Diversity Improvement Strategy

UWA Gender Blueprint and Gender Action Plan (GAP)

Release: V1.1Date: 1 February 2016

Strategy Planning and Performance

Executive Summary

The purpose of this draft paper is to provide background and recommendations for the adoption of a University of Western Australia Gender Action Plan (GAP). The UWA GAP is one of a series of strategies that together with the Disability Access and Inclusion Plan, the CALD Action Plan the Sexual Diversity Inclusion Plan form the basis of the UWA Equality and Inclusion Strategy1.

After reviewing a small sample of the relevant research already available, and mapping how UWA is tracking in this space, the Blueprint draws together the University’s reporting and compliance obligations and the requirements of the Athena SWAN charter pilot project, the Workplace Gender Equality Agency, the NHMRC Administering Institution Policy and the Equal Opportunity and Fair Work Acts. These requirements, plus the gaps identified in the mapping process, form the basis for the recommendations for the future.

This process follows recommendations that a strong commitment from the university’s leadership should underpin all gender-related actions. This commitment should be operationalised by a Gender Strategy (or Action Plan), which is often set within the wider realm of equality and diversity policy.

Universities should set up dedicated processes and structures to coordinate the Strategy or Plan and manage gender activities.2

A draft implementation schedule is provided to put into action and embed the overarching commitment to gender equality. This will provide the basis for meeting the Athena SWAN requirement for a UWA Gender Action Plan.

The overall Diversity Improvement Strategy and the Gender Action Plan are intertwined with the vision, mission and corporate strategy of the university.

UWA All staff Headcount 30 March 2015 TotalFemale 2442Male 1769All staff 4211Gender pay gap 19.8%Females all staff 58.0%Female professional staff 70.0%Female academic staff 43%

1 Section 145 of the EO Act requires public authorities to prepare and implement an EEO management plan.2 The four public universities and 95% of other authorities have elected to retain a standalone EEO management plan at this time. DEOPE’s authority extends to public sector entities, local government authorities, (LGAs), public universities and other authorities (including government trading enterprises, the Police Force and electorate offices). http://www.parliament.wa.gov.au/publications/tabledpapers.nsf/displaypaper/3912153a02fe5ce05417802c48257d5e00070f9c/$file/2153.pdf

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Recommendations

Recommendation 1. Analysis and ongoing monitoring

1.1 Conduct an annual analysis of the current employment patterns and career trajectories of UWA employees by gender. The analysis should include:

A pipeline analysis from student to academic career where appropriate, or from appointment through career.

The gender balance of teaching, research and professional staff by faculty.

1.2 Conduct an annual Gender Pay Gap audit for all staff (as required by WGEA but also relevant to UWA) that includes an analysis of the gender pay gap by

academic and professional staff, faculty, age, status, flexible work practices, retention and employment status parental leave.

Recommendation 2. Recruitment, performance, development, retention

Monitor recruitment, performance, development and retention for structural barriers to the equal participation of all genders. Monitor by gender:

2.1 Recruitment track gender in applications, ensure gender representative shortlists and gender balanced panels. monitor staff commencement level and salary for gender bias

2.2 Performance Staff submissions to HERDC The career trajectory of professional and academic staff including length of service and patterns

of separation. Job titles

2.3 Development Sabbatical requests and outcomes PDAs undertaken Support for career progress including staff development grants and awards Career development education

2.4 Retention Maintain support for policies that contribute to maintaining a healthy work-life balance through

flexible work practices and management of career breaks. Implement stronger education and support for managers and staff returning to work after

parental leave or other breaks. Seek Breastfeeding Friendly Workplace accreditation Maintain acknowledgement of carers rights in policies and leave, and domestic violence leave

Recommendation 3. Support for difference and inclusion

3.1 Maintain support of GLBTI and CALD inclusion strategies.3.2 Develop and implement the objectives of the UWA HEPP Compac

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3.3 Continue to instil the importance of diversity and inclusivity to the culture through learning and development that includes unconscious-bias training.

3.4 Maintain staff access to employee assistance programs

Recommendation 4. Leadership

4.1 Demonstrate overt commitment to gender equality at all levels of management, including at the CEO and executive management level.

4.2 Demonstrate leadership in the sector by continued support of external initiatives aimed at addressing gender inequality. For example CEOs for Gender Equity, Closing the Gap, White Ribbon campaign.

4.3 Identify Male Champions of Change within UWA

Recommendation 5. Organisation and culture

Continue to improve the inclusion of women in decision making in the University by ensuring gender balance on committees, work-live balance practices, and fostering women in leadership

Recommendation 6. Goals

Measure outcomes and set goals to provide the necessary focus to improve the gender balance within UWA, and clarify accountabilities.

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Introduction

Over the last two decades there has been much written and much interest shown in understanding the careers (particularly academic careers) of women at UWA. Yet, despite increasing the number of female professors from 4 in 1985 to 44 in 2015, progress towards gender equality appears to be slow.

This draft paper seeks to prompt discussion of what do we do well in working towards gender equality, as well as prompting engagement with understanding the challenges and hurdles to achieving gender equality. It is just as important to test our patterns of management and procedures for obstructions, as it is to build on the factors that are currently enabling positive outcomes in this organisation.

A strong commitment from the university’s leadership should underpin all gender-related actions. This commitment should be operationalised by a Gender Strategy (or Action Plan), which is often set within the wider realm of equality and diversity policy.

Universities should set up dedicated processes and structures to coordinate the Strategy or Plan and manage gender activities.

A commitment to gender should be backed up with the necessary funding. Funding considerations should aim at structural change, enable longer-term planning and consider attractiveness for researchers at all career stages.3

UWA equal opportunity statement and values

"The University of Western Australia is committed to a policy of equal opportunity in employment and education. The University accepts that it has a responsibility to create an environment free from discrimination, and to ensure that the principle of merit operates unhindered by regard to irrelevant criteria. To this end the University will act to ensure that its structures are free from direct or indirect discrimination on the grounds of sex, marital status or pregnancy, race, age, sexual orientation, gender history, religious or political beliefs, impairment, family responsibility or family status." (Adopted by Senate, October 1993 – amended November 2002).

UWA is an historic and visible institution with strong links to the wider community that has a pivotal role to play in reflecting and responding to the needs of a diverse society. And, in doing so, to contribute to the economic, social and cultural well-being of the broader communities in which it operates. It is appropriate that an organisation such as UWA is proactive and visible in its efforts to achieve gender equality and in dismantling the structural and attitudinal barriers that limit or discourage diversity.3 LERU 2012 Women, Research and Universities: Excellence without Gender Bias

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University values underpinning our equality and inclusion activities are commitments to: a culture of continuous improvement equity and merit as the fundamental principles for the achievement of the full

potential of all staff and students fostering the values of openness, honesty, tolerance, trust and responsibility in

social, moral and academic matters recognition of Indigenous knowledge, culture and values sustainability.

The defining characteristics, aspiring to excellence, in all our activities, and globally-connected engaged, to respond to the needs of the community, our

students and our graduates

position UWA as an institution that reaches beyond compliance by proactively addressing systemic barriers and demonstrating equality and inclusion leadership in the sector and beyond. Our work in equality and inclusion reaches how we teach, how we work, what is expected, who we are, who we work with, and who we teach. Our vision to become a top 50 university and our global direction necessitate maturity in our corporate ability to accept and accommodate difference.

Recommendation 1. Analysis and ongoing monitoring

1.1 Conduct an annual analysis of the current employment patterns and career trajectories of UWA employees by gender. The analysis should include:

A pipeline analysis from student to academic career where appropriate, or from appointment through career.

The gender balance of teaching, research and professional staff by faculty.

Starting points

Australia has made significant progress towards gender equality in recent decades. The gender pay gap has ranged between 14.4% and 18.5% since 2004 (WGEA chart 1 Figure 1). Women continue to earn less than men, are less likely to advance their careers, and consequently have less financial resources in retirement. Women are increasingly more highly educated than men. Recent Australian Bureau of Statistics data shows 20% more women aged 25-34 than men hold bachelors’ degrees4. Men have greater difficulty accessing flexible working arrangements than women. According to research by the Diversity Council of Australia, around 18% of men, have considered leaving their work because of lack of flexibility5.4 WGEA5 May-1995 16.5% , Nov-2004 14.9%, May-2015 17.9% Source: ABS (2015), Average Weekly Earnings, May 2015, cat. no. 6302.0, view ed 13 August 2015, htrtp://www/abs.gov.au/austats/abs@nsf/mf/6302. Note: Data is based on Full-Time Adult Average Weekly Ordinary Time Earnings, and based on May as the reference period.

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6

Figure 1 https://www.wgea.gov.au/sites/default/files/Gender_Pay_Gap_Factsheet.pdf

Legislation and regulation

Since 2010 there have been increased pressures on organisations to improve systemic barriers to the full participation of women in corporate structures. Examples include

ASX Corporate Governance Principles and Recommendations on Gender Diversity, Changes to the Workplace Gender Equality Agency reporting requirements NHMRC Gender Equity Policy and Administering Institution Policy The introduction of the Athena SWAN pilot by the Academy of Science Fair Work Act 2009 (Cth), Review of Sex Discrimination Act 1987 (Cth) and The HREOC Gender Blueprint The Universities Australia Strategy for Women The Director of Equal Opportunity in Public Employment

Changes in reporting obligations have been driven by research on poor gender equality outcomes at the senior management level in Australian entities. Reporting is intended to assist entities to gather information so that they have a clearer understanding of gender balance within their organisations and what objectives they need to put in place to improve gender equality. A list of Acts relating to equity and inclusion is at Appendix 1.

RECOMMENDATION 1 Analysis and ongoing monitoring

1.2 Conduct an annual Gender Pay Gap audit for all staff (as required by WGEA but also relevant to UWA) that includes an analysis of the gender pay gap by

6 https://www.wgea.gov.au/sites/default/files/Gender_Pay_Gap_Factsheet.pdf

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academic and professional staff, faculty, age, status, flexible work practices, retention and employment status parental leave.

The Business Case

The business case for gender equality is strong. Research suggests that organisations that respect and value the diversity brought by both women and men are better able to attract and retain high performers and improve operational performance. Organisations that foster gender diversity will support retention of staff, thereby reducing an organisation’s employee turnover expense.

Our aspiration for success in a global market may benefit from increased representation of women in non-traditional and senior level positions. Having the best talent is critical to success. An organisation which is as attractive to women as it is to men will have access to the entire talent pool and is more likely to have a competitive advantage in attracting the best talent available. A failure to actively seek out women for recruitment, especially in areas where they are under-represented, means that we are effectively ignoring half of the talent pool, and limiting our opportunity to recruit the highest quality people

With around 50% of students at UWA being female, there is a danger of providing an educational experience that in some senses is less relevant and which does not resonate with women, or which suggests through a lack of visible representation that certain disciplines and careers are not for women.

It is also important that our staff can meet the needs of a very diverse student body (over 80 languages are represented on campus) and that there are role models and support for female students and students from diverse cultural and linguistic backgrounds

Research has repeatedly shown us that organisations with the highest representation of women in their senior management teams achieved significantly higher return on investment than those with the lowest female representation. It has also been established that when you improve the workplace for women, you actually improve it for all staff – positively impacting productivity, staff satisfaction and retention

What is gender equality? What are we aiming for?

It is not, however, simply about having token women (or men). While diversity is fundamental, gender equality is paramount. Gender equality is achieved when people are able to access and enjoy the same rewards, resources and opportunities regardless of whether they are a woman or a man. The aim is to achieve broadly equal outcomes for women and men, not exactly the same outcome for all individuals. 7

7 WGEA 2015

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While the overarching legislative and reporting changes provide impetus for change at the policy and administration levels, sustainable cultural adjustments are required to keep abreast of advancing performance expectations.

A draft Gender Inclusive Job Evaluation and Grading Standard has been released. While application of the Standard is voluntary, it is apparent that a range of industry groups, unions, federal government agencies and equal opportunity bodies are supportive of its application. The Standard aims to eliminate gender bias from the assessment of skills and responsibilities required for jobs by assisting with the design and implementation of fair and transparent job evaluation processes and grading frameworks, as well as auditing those processes for gender inclusiveness.

BackgroundWomen in Australian universities

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Academic Staff UWA

Continuous improvement in the quality and performance of our staff requires ever-higher standards for staff recruitment, the fostering of a high performance work environment, and the ongoing development and performance management of our human resources. Maximising the quality of the staff requires drawing on the largest pool of talent. An active approach to encouraging and fostering diversity in all its aspects will position UWA as a desirable place to work and attract and retain staff. The proportions of women decrease as the Academic level increases. There are 275 level E professors average age of 58. The average age at level C is 48. What we see here is that men seem to transition quite well from B to C, and the number of men increases throughout the levels. More women than men seem to be appointed at level A (average age 36), then the numbers are even around B (early career level). But career progression lulls for women at Level C, usually during the early 40s – commonly thought of as child rearing years.

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Figure 4 shows the professional levels by gender. At the higher professional staff levels the percentage of women drops away. The largest number groups are women in the less than 4 and Level 5 – 7 group. The 10+ group includes Associate Directors up, and the Exec Group is Director level or above (85% male) .

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Once a profession or a role becomes 60% occupied by one gender, it belongs to that gender. In other words, if an occupation is more that 60% women then it is feminised8. Once a role is feminised, it is also devalued. Meaning the skills and the outputs are less valued Hayes 1989

8 Nancy Kantor

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Anker 1998. It also means that men are less likely to be attracted to these positions in the first place.9

The gendered career progression indicates, that males get a much better return on their investment in work over their careers. The pattern may also indicate no career progression, with attrition occurring at the lower levels and appointing new male staff at the higher levels. i.e. that we were promoting to the highest level from the next highest level. For men about 30% are getting through, but only about 4% in the female group.

Recommendation 2. Recruitment, performance, development, retention

Monitor recruitment, performance, development and retention for structural barriers to the equal participation of all genders. Monitor by gender:

2.1 Recruitment track gender in applications, ensure gender representative shortlists and gender balanced panels. monitor staff commencement level and salary for gender bias

2.2 Performance Staff submissions to HERDC The career trajectory of professional and academic staff including length of service and patterns

of separation. Job titles

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UWA Gender % academic staff by faculty 2015

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There have been many reviews of the careers of women at UWA over the last two decades. Persistent investigation, consultation and reporting goes hand in hand with implementation and achieving outcomes. A more detailed analysis of academic careers at UWA would include

Gender and security of Academic Employment

9 Ben Lupton

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Academic seniority and gender Women in University senior management Horizontal Gender differences in Academic staffing Include analysis of professional staff Women in the Academic Workforce Gender and Security of Academic Employment

At present broad research provides evidence that women: Pursue their careers less aggressively (Probert 2005) Motivated by intrinsic rather than extrinsic factors (Dever 2009); Apply for promotion less frequently than men (Probert 2005; Winchester 2006). Publish less whilst undertaking a PhD (Dever 2009); Have greater difficulty finding time for research when juggling caring responsibilities

during critical stages of their career (caring and child rearing) (Probert 2005) Compared to men, are differentially and negatively impacted by the ‘culture of long

hours’ characteristic of the academic environment (Coates et al 2009; Cockburn 1991);

Participate less in the national competitive grant and fellowship processes (in both research and learning and teaching) that are critical to success and esteem (Bell & Bentley 12005; Bell 2009);10

Financial remuneration is not the primary reason why women leave organisations, whereas it is for men. Factors causing women to leave include staff behaviour that is not inclusive or respectful, perceptions of fairness, career prospects, respect and recognition, organisational values. It is often the result of perceptions and biases combined with the impracticalities of combining a career with family.11

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Women in STEM

10 de Vries11 http://www.publications.parliament.uk/pa/cm201314/cmselect/cmsctech/701/70103.htm

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Emphasis is often placed on inspiring young girls to choose science, which is commendable, but such efforts are wasted if women are subsequently disproportionately disadvantaged in scientific careers compared to men. The Government recognises the importance of gender diversity in STEM, but its efforts appeared to be largely focused on encouraging girls to study STEM, with little focus on enabling them to stay and progress in STEM careers12.

The Australian Government plans to invest $13 million over five years to encourage women to choose and stay in STEM fields, start-ups and entrepreneurial businesses to help increase their participation in the work force and reduce the gender pay gap. From July 2016, part of the program's focus will be on giving women equal opportunities to pursue STEM-based careers in the research sector, business and industry and Increase the number of female graduates with STEM skills.

Despite two decades of focussed gender equity activity at UWA academic women remain under-represented in the STEMM disciplines and are seriously under-represented at the most senior levels. There is no single explanation for the lack of gender diversity in STEMM.

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Within the STEMM faculties there is evidence that change is slow and inconsistent, and almost no change in Engineering Computing and maths.

Early academic STEMM careers are characterised by short term contracts, which are a barrier to job security and continuity of employment rights. This career stage coincides with the time when many women are considering starting families, and because women tend to be primary carers, they are more likely than men to end their STEMM career at this stage.

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There is also evidence that increased participation of women does not necessarily decrease the gender pay gap.

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Explanations for Gender Inequities in Academic Staffing

There are workplace cultures and expectations that exacerbate the life-cycle circumstances of female academics. There is a close correlation between the age and levels of all academics, and at mid-career, career progression lulls for women at Level C, usually during the early 40s – commonly thought of as child rearing years.

The ARC acknowledges that caring responsibilities for a child and maternity or partner/parental leave can have an effect on a person’s career above and beyond any actual time taken as leave because women are disproportionately engaged in student welfare and

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service, more likely to work part-time, start at Level A, have non-traditional career paths 13, tend to publish less but in better journals 14, and have lower supervision loads 15.

There is also evidence that women participate less in the national competitive grant and fellowship processes (in both research and learning and teaching) that are critical to success and esteem 16

During late 2013, the DEOPE analysed information gathered by the Commission for a women in senior leadership research project. The following practical initiatives were reported to support women at senior levels in the public sector:

managing organisational culture observing and engaging with role models in the workplace building rapport with mentors to receive support and guidance, and be

challenged undertaking personal and professional growth, such as taking risks, stretching

skills and experience, and working across organisations where possible building self-confidence, such as ‘speaking up’, participating in meetings and

networking, both formally and informally (similar to the Australian Public Service

working in a supportive environment with flexible conditions for all employees that enables work and home-life to be well balanced17

Recommendation 2. Recruitment, performance, development, retention

2.3 Monitor recruitment, performance, development and retention for structural barriers to the equal participation of all genders. Monitor by gender:

Development Sabbatical requests and outcomes PDAs undertaken Support for career progress including staff development grants and awards Career development education

Retention Maintain support for policies that contribute to maintaining a healthy work-life balance through

flexible work practices and management of career breaks. Implement stronger education and support for managers and staff returning to work after

parental leave or other breaks. Seek Breastfeeding Friendly Workplace accreditation Maintain acknowledgement of carers rights in policies and leave, and domestic violence leave

Difference and Inclusion

13 Hill Secker Davidson 201214 Symonds et al 200615 Probert, 200516 (Bell & Bentley 2005; Bell 2009)17 Supporting women in management DEOPE – Annual report 2014 Outcomes for diversity in public employment 14

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The aging workforce heightens the imperative that we are creative and competitive in our recruitment efforts, and are particularly active in putting in place processes that enrich our capacity to develop a workforce that embraces diversity and inclusion. The retention and recruitment of female Aboriginal employees, and employees from culturally and linguistically diverse groups is central to our vision and values.

Aboriginal Australians

WA is a signatory to the Council of Australian Governments’ National partnership agreement on Indigenous economic participation. The council has set a national target of 2.6% representation in the public sector by 2015 (representing the estimated Aboriginal proportion of the total Australian working age population in 2015), and WA has committed to a target of 3.2% for the public sector.

Cultural diversity

The Australian Bureau of Statistics has estimated people from culturally diverse backgrounds make up 14.0% of the population in WA. 22 This predominantly includes people from India, Malaysia, Philippines, China, Vietnam and Singapore.

Recommendation 3. Support for difference and inclusion

3.1 Maintain support of GLBTI and CALD inclusion strategies.3.2 Develop and implement the objectives of the UWA HEPP Compac3.3 Continue to instil the importance of diversity and inclusivity to the culture through learning

and development that includes unconscious-bias training. 3.4 Maintain staff access to employee assistance programs

Leadership commitment

There are opportunities for UWA to lead in the sector by achieving employer of choice status, and taking part in the Athena SWAN pilot and CEO’s for Gender Equity, and by demonstrating overt commitment to gender equality at all levels of management, including at the CEO and executive management level. This process follows recommendations that a strong commitment from the university’s leadership should underpin all gender-related actions 18 .

Women progressing in an academic career may face (un)conscious bias against their qualifications, their style of working and their career choices and career paths. Often relatively small or less obvious in individual cases of selection or promotion, at a group level or in the course of a career, the effects of bias become more significant’

Recommendation 4. Leadership

4.1 Demonstrate overt commitment to gender equality at all levels of management, including at the CEO and executive management level.

18 LERU

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4.2 Demonstrate leadership in the sector by continued support of external initiatives aimed at addressing gender inequality. For example CEOs for Gender Equity, Closing the Gap, White Ribbon campaign.

4.3 Identify Male Champions of Change within UWA

Organisation and Culture

Change requires acceptance from male peers and leaders, and cannot be drive solely by women. Increasing female representation in the workforce is necessary but not sufficient to create change19. Women also need to be included in decision making and have the same opportunities to make career choices as their male counterparts. Facilitating the inclusion of women and men equally means reassessing patterns of behaviour, and increasing awareness of gender bias. Leadership should engage in visible and hands on leadership of initiatives to reduce gender disparities at work and other.20

Male Champions

Male Champions of change is a model for actions that can increase men’s awareness of gender bias by:• Recognising and rejecting the status quo and the role of masculine norms in the

workplace • Having women mentors and being mentors to women• Having a strong sense of fair play

Male champions are recognised by female colleagues and peers as supporters of gender equality who make continuous and substantive time investments in mentoring and sponsoring women. 21

Recommendation 1. Organisation and culture

Continue to improve the inclusion of women in decision making in the University by ensuring gender balance on committees, work-live balance practices, and fostering women in leadership

Goals Targets quotas

Measure outcomes and set goals to provide the necessary focus to improve the gender balance within UWA, and clarify accountabilities. Set targets help focus attention and demonstrate commitment to deliver more effective talent and succession planning systems, a more capable workforce with the best person being more likely to be selected for jobs, and an enhanced corporate recruitment brand.

19 WGEA 201520 CEO21 WGEA 2015

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Organisations that have an effective approach to setting and meeting gender targets share some common characteristics. The following have been identified as requirements of the necessary organisational environment to support the achievement of gender targets:• Gender equality, and diversity more generally, are accepted as business imperatives (e.g.

in the same way as safety). • Leadership commitment where there is overt commitment to gender equality at all

levels of management, including at the CEO and executive management level.• Strategic intent • Stakeholder management • Accountability • Measurement and reporting • Organisational culture and systems

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Summary of Countervailing forces, projects and solutions,

• Budget constraints and restructuring• Overcoming gender fatigue• Removing structural and attitudinal barriers to recruitment, retention and success• Addressing unconscious bias• Redefining the concept of merit

Solutions

NHMRC, Athena Swan WGEA ARC strategies Universities Australia strategies Centenary Trust Fay Gale Fellowships Women in Leadership monitoring recruitment monitoring promotions school student outreach AR20

Creating an inclusive and respectful workplace culture Gender Equity positioned as an organisational imperative, Identifying male champions at UWA Holding managers accountable – with outcomes measured and transparently

reported

Improving the position of academic women STEMM targets quotas targets/recruitment promotions gender inclusive job evaluation

Acknowledgements

Dawn, Carolyn, Fay, Malcolm, Jen, Bev, Athena SWAN (SAGE), Universities Newcastle, Glascow, Leeds

References

WGEAAthena SwanLERUAustralian Council of Learned Academies (DIISRTE)Universities AustraliaGENDER EQUALITY IN HORIZON 2020http://www.publications.parliament.uk/pa/cm201314/cmselect/cmsctech/701/70103.htmUWA review 2001: Reviews of Women on the Academic and General Staff

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ARC Gender Equality Action Plan 2015–16

Appendix 1 Acts

• Equity and Diversity Acts 2015 • Acts Amendment (Gay and Lesbian Law Reform) Act 2002 • Age Discrimination Act 2004 (C’TH) • Commissioner’s Instruction No. 7 – Code of Ethics (WA) • Commissioner’s Instruction No. 8 – Codes of conduct• and integrity training (WA_ • Corruption and Crime Commission Act (C’TH) • Disabilities Services Act (WA) • Disability Discrimination Act 1992 (C’TH) • Disability Services Act (C’TH) • Disability Standards for Education 2005 (C’TH) • Employment Service Act 1994 (C’TH) • Equal Opportunity Act 1984 (WA) • Commissioner's Instruction No. 6 – Workforce data reporting obligations• Human Resource Minimum Obligatory Information Requirements HRMOIR) • Equal Opportunity for Women in the Workplace (C’TH)now• Workplace Gender Equality Act 2012 • Fair Work Act 2009 (C’TH) • Freedom of Information Act 2000 (WA) • Gender Reassignment Act (WA) • Human Rights and Equal Opportunity Commission Act (C’TH) Principles identified

by the Human Rights and Equal Opportunity Commission (HREOC)• International Covenant on Civil and Political Rights (ICCPR) • Convention Concerning Discrimination in Respect of Employment and Occupation• (ILO 111) • Convention on the Rights of Persons with Disabilities • Convention on the Rights of the Child• Declaration of the Rights of the Child• Declaration on the Rights of Disabled Persons• Declaration on the Rights of Mentally Retarded Persons, and Declaration on the

Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief

• Industrial Relations Act 1979 (WA) • Lesbian and Gay Law Reform Amendment Act 2001 (WA) • Minimum Conditions of Employment Act 1993 (WA) • National Employment Standards (C’TH) • Occupational Safety and Health Act 1984 (WA) – Harmonised OH&S, WHS

Regulations and Codes of Practice• Privacy Act 1988 (C’TH) Privacy Amendment (Enhancing Privacy Protection) Act

2012 (C’TH) • Public Interest Disclosure Act 2003 (WA) • Public Sector Management Act 1994 (WA) • Public Sector Standards in Human Resource Management • Racial Discrimination Act 1975 (C’TH) • Sex Discrimination Act 1984 (C’TH) • Western Australia: • Spent Convictions Act 1988 • (WA) Discrimination on the basis of having a spent • conviction is • prohibited under this Act. • State Records Act 2000 (WA) • University of Western Australia Act 1911 (WA) • Workers Compensation and Injury Management Act 1981 (WA) REFERENCECES

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LERU 2012 Women, Research and Universities: Excellence without Gender Bias Gender Inclusive Job Analysis Project WGEA (Commonwealth Authorities) Act 1987, Equal Opportunity for Women in the Workplace Act 1999 and Tertiary Education Quality and Standards Agency Act 2011.

Women, research and universities: excellence without gender bias. League of European Research Universities (LERU), July Career Support for Researchers: understanding needs and developing a best practice approach. Australian Council of Learned Academies (DIISRTE) 20122012.

GENDER EQUALITY IN HORIZON 2020Athena Swanhttp://www.publications.parliament.uk/pa/cm201314/cmselect/cmsctech/701/70103.htmUWA review 2001: Reviews of Women on the Academic and General StaffIncreasing the Number of Women in Senior Executive PositionsImproving Recruitment, Selection and Retention PracticesReport increasing female presentation checklist business council Australia 20133ARC Gender Equality Action Plan 2015–16

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