine how Engineering, Computing, Maths and Physics Programmes are promoted to female second level students
To increase the numbers of female students in the Engineering, Computing, Maths and Physics Programmes and thus increase females in the career pipeline
Q3 2017 Q2 2018 Deans of the FEC and FSH with the Director of Communications
Increase in numbers of female students in Engineering, Computing, Maths and Physics Programmes An increase in the number of females in the career pipeline in these disciplines
88
3.6 Introduce a high profile annual scholarship open to female Leaving Certificate students to study an undergraduate course in specific STEMM Schools
To address the under representation of female students at undergraduate level in the specific STEMM Schools (Engineering, Computing, Maths and Physics) and to increase the profile of these Schools amongst the second level student population
Q2 2017 Ongoing Commitment of funds: President of DCU Implementation: Deans of FEC and FSH
An increase in the numbers of female undergraduate students in specific STEMM Schools such as Engineering, Computing, Physics and Maths
3.7 Promote women in STEMM to Postgraduate students through an annual lecture delivered by a high profile female role model
To address the under-representation of female students at Research staff level
Q2 2017 Ongoing Deans of each Faculty
An increase in the number of female PG students advancing to research staff grade
Supporting and Advancing Women’s Careers (Section 4)
Key Career Transition Points (Section 4.1)
4.1.1 Introduce eRecruit, an online recruitment system
To enable collection of recruitment data for monitoring progress in gender balance in application rates and providing data-based evidence to improve gender equality in the University recruitment process
Q4 2017 Q4 2018 Introduce system: Director of HR Monitoring of data: Head of Inclusion and Diversity
eRecruitment system launched and operational
4.1.2 Encourage more applications from female candidates through:
Gender-proofing of job descriptions
To address the issue of lower numbers of female applicants than male applicants to posts in DCU
Q2 2017 Ongoing Director of HR and Head of Inclusion and Diversity
Numbers of female applicants increase which will be monitored annually through the new online eRecruit system
89
Review of where advertisements are posted
Promoting the visibility of female academics in DCU
Highlighting DCU’s commitment to Athena SWAN and the Women in Leadership Initiative
Training on gender-sensitive language will be provided to all involved in preparing job descriptions Female academics will be publicised through the AS webpage and in publication material
4.1.3 Conduct a mid-point review of the HR Excellence Award
To ensure best practice is being followed and to increase the numbers of female research staff applying for positions in DCU
Q3 2017 Ongoing Director of HR Increase in numbers of female Research Staff in DCU by 2020
4.1.4 Review of recruitment, selection and promotion processes every 3 years to ensure they are gender-sensitive
To ensure all recruitment, selection and promotion policies are gender-sensitive and un-biased To address the issue that fewer females apply for positions or promotion in DCU
Q4 2017 Ongoing Director of HR All new DCU policies and procedures are gender-sensitive Increase in the numbers of female applicants to positions and to the promotion process in DCU
4.1.5 HoS, Deans and Divisional Directors will be responsible for integrating gender equality for all processes and decisions made
To ensure individuals in leadership positions are leading cultural and organisational change in the area of gender equality
Q2 2017 Ongoing Learning & Development (HR)
Induction training for academic leadership positions reviewed and amended to include element on gender equality
90
This will be carried out as part of induction for new staff and embedded for current staff
4.1.6 Requirement for all new staff and students to complete the LEAD Programme
To provide staff and students with an awareness of the key equality and diversity issues in a University context
Q2 2017 Ongoing Deans of each Faculty and Head of Inclusion and Diversity
Monitoring of completion rates
4.1.7 Review the effectiveness of the PMDS scheme with a view to revise the scheme to address issues identified through Athena SWAN staff consultations
To address issues highlighted in the DCU AS Survey and Focus Groups To encourage uptake across all Faculties
Q2 2018 Q4 2018 Director of HR PMDS scheme reviewed and rolled out to all Faculties
4.1.8 Reform the promotion process
To address key issues highlighted in the data: - Number of annual Senior Lecturer positions - Number of Associate Professor positions - Number of Professor positions - Gender balance To address the under representation of women in senior academic positions
Q2 2017 Q4 2018 Academic Promotion Committee and Director of HR
Promotion processes reformed to address key issues Increase in the number of women in senior academic positions from 33% (2015) to 50% in 2020
91
4.1.9 Commit funding for a research project on the promotion process to develop a consistent approach to assessing gaps in careers due to leave, including maternity and carer’s leave
Participants in Focus Groups felt that the current statement for panel members on taking career breaks into account is not enough and “proper guidance for panel members is needed”
Q3 2017 Q4 2018 Commitment of funding: President of DCU Project oversight: Women in Leadership Steering Group
Funding committed and project completed
4.1.10 Provide female only workshops for those interested in applying for promotion
To increase the number of female staff members applying for and being successful in promotion
Q2 2017 Ongoing Learning & Development (HR)
An increase in the number of female staff members applying for and achieving promotion
4.1.11 Opportunities to demonstrate commitment to advancing gender equality will be provided in application process for leadership positions
To ensure all potential leaders are leading cultural change in the area of gender equality. This will become part of the application process for these positions
Q2 2017 Ongoing Director of HR Application processes for leadership positions reviewed and amended
4.1.12 Selection Boards to target 50% gender representation
Under-representation of women on Selection Boards
Q2 2017 Ongoing Deans of each Faculty and Director of HR
Review composition annually and 50% female target achieved, from current 40% representation
4.1.13 Provide mandatory Unconscious Bias training for all Selection Board members and expand to all individuals involved in recruitment, selection and promotion processes as well as those taking on Leadership positions
To maintain fair and unbiased processes Expand to HR staff, Unit Directors, Deans and Heads of School
Q2 2017 Ongoing Learning & Development (HR)
100% of Selection Panel members to have undergone Unconscious Bias training 100% of individuals involved in recruitment, selection and promotion to have undergone Unconscious Bias training
92
100% of those in Leadership positions to have undergone Unconscious Bias training
4.1.14 Invite external female academics to sit on Selection Boards where the 50% gender representation target will not be met
To facilitate meeting the 50% gender target on all Selection Committees for Faculties where female senior academic staff are under-represented
Q2 2017 Ongoing Deans of each Faculty and Director of HR
All Selection Committees achieving 50% gender representation
Career Development (Section 4.2)
4.2.1 Expand the Research Career Framework to include all Faculties Promote and endorse the Framework
To increase the numbers of research staff availing of professional development
Q3 2017 Q4 2017 Director of HR Increase in numbers attending training schemes from 80% to 100% of eligible research staff Increase in participant satisfaction captured through evaluation forms
4.2.2 Conduct exit interviews for participants of the Research Career Framework
To measure the impact of this initiative and to propose areas for improvement
Q4 2017 Ongoing Learning & Development (HR)
Exit interviews carried out, improvements made to issues identified
4.2.3 Review and adapt the Learning and Development schedule taking the new Strategic Plan and Athena SWAN principles into account
To align the Learning and Development Schedule with the Universities strategic aims through assessment of feedback and consultation with Heads of School and Senior Management
Q2 2017 Q3 2017 Learning & Development (HR)
New Learning and Development schedule designed and implemented
4.2.4 Integrate gender equality into University training courses
To actively develop gender awareness among all staff
Q2 2017 Q4 2017 Learning & Development (HR)
Successful integration of gender equality into all relevant training courses
93
4.2.5 Use DCU-funded research to create an evidence base to identify issues related to the under-representation of women in senior academic positions Use this data to develop and prioritise WiL initiatives
To increase the numbers of female staff in senior academic and leadership positions
Q2 2017 Ongoing Commit funding: DCU President Develop and prioritise initiatives: Women in Leadership Steering Group
Increase in female representation in senior academic (to 50%) and leadership positions (to 40%)
4.2.6 Instil a mentoring culture in all Schools in DCU through:
Education and Training
Accountability
Expectation
Culture
Education and Training – Provide courses on the L&D schedule for Academic Staff on how to best mentor PGs and Research Staff Accountability – Mentoring defined as a core objective in Academic Staff job descriptions Expectation – Experience of mentoring added to Senior Lecturer promotion application forms Culture – Increase numbers on formal mentoring scheme
Q2 2017 Ongoing Learning & Development (HR)
Increase number of mentors by 20% Increase number of mentees by 20% Increase in numbers of female staff achieving academic promotion Increase in number of female PG advancing to research positions
94
4.2.7 Expand mentoring scheme to include retired staff as mentors
Similar to successful DCUBS programme. DCU has a growing resource of retired staff with a wealth of experience and advice. The small numbers of senior female academic staff in DCU are not enough to meet the demand for mentors.
Q2 2017 Ongoing Learning & Development (HR)
Increase in the numbers of staff availing of the mentoring scheme Increase in the number of female staff members promoted to senior positions as a result of mentoring
4.2.8 Increase the number of female staff attending external and internal Leadership training programmes Carry out evaluations of leadership programmes through collection of participant feedback
To increase the number of women in senior academic and leadership positions To measure the impact of these programmes in terms of participants going on to have success in areas such as promotion
Q4 2017 Ongoing Learning & Development (HR)
Increase the number of Aurora participants from 6 to 8 annually Increase the number of female participants in internal Leadership training programmes by 20% Programmes evaluated and improved where appropriate
4.2.9 Engage men in the gender equality discussion
Engage with MARC (Men Advocating Real Change)
Women in Leadership initiative to include
Men have a crucial role to play in the campaign for gender equality. The participation of men in gender equality initiatives in DCU is minimal
Q2 2017 Ongoing Engage with MARC: Director of Inclusion and Diversity WiL Initiative: President of DCU
1 MARC event held in DCU in 2017 Target of increasing male participation in WiL events to 30% 3 male champions for gender equality identified
95
events relevant to all genders to encourage male participation
Identify male champions of gender equality in the University
DCU AS Focus Groups reported that through our current initiatives in DCU we are “speaking to the wrong audience” (i.e. women)
Identify male champions: Director of Inclusion and Diversity
4.2.10 Institute €50,000 funding for Women in Leadership funding call Award the €50,000 Women in Leadership Research Fund
To promote gender equality in DCU through a research-based project
Q3 2017 Q3 2020 Institute funding: President of DCU Run funding call: Women in Leadership Steering Group
Annual progress report of findings
Flexible Working and Managing Career Breaks (Section 4.3)
4.3.1 Introduce a 3 year pilot of Teaching Buyout Scheme for staff post maternity leave (or equivalent parental / carer / sick leave)
To facilitate re-engagement with research activities Re-engagement with research activities on return from maternity leave was highlighted as a concern in the DCU Focus Groups
Q2 2017 Q4 2020 Policy: Director of HR Implementation: Deans and Heads of School
Annually monitor take-up of this scheme, target of 50% of those eligible
4.3.2 Develop university-wide policy to provide cover arrangements for all Academic Staff on maternity leave and collect this data
Potential lack of cover for maternity leave was highlighted as a concern in DCU AS Survey and DCU Focus Groups
Q4 2017 Ongoing Policy: Director of HR Implementation: Deans and Heads of School
Monitor annually to ensure cover is adequately achieved
96
4.3.3 Develop a “Buddy System” scheme to provide support for staff going on and returning from maternity leave
Lack of support around maternity leave was highlighted as an issue in the DCU AS Survey DCU Focus Groups also highlighted that support played a positive role in managing maternity leave
Q3 2017 Ongoing Learning and Development (HR)
Annually monitor take-up of this scheme, target of 50% of those eligible
4.3.4 Introduction of Maternity Academic Contribution (MAC) days
Maintaining links with research groups, students and research output during maternity leave was stressed as an issue in DCU Focus Groups
Q3 2017 Ongoing Policy: Director of HR Implementation: Deans and Heads of School
Annually monitor take-up of this scheme, target of 50% of those eligible
4.3.5 Introduction of coaching for Heads of School on best practice in managing and facilitating maternity leave
To provide HoS with advice on how best to comply with policies, how to provide a supportive environment for colleagues who are taking maternity leave and how to support the initiatives in place
Q4 2017 Q2 2018 Director of HR All Heads of School (100%) to be coached by end 2017.
4.3.6 Coordinate maternity leave policies and initiatives into a single area on DCU website and promote this webpage
To enhance the provision of support for staff members on maternity leave
Q4 2017 Ongoing Director of HR New maternity leave area on website promoted to all staff Increase in staff remaining in position after maternity leave in comparison with current figures
97
Communication and information regarding maternity leave policies was highlighted as an issue in DCU AS Focus Groups
Increase in numbers of women achieving promotion to more senior positions in comparison with current figures Increase in satisfaction in Maternity Leave section in DCU AS Survey (2018)
4.3.7 Incorporation of new legislation into Paternity Leave policy and promotion of this policy to encourage staff to take this leave Endorsement of this policy by senior male members of staff
Paternity Leave has recently been extended to 10 working days Uptake of paternity leave has not yet been monitored in DCU
Q2 2017 Ongoing Policy: Director of HR Implementation: Deans and Heads of School
Monitor uptake of Paternity Leave
4.3.8 Establish what the barriers are for men on taking parental leave through additional Focus Groups and develop actions around issues identified
The data shows that no men have taken Parental leave in the previous 3 years
Q3 2017 Q1 2018 Athena SWAN Coordinator
Propose actions to increase the number of men taking parental leave
4.3.9 Conduct a review to ensure work-life balance and flexible working can be facilitated for academic staff with family and caring commitments University-wide endorsement of formal
The low uptake of formal flexible working schemes by Academic and Research Staff Review to capture the informal arrangements in the Faculties and identify possible
Q1 2018 Ongoing Review: Director of HR Endorsement: Senior Management, Deans and Heads of School
Increase in numbers of Academic and Research Staff who partake in formal flexible working schemes from current figure of 32
98
flexible working schemes measures to be put in place to formalise these arrangements
Organisation and Culture (Section 4.4)
4.4.1 Annual reporting to Executive of data on gender representation at Dean and Head of School level
Under representation of women at Dean and HoS level
Q4 2017 Ongoing Head of Inclusion and Diversity
Dean: Target of 40% female representation from current 25% representation by 2020 Head of School : Target of 40% female representation from current 21% representation by 2020
4.4.2 Actively encourage applications from female members of staff for Dean and Head of School positions
Under representation of women at Dean and HoS level
Q1 2017 Ongoing Director of HR and Senior Management
Dean: Target of 40% female representation from current 25% representation by 2020 Head of School: Target of 40% female representation from current 21% representation by 2020
4.4.3 Annual reporting to Executive of data on gender representation at senior management level
Under-representation of women at senior management level
Q4 2017 Ongoing Head of Inclusion and Diversity
Target of 50% female representation from current 23% representation by 2020
4.4.4 Annual reporting to Executive of data on gender representation on all University committees
Under-representation of women on University committees
Q4 2017 Ongoing Deans and Heads of School
Target of 50% female representation from current average of 43% by 2020
4.4.5 Develop a "Road Show" information programme to explain the university's various decision-making mechanisms and related governance structures
To both increase the understanding of these mechanisms and the importance of participating in these decision making bodies
Learning and Development (HR)
Increase female representation on committees to 50% by 2020
99
By demystifying these mechanisms, increase female participation in key decision making committees
4.4.6 Annually review workload models for transparency and gender balance
To ensure a transparent and gender balance allocation of work
Q3 2017 Ongoing Deans / Heads of School
Annual monitoring of workload models
4.4.7 Promotion and communication of core hours policy
To accommodate staff with caring responsibilities
Q2 2017 Ongoing Deans, Heads of School and Faculty Managers
All Management, Faculty and School meetings held within the hours stated by this policy by end 2017
4.4.8 Annual audit of website and promotional material with regard to gender balance
To ensure that the image DCU promotes is gender balanced in line with new DCU branding guidelines
Q4 2017 Ongoing Director of Communications
DCU website and promotional material present positive and non-stereotypical messages about gender
4.4.9 Consideration by all staff of gender balance when inviting speakers and organising events such as panels and conferring’s
To promote the visibility of female role models
Q2 2017 Ongoing
Deans and Heads of School
Target of 40% gender representation at all events by 2020
4.4.10 Ensure gender balance when naming all new / un-named buildings on all campuses (Project 50:50)
Increase visibility of women
Q1 2017 Ongoing President of DCU 50% of buildings on all campuses to be named after pioneering women
4.4.11 Hold an Annual International Women’s Day Event on campus
To raise awareness of DCU’s commitment to Athena SWAN and gender equality
Q1 2017 Ongoing Director of Inclusion and Diversity
Annual International Women’s Day event held
4.4.12 Develop and introduce an effective and coordinated DCU outreach strategy by:
To develop a targeted and coordinated outreach programme in
Q2 2017 Ongoing Strategy: Athena SWAN Coordinator
Increased numbers of female students in the FEC and FSH
100
Reviewing activities carried out by each School
Monitoring outreach activities to track the number and gender of participants
Evaluation of outreach activities
Conduct Focus Groups with UGs (FEC and FSH) to better understand why they chose their course
DCU to improve the effectiveness of DCU outreach and to increase the numbers of female UGs in the FEC and FSH. To get a better understanding of why UGs chose their course with the aim of focussing DCU outreach programmes on what works
Data collection: Deans and Heads of School
Focus Groups held, report written and actions fed into review of original AS Action Plan
4.4.13 Move Equality Monitoring Form online
To improve the response rate and allow a more comprehensive analysis of applicants to positions in DCU to ensure that our equal access policy is effectively implemented
Q4 2017 Q2 2018 Director of HR Equality Monitoring Form moved online Annual report analysing the applicants to positions in DCU submitted to Executive
101
