Athena SWAN Silver department award application...Race Equality Charter mark committee member....

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Athena SWAN Silver department award application

Name of university: Swansea University

Department: College of Human and Health Sciences

Date of application: 30th November 2016

Date of university Bronze and/or Silver Athena SWAN award: University Bronze Award (renewal) April 2013

Contact for application: Professor Joy Merrell

Email: [email protected]

Application being made under the pre May 2015 criteria

Telephone: 01792 518575

Departmental website address: http://www.swansea.ac.uk/humanandhealthsciences/

Athena SWAN Silver Department awards recognise that in addition to university-wide policies the department is working to promote gender equality and to address challenges particular to the discipline.

Not all institutions use the term ‘department’ and there are many equivalent academic groupings with different names, sizes and compositions. The definition of a ‘department’ for SWAN purposes can be found on the Athena SWAN website. If in doubt, contact the Athena SWAN Officer well in advance to check eligibility.

It is essential that the contact person for the application is based in the department.

Sections to be included

At the end of each section state the number of words used. Click here for additional guidance on completing the template. Please note: data are compared to sector values given in the Equality in Higher Education: Statistical Report (2015) part 1 Staff for Nursing and Allied Professions and part 2 Students for Subjects Allied to Medicine unless otherwise stated.

Please note that data that poses a risk of identifying individuals has been redacted.

mailto:[email protected]

http://www.swansea.ac.uk/humanandhealthsciences/

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Glossary of terms

APECS Academic and Professional Enhancement Centre, Swansea

BAME Black, Asian and minority ethnic

CELCAT Corbett Engineering Limited Computer-Assisted Timetabling

CPG Career Progression Group

CIA Centre for Innovative Ageing

CASSG College Athena SWAN Strategy Group

CG Communications Group

DOPHPSS Department of Public Health, Policy and Social Sciences

DMG Data Management Group

ECR Early Career Researcher

E&D Equality and Diversity

FTC Fixed term contract

FT Full- time

FE Further Education

HoC Head of College

HoD Head of Department

HR Human Resources

KIT Keep in Touch

NSS National Student Survey

OE Open ended

O&C Organisation and Culture Group

PT Part-time

PDR Performance Development Review

PG Postgraduate

PGR Postgraduate Research

PRES Postgraduate Research Experience Survey

PGT Postgraduate Taught

PTES Postgraduate Taught Experience Survey

SET Postgraduate Taught Experience Survey

REM Race Equality Charter Mark

REF Research Excellence Framework

STEM Science Technology Engineering and Mathematics

STEMM Science Technology Engineering Mathematics and Medicine

SAT Self-Assessment Team

SMB Strategic Management Board

SAIL Swansea Academy of Inclusivity and Learner Support

SCHE Swansea Centre for Health Economics

SEA Swansea Employability Award

SALT Swansea University Academy of Learning and Teaching

T&M Teaching & Management

T&R Teaching & Research

T&S Teaching & Scholarship

CHHS The College of Human and Health Science

UG Undergraduate

WUMS Women's University Mentoring Scheme

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1. Letter of endorsement from the head of department: maximum 500 words An accompanying letter of endorsement from the head of department should explain how the SWAN action plan and activities in the department contribute to the overall department strategy and academic mission.

The letter is an opportunity for the head of department to confirm their support for the application and to endorse and commend any women and STEMM activities that have made a significant contribution to the achievement of the departmental mission.

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2. The self-assessment process: maximum 1000 words Describe the self-assessment process. This should include: a) A description of the self-assessment team: members’ roles (both within the department and as

part of the team) and their experiences of work-life balance The College of Human and Health Science (CHHS) SAT is known as the College Athena SWAN Strategy Group (CASSG) comprising 23 members (17F:6M). Membership includes staff and students at different career/study grades, including early career researchers and representatives of the College’s Senior Management Team. There is representation from each of the departments in the College (4) and across our main campuses (2). CASSG may seem large, but it’s reflective and inclusive all elements of the College. Membership draws expertise from the wider University to inform our actions, share information and best practice. Staff members serve for a 3-year fixed term, extendable for one further fixed term, which ensures continuity whilst providing opportunities for wider staff participation, new and original CASSG members are denoted in table 1. All CASSG meetings are held during core hours 9.30am to 3pm, in term time and video linked to minimise travel for those based across our campuses. In November 2012 four working groups were created to operationalise the bronze action plan and recommend future actions to CASSG. Each working group is led by a CASSG member with further membership being drawn from the wider College (both staff and students). This has increased engagement and consultation evidenced by 71.5% (n=103) of staff reporting in the 2016 staff survey that their knowledge of Athena SWAN had increased over the last year.

Data Management (DMG)

Career Progression (CPG)

Organisation and Culture (OCG)

Communications Group (CG) All CASSG have completed Equality and Diversity (E&D) training and four members have also trained as harassment advisors. (A.P.3.0, B.A.5.4) In 2013 we introduced the role of Athena SWAN Champions (staff) and in 2014, Athena SWAN Ambassadors (students). Our 10 (9F:1M) Champions received training to support the Charter principles; staff promotions, dignity and harassment at work and study, student support and careers and employability services. Our plan is to recruit more male champions to act as role models, by using positive action statements in our all staff email invitation encouraging staff from all underrepresented groups to volunteer for this role. Our 13 Ambassadors (11F:2M) are drawn from the student population, with new recruitment happening as students graduate. All ambassadors have completed E&D training. They have a key role in engagement with their peer group e.g. conducting student focus groups, International Women’s Day events, promoting CASSG on social media and participating in Open Days. Ambassadors promote the Charter as well as being a contact point for gender equality issues at a local level. CASSG work is recognised in our workload allocation (350 hours) hours for the SAT annually. The College has funded a full-time Athena SWAN support officer for 16 weeks, delivered Unconscious Bias and Media training and provides a recurrent budget of £4,000pa for Athena SWAN activities.

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Table. 1 College Athena SWAN Strategy Group (CASSG) Membership

1 Member has parent and/or caring responsibilities, 2 Indicates original CASSG members 3. BAME background

Name

Study or career pathway, Full or part-time, Open Ended or Fixed Term Contract

SAT Role

Gary Astley1 M Associate Head of College FT, OE

Secured additional resources to support Athena SWAN activities

Paul Bennett1 M Professor of Psychology T&R, FT, OE

Professorial and Psychology department representative. Provided support to CASSG.

Lorraine Cook1,2 F Administrative officer FT,OE

Provides administrative support and facilitates good communication within CASSG.

Jessica Cotigas1 F HR Business Partner Professional services FT flexible working, OE

Member of data management group. Facilitated collections of staff data

Debbie Davies1

(Based at Swansea and Carmarthen )

F Administration and Information Officer FT, OE

Managed acquisition and refurbishment of wellbeing rooms. Administrative support for working group leads meetings

Gareth Davies1,2 M Academic Services Officer FT. OE

Member of data management group. Facilitated collection of student data.

Sally Davies F Athena SWAN Equality Assistant PT, OE

Provided support to CASSG. Member of data management group. Assisted with collation of staff data.

Shelly Hill1,2 F Team leader Professional services FT flexible working, OE

Aided in the collection of student data. Athena SWAN champion

Mark Hughes1 M Technical Services Manager, FT, OE

Facilitates communication of Athena SWAN activities across the College.

Leslie Hulonce F Lecturer (Interprofessional Studies). T&S, FT, OE

Lead for communications group.

Christina Izura1,2,3 F Associate Professor (Psychology) T&R, FT, OE

Lead for data management group.

Adam McCawley M Undergraduate student (nursing) FT

Undergraduate student representative. Athena SWAN student ambassador.

Joy Merrell1,2 F Professor (Public Health Nursing), DOPHPSS T&M, FT, OE

Chairs CASSG and University SAT, member of the University Athena SWAN Strategic Group. Lead for Organisation and Culture. Athena SWAN champion

Yamni Nigam1,2,3 F Associate Professor (Biomedical Science) T&R, Flexible working

Athena SWAN champion. Provided support for CASSG.

Impact Athena SWAN Champions and Ambassadors

Annual recurrent funding and funded initiatives

CASSG Workload allocation

Working Groups

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Chantal Patel1,2,3 F Head of Department Interprofessional Studies T&M,FT, OE

HoD and interprofessional studies representative. Race Equality Charter mark committee member. Provided support to CASSG.

Ceri Phillips1 M Head of College, FT, OE

Assisted with development of the action plan. Provided resources to support Athena SWAN activities.

Rebecca Vaughan1,2

F University Careers Adviser FT, OE

Input into training of Athena SWAN student ambassadors and career management workshops for CHHS staff.

Jaynie Rance1,2 F Associate professor T&R, FT, flexible working, OE

Director of Post Graduate Research. Supported the collection of postgraduate student data. Also an Athena SWAN champion.

Julia Terry1 F Associate professor (nursing) T&S, FT, OE

Chair of University Athena SWAN Career progression group. Assisted implementation of College career progression action points.

Beth Winter F Researcher, Centre for Innovative Ageing, FT, FTC

Early career researcher representative. Participated in collection of qualitative data from fixed term researchers.

Jayne Walters1,2 F

Governance and enhancement officer Professional services FT-flexible working, OE

Athena SWAN champion.

Jo White F PhD student, PT Postgraduate student representative

Kelly Stokes (Based in Carmarthen)

F Office Manager, FT, OE Promotes Athena SWAN activities at Carmarthen site

b) An account of the self-assessment process: details of the self-assessment team meetings, including any consultation with staff or individuals outside of the university, and how these have fed into the submission

The College commenced its Athena SWAN journey in November 2012 and CASSG has subsequently met at least quarterly. Additionally;

Working Groups meet every 6-8 weeks

CASSG Chair, College Information Officer and Working Group Leads meet every 6-8 weeks

Monthly 1-2-1 meetings between the Head of College and CASSG Chair. In total 40 meetings have taken place since our last award to inform this application. Our philosophy is engagement, facilitation and integration of activities to support our gender equality ethos and actions. 1. Engagement by the College and CASSG Internal engagement and consultation examples:

Annual College staff survey

Qualitative feedback from E&D Forum and training events (18 events; 4 student focus groups (n=17) and 3 staff focus groups (n=22), suggestion boxes)

CASSG chair chairs the University SAT

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Representation on University reviews e.g. Review of gender equality on senior committees; Women Adding Value to the Economy working group; Equal Opportunities committee, CASSG chair member of University Council

Our “Did You Know Campaign” promoting support, training and successes. External engagement examples:

Mentoring the University of Sydney in their Charter equivalent (Science in Australia Gender Equity; SAGE).

Supporting others by sharing our experiences (University of Bristol and Queen’s University Belfast).

Pro-active in the Wales and South West Regional Network, hosting the Network in 2014 with related gender events/talks.

Invited speakers to talk on gender equality; Joy Kent (CEO Chwarae Teg) on March 2016, Professor Jane Hill (University of York) on 2016 topics such as unconscious bias, working towards Gold.

Attending national Charter events e.g. the Charter 10th anniversary workshop at King’s College London.

2. Facilitation:

Staff and student workshops linked to the attrition in our pipeline e.g. promotion, media training, and unconscious bias (14 workshops since September 2015).

Established support groups; one for new academic staff another for staff who are carers.

Our Wellbeing Wednesday’s staff programme to support work/life balance and resilience.

3. Integration:

Athena SWAN activities are inputted into our central CELCAT timetable.

Athena SWAN sessions within student inductions.

Embedded governance structures and two way communications between CASSG, College Executive Team and the University SAT (Figure 1).

Figure 1: CASSG Governance

University Senior Management

CASSG

CASSG Athena SWAN

Champions

CASSG Athena SWAN

Ambassadors

Organisational & Culture Working

Group

Communications Working Group

Data Management

Working Group

Career Progression

Working Group

University SAT College

Executive Team

University Equal Opportunity Committee

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Prior to this submission we have consulted and gained feedback from, the College Executive Team, CASSG, our E&D Team, Professor Diane Kelly (Swansea Medical School – Silver department) and Emma Taylor- Steeds, Equality, Diversity and Inclusion Senior Adviser, Kingston University who was our “critical friend”. c) Plans for the future of the self-assessment team, such as how often the team will continue to

meet, any reporting mechanisms and in particular how the self-assessment team intends to monitor implementation of the action plan.

CASSG will continue to meet quarterly to drive forward implementation of the action plan, which will be continued to be delivered through our working groups. Frequency of working group meetings will be determined by the working group leads who provide progress updates quarterly to CASSG. Membership of CASSG has been expanded to include Technical Staff representation in preparation for the expanded Charter criteria. We are interested in looking at the intersectionality of gender with other protected characteristics therefore a CASSG member (Chantal Patel) is also a member of the University’s Race Equality Charter Mark self-assessment team. The action plan is presented in two parts: the silver action plan and the updated bronze action plan. Silver actions are presented in the text by number and bronze actions carried forward are presented as B.A. followed by action point number. Word Count: 995/1000

3. A picture of the department: maximum 2000 words

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

CHSS was established in January 2010 and integrated the former Schools of Human Science and Health Science. The College has two main campuses (Swansea and Carmarthen) and a budget of £24m. Professor Ceri Phillips (male) was appointed Head of College (HoC) in July 2014. Prior to that Professor Melanie Jasper served as HoC from 2007 until her untimely death in 2014. The College Executive team comprises: the HoC, four Deputy Heads one each for; Innovation and Engagement, Teaching Learning and Professional Practice, Research, Operations and Finance and the director of the Health and Wellbeing Academy (33%F: 66%M). The College comprises four departments and two Research Institutes (Fig. 2) each headed by a Head of Department/Institute. Since 2013 appointments to these positions have been made via a transparent selection process following an all staff email. This change has resulted in the gender balance of these posts from 50% to 66% female. In 2017 the College Health and Wellbeing Academy will be opened providing a range of services for the public and further enhancing the employability skills of our students through work experience and student placements.

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Figure 2: College structure.

The College does not have clinical academic staff. Academic contracts for staff who are health care professionals are funded by the University. As these staff have to maintain their professional registration and undertake clinical practice they have an unpaid honorary contract with the respective Health Board. The campuses are 27 miles apart and have similar facilities but different staffing numbers (Carmarthen campus has 13 academic staff (9F,4M). Primarily but not exclusively, nursing programmes for students placed in West Wales (undergraduate, continuing professional development and postgraduate) are taught at this site). Video conferencing facilities are used for all core meetings to minimise impact on flexible working. Staff share social areas, attend each other’s seminars and co-teach on modules, creating a well-mixed College with good opportunities for staff interactions. The College has 2,567 FTE students across all programmes who are predominantly female, with 313 staff of whom 175 are academic staff and 29 researchers. We provide a diversity of subjects spanning theoretical subjects to those relating to studies applied to and preparing for professional practice in health and social care environments. Many of our degree programmes are vocational in nature with certain programmes being commissioned (i.e. funded) by the Welsh Government for the NHS. This impacts on our student pipeline as undergraduate students graduate and gain employment to consolidate their professional practice (99% employed in health and social care within 6 months of graduation). Once they have gained this practice they then consider further PG study and/or programmes for professional development, the latter being commissioned by the local Health Boards. The College takes pride in the high quality of teaching and student support. The Swansea Teaching Awards are gained via student voting. Since 2009 six of our lecturers (75%F: 25%M) have received awards. The College has a large portfolio of continuing professional education courses and postgraduate taught and research provision. With 17 professorial staff (47%F: 53%M, exceeding national benchmark for SET -18.5%F), the College offers a vibrant and diverse environment for high quality research and postgraduate research training and senior female role models. The College has two research centres: the Centre for Innovative Ageing (CIA) and the Swansea Centre for Health Economics (SCHE). The CIA comprises 24 academic and research staff (19F: 5M) and SCHE has 12 staff (8F: 4M). In REF2014 our Psychology research was ranked in the UK top 30 in UoA 3b with 75% of their research classed at world-leading or internationally excellent quality, while Social Work was ranked in the UK top-15 in UoA 22 (and 1st in Wales), with 75% of their research classed at world-leading or of internationally excellent quality. We demonstrated high

Head of College

Prof. Ceri Phillips

Dept. of Inter Professional Studies

Chantal Patel

Dept. of Public Health, Policy and Social Studies

Dr David Rea

Dept. of Nursing

Dr Jayne Cutter

Dept. of Psychology

Prof. Mark Blagrove Director of SCHE

Dr.Pippa Anderson

Director of CIA

Prof.Ness Burholt

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levels of research impact across the College with 100% of Nursing research leading to impact of world-leading or internationally excellent quality. We provide data for the past 5 years to evidence the impact of our actions pre and post our Bronze Award. Undergraduate programmes are presented by funding source: commissioned programmes whereby the College is informed annually regarding the number of student places funded by the Welsh Government and those which are non-commissioned. b) Provide data for the past three years (where possible with clearly labelled graphical

illustrations) on the following with commentary on their significance and how they have affected action planning.

Student data (i) Numbers of males and females on access or foundation courses – comment on the data

and describe any initiatives taken to attract women to the courses. From 2009-2012 the College provided a foundation course in Health Studies mainly taken by females to gain access to the undergraduate nursing programme (Table 2).

Table 2. Proportion of Female Students on Foundation Course

YEAR 2010-2011 2011-2012

Female 26 27

Male 5 9

Total 31 36

% Female 84% 75%

(ii) Undergraduate male and female numbers – full and part-time – comment on the female:

male ratio compared with the national picture for the discipline. Describe any initiatives taken to address any imbalance and the impact to date. Comment upon any plans for the future.

The majority of undergraduates are female by both modes (Figs. 3 & 4), with a peak of 90% in 2012-2013 for part-time students (benchmark 79.7%). Our subject mix attracts female applicants especially Nursing and Midwifery programmes, which are female dominated professions. We recognise that male recruitment is below the benchmark, although we promote these career options with male nurses participating in Open days and school visits and as Athena SWAN student ambassadors to ensure there are male role models. The number of male part-time students increased to 80 in 2014-15, the highest percentage attained. We are mindful that where there are low male student numbers there may be unintentional bias whereby highly capable male students might stand out over their equally capable female peer group and are exploring this further (A.P. 1.0a, A.P. 2.3b).

Impact Shared social space for staff to network

Increase of 16% in female HoD/Institute

High percentage of female professors (47%). An increase of 17% since pre Charter.

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Data for Figs 3 & 4. Full & Part-Time Undergraduate students/Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Female 1787 399 1744 361 1656 350 1651 352 1582 494

Male 302 55 305 52 297 39 323 47 322 80

Total 2089 454 2049 413 1953 389 1974 399 1904 574

% Female 86% 88% 85% 87% 85% 90% 84% 88% 83% 86%

% Male 14% 12% 15% 13% 15% 10% 16% 12% 17% 14%

Non-commissioned programmes (Fig. 5) In 2015 all the programmes exceeded 50% female. Noteworthy is the more than tripling of female students studying osteopathy (14 in 2009/2010 to 49 in 2014/2015) which may be indicative of two female osteopathy Lecturers acting as role models who were recruited at this time. The number of female psychology students has increased significantly in the last year to 370 (highest number in data period).

86% 85% 85% 84% 83% 79.7%

14% 15% 15% 16% 17% 20.3%

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Figure 3. % of Full-Time Undergraduate Students by Year

% Female % Male

88% 87% 90% 88% 86% 79.7%

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Figure 4. % of Part-Time Undergraduate students by Year

% Female % Male

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Academic studies inSpecialist Education

Nursing Osteopathy Other SubjectsAllied to Medicine

Philosophy Physiology Psychology Social Policy

% M

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Programme & Year

Figure 5. Undergraduate Students on non-commissioned programmes- Full-Time

% Female % Male

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Data for Fig 5. Full-Time Undergraduate Programmes/ Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Academic studies in Education

Female 54 38 51 - -

Males

- -

Total

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% Female - -

% Male - -

Nursing

Female - - - - 3

Male - - - - 4

Total - - - - 7

% Female - - - - 43%

% Male - - - - 57%

Osteopathy

Female 14 26 36 44 49

Male 6 11 13 18 18

Total 20 37 49 62 67

% Female 70% 70% 73% 71% 73%

% Male 30% 30% 27% 29% 27%

Other Subjects Allied to Medicine

Female 33 40 37 50 48

Male 18 21 14 39 32

Total 51 61 51 89 80

% Female 65% 66% 73% 56% 60%

% Male 35% 34% 27% 44% 40%

Philosophy

Female 20 29 36 38 33

Male 10 14 16 14 10

Total 30 43 52 52 43

% Female 67% 67% 69% 73% 77%

% Male 33% 33% 31% 27% 23%

Physiology

Female - - -

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Male - - -

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Total - - -

7

% Female - - -

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% Male - - -

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Psychology

Female 368 345 308 294 370

Male 100 84 83 83 100

Total 468 429 391 377 470

% Female 79% 80% 79% 78% 79%

% Male 21% 20% 21% 22% 21%

Social Policy

Female 176 148 78 81 107

Male 20 24 22 16 19

Total 196 172 100 97 126

% Female 90% 86% 78% 84% 85%

% Male 10% 14% 22% 16% 15%

UG Benchmark Female - - - 79.7% -

Male - - - 20.3% -

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Commissioned programmes (Fig. 6) Some programmes e.g. Health Visiting and Midwifery are nearly 100% female. In 2014 our first male student enrolled on our midwifery programme. We seek to explore further what attracts males to these disciplines and actively seek to increase male recruitment (A.P.1.0a-c). All of our nursing and midwifery programmes exceed the benchmark (79.7%F) as does our social work programme (61%F for social studies). Given our subject mix we have also compared to other relevant subjects;

Cardiography (70%F) consistently exceeds the benchmark for biological sciences (60.6%).

Medical Physics (56%F although low numbers) has exceeded benchmark for Physical Sciences (39.5%) for the last two years.

We see a reverse trend in the Paramedical Science programme where female student numbers have decreased by 10% over the data period. To assess why we held focus groups which indicated:

Perceptions of Paramedical Science as “men’s work”

Being unable to relocate as this programme is a national programme attracting students UK wide

Fitness entry criteria. To address this, we have updated marketing materials to show female paramedics and ensure gender inclusive selection panels. The 2016 student intake for Paramedical Science achieved a gender balance. Our aim to promote uptake of the Swansea Employability Award (SEA) (enables students to gain experiences/skills to enhance job prospects) has been very positive. However, from the focus groups, many of the first year undergraduates were unaware of the award so awareness is to be raised further (A.P. 1.5a, b). Currently all new students receive information regarding the SEA award at their induction, and this will be re-enforced throughout their studies.

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Adult Nursing Audiology Cardiography CommunityNursing

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Figure 6. Undergraduate students on commissioned programmes- Full-time

% Female % Male

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Data for Figure 6. Commissioned student numbers from the Welsh Government

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Adult Nursing

Female 644 604 639 675 607

Males 34 33 35 42 57

Total 678 637 674 717 664

% Female 95% 95% 95% 94% 91%

% Male 5% 5% 5% 6% 9%

Audiology

Female 23 22 20 19 25

Male 4 3 3 4 6

Total 27 25 23 23 31

% Female 85% 88% 87% 83% 81%

% Male 15% 12% 13% 17% 19%

Cardiography

Female 27 31 22 26 33

Male 12 13 12 14 14

Total 39 44 34 40 47

% Female 69% 70% 65% 65% 70%

% Male 31% 30% 35% 35% 30%

Community Nursing

Female 5

8 6 6

Male 3

Total 8

% Female 63% 67% 80% 86%

% Male 38% 33% 20% 14%

Health Visiting/School nursing

Female 9 35 30 10 20

Male

Total

% Female

% Male

Medical Physics

Female 3 3

4 5

Male 5 7 5 5 4

Total 8 10 6 9 9

% Female 38% 30% 17% 44% 56%

% Male 63% 70% 83% 56% 44%

Mental Health Nursing

Female 110 128 132 162 119

Male 21 25 34 32 19

Total 131 153 166 194 138

% Female 84% 84% 80% 84% 86%

% Male 16% 16% 20% 16% 14%

Midwifery

Female 74 72 70 66 70

Male

Total

% Female

% Male

Paramedical Science

Female 43 42 30 29 15

Male 50 48 37 35 27

Total 93 90 67 64 42

% Female 46% 47% 45% 45% 36%

18 | P a g e

% Male 54% 53% 55% 55% 64%

Paediatric Nursing

Female 46 51 47 51 67

Male

3 3

Total

54 70

% Female

94% 96%

% Male 6% 4%

Social Work

Female 138 128 111 95 81

Male 16 19 19 15 13

Total 154 147 130 110 94

% Female 90% 87% 85% 86% 86%

% Male 10% 13% 15% 14% 14%


Male - - - 20.3% -

Disaggregating the data by subject for part-time study (Fig. 7) a similar pattern to full-time students is apparent with the predominate number of courses having 100% females. The College offers continuing professional development programmes for registered nurses, which explains the high number of nurses studying part-time. In 2013/2014 we offered a new part-time diploma programme in paramedical science (emergency medical technician) which we ensured had local clinical placements, which doubled its recruitment of females last year.

Due to the nature of Psychology, Social Policy and Social Work programmes these courses are predominately full-time but we offer a part-time option to existing full-time students who have exceptional personal circumstances to enable them to complete.

19 | P a g e

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CommunityNursing

Critical CareNursing

HealthVisiting/School

nursing

MedicalNursing

Mental HealthNursing

Midwifery Nursing ParamedicalScience

Psychology Social Policy Social Work

% M

ale

& F

emal

e

Programme & Year

Figure 7. Undergraduate Students by subject - Part-Time

% Female % Male

20 | P a g e

Data for Fig 7. Part-Time Undergraduate Programmes/ Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Community Nursing

Female 7 17 23 27 33

Male

Total

% Female

% Male

Critical Care Nursing

Female - - - 19 22

Male - - -

Total - - -

% Female - - -

% Male - - -

Health Visiting/School nursing

Female

Male

Total

% Female

% Male

Medical Nursing

Female 4

5

Male

Total

% Female

% Male

Mental Health Nursing

Female 6 4 4

Male

Total

% Female

% Male

Midwifery

Female - - - - 16

Male - - - -

Total - - - -

% Female - - - -

% Male - - - - 0%

Nursing

Female 373 324 316 290 393

Male 54 50 39 29 46

Total 427 374 355 319 439

% Female 87% 87% 89% 91% 90%

% Male 13% 13% 11% 9% 10%

Paramedical Science

Female - - - 7 15

Male - - - 17 31

Total - - - 24 46

% Female - - - 29% 33%

% Male - - - 71% 67%

Psychology

Female -

Male -

Total -

% Female - 67%

% Male - 33%

21 | P a g e

Social Policy

Female

- - - -

Male - - - -

Total - - - -

% Female - - - -

% Male - - - -

Social Work

Female

Male

Total

% Female

% Male 50% 33%


Male - - - 20.3% -

(iii) Postgraduate male and female numbers completing taught courses – full and part-time – comment on the female:male ratio compared with the national picture for the discipline. Describe any initiatives taken to address any imbalance and the effect to date. Comment upon any plans for the future.

Between 2010-2015 the proportion of females taking PGT courses averaged 75.8% full- time and 79.4% part-time (benchmark 75.2%) (Figs.8 &9). The number of PGT females dipped in 2013-14 but in 2014-15 has increased particularly with respect to females studying full- time (Fig. 8). This reflects our actions to encourage PG study via Open Evenings to widen access for those working in clinical practice who find accessing day time events challenging as our PGT students return to study. This has proved successful with increased attendance (17 in 2015, 44 in 2016) (A.P.1.1c).

22 | P a g e

Data for Fig 8 & 9. Full & Part-Time Postgraduate Taught students /Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Female 125 179 122 217 130 307 102 269 129 338

Male 46 47 51 50 32 79 38 75 37 94

Total 171 226 173 267 162 386 140 344 166 432

% Female 73% 79% 71% 81% 80% 80% 73% 78% 78% 78%

% Male 27% 21% 29% 19% 20% 20% 27% 22% 22% 22%

In most subjects the proportion of females taking PGT courses full-time was equal to or higher than males over the period 2010-2015 (Fig.10). Noteworthy is the increase in female students pre and post bronze award for Social Work (from 18-45) and Subjects Allied to Medicine which includes MSc Public Health and Health Promotion, MSc Public Health and Partnerships in Care (from 12-21). There has been a reduction in the number of females studying Psychology with the percentage of females being maintained. The MSc Medical Radiation Physics programme transferred to the College of Engineering in 2014.

73% 71% 80%

73% 78% 76.3%

27% 29% 20% 27% 22% 23.7%

0%

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40%

60%

80%

100%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 PGTBenchmark

% M

ale

& F

em

ale

Year

Figure 8. Postgraduate Taught Students - Full-Time

% Female % Male

79% 81% 80% 78% 78% 76.3%

21% 19% 20% 22% 22% 23.7%

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2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 PGTBenchmark

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Figure 9. Postgraduate Taught Students - Part-time

% Female % Male

23 | P a g e

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Medical Technology Other Social Studies Psychology Social Policy Social Work Subjects allied toMedicine

% M

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em

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Programme & Year

Figure 10. Postgraduate Taught Students by subject - Full -time

% Female % Male

24 | P a g e

Data for Fig. 10 Full-Time Postgraduate Taught Programmes/ Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Medical Technology

Female 8 15 8 5 -

Male 4 6 4 4 -

Total 12 21 12 9 -

% Female 67% 71% 67% 56% -

% Male 33% 29% 33% 44% -

Other Social Studies

Female 29 19 30 12 24

Male

4

Total

34

% Female

88%

% Male

12%

Psychology

Female 47 52 56 44 36

Male 16 17 12 14 12

Total 63 69 68 58 48

% Female 75% 75% 82% 76% 75%

% Male 25% 25% 18% 24% 25%

Social Policy

Female 6 8 9 3 3

Male

3

Total

6

% Female 50%

% Male

50%

Social Work

Female 18 17 16 31 45

Male 7 6 6 10 10

Total 25 23 22 41 55

% Female 72% 74% 73% 76% 82%

% Male 28% 26% 27% 24% 18%

Subjects allied to Medicine

Female 12 11 11 7 21

Male 18 18 6 6 13

Total 30 29 17 13 34

% Female 40% 38% 65% 54% 62%

% Male 60% 62% 35% 46% 38%


Male - - - 23.7% -

A similar pattern emerges with more females studying PGT courses part-time (Fig. 11) than males for most subjects (benchmark 62.6%). Due to small numbers in some subjects percentages need to be interpreted cautiously. The number of females studying Nursing has increased dramatically from 81 in 2010/11 to 191 in 2014/15, whilst a new MSc in Community and Primary Care Practice has proved popular with females. The percentage of females taking Subjects Allied to Medicine has reduced, but the number of females has increased from 61-68 over the data period and an average of 70% females has been maintained. Part-time PGT courses are actively promoted through outreach activities, particularly with nursing graduates through our established practice links.

25 | P a g e

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Academicstudies inSpecialistEducation

CommunityNursing

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MedicalTechnology

Nursing Other SocialStudies

Psychology Social Policy Social Work Subjectsallied to

Medicine

% M

ale

& F

em

ale

Programme & Year

Figure 11. Postgraduate Taught Students by subject - Part-Time

% Female % Male

26 | P a g e

Data for Fig. 11 Part-Time Postgraduate Taught Programmes/ Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Academic studies in Specialist Education

Female 3 - -

Males - -

Total - -

% Female - -

% Male - -

Community Nursing

Female - 12 17

Male -

Total -

% Female - 33%

% Male - 67% 100% 14% 6%

Critical Care Nursing

Female - - -

Male - - -

Total - - -

% Female - - - 33% 33%

% Male - - - 67% 67%

Medical Technology

Female 20 26 15 15 3

Male 5 3 20

Total 25 29 35

% Female 80% 90% 43%

% Male 20% 10%

57%

Nursing

Female 81 83 133 148 191

Male 16 14 31 32 47

Total 97 97 164 180 238

% Female 84% 86% 81% 82% 80%

% Male 16% 14% 19% 18% 20%

Other Social Studies

Female 4 11 11 11 5

Male

Total

% Female

% Male

Psychology

Female 6 8 10 12 13

Male 4 7 5

Total 14 19 18

% Female 71% 63% 72%

% Male 29% 37% 28%

Social Policy

Female 3 12 10 10 13

Male 4 4 3

Total 16 14 16

% Female 75% 71% 81%

% Male

25% 29%

19%

Social Work

Female - - 30 7 27

Male - - 8 5

Total - - 15 32

% Female - - 47% 84%

% Male - - 6% 53% 16%


Female 61 74 97 67 68

Male 22 23 35 23 31

27 | P a g e

Total 83 97 132 90 99

% Female 73% 76% 73% 74% 69%

% Male 27% 24% 27% 26% 31%


Male - - - 23.7% -

(iv) Postgraduate male and female numbers on research degrees – full and part-time – comment on the female: male ratio compared with the national picture for the discipline. Describe any initiatives taken to address any imbalance and the effect to date. Comment upon any plans for the future.

The percentage of female PGR students has increased consistently over the data period for both modes with the highest number of females ever enrolled full-time last year (benchmark 60.9%) (Figs. 12 & 13). We have achieved a 16% increase in females studying PGR full-time through initiatives including more exposure of PGR students with the UG cohort (A.P.1.1a), PGR videos and posters, positive female role models (A.P.1.1d) and promotion of funding opportunities (A.P.1.1b).

We face the challenge of engaging with a “distance” audience to promote PGR study as potential students are in clinical practice for many subjects. To engage with them we have promoted study via web resources and plan to deliver sessions on juggling family life with teaching and research delivered by staff and PhD student role models at PG open days/evenings and Careers Fairs (A.P. 1.1e).

28 | P a g e

Data for Fig 12 & 13. Full & Part-

Time Postgraduate

Research Students/ Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Full Time

Part Time

Female 25 19 20 18 25 16 25 21 28 21

Male 18 11 19 12 15 13 15 14 11 12

Total 43 30 39 30 40 29 40 35 39 33

% Female 58% 63% 51% 60% 63% 55% 63% 60% 72% 64%

% Male 42% 37% 49% 40% 37% 45% 37% 40% 28% 36%

The small number of PGR students studying full-time makes further analysis less meaningful (Fig. 14). For all programmes the percentage of females is higher than for males and for all programmes except Nursing the percentage of females exceeds the benchmark (60.9%F Subjects Allied to Medicine, Social Studies 51.9%F). Approximately a fifth of females studying part-time at undergraduate level are not considering PGR studies given the vocational nature of their undergraduate studies and our high employability rates. We have and will continue to:

Promote PGR study with our UG students ( A.P.1.1a)

PGR studentships advertised in our Alumni e-newsletter (B.A. 1.7).

58% 51%

63% 63% 72%

60.9%

42% 49% 37% 37% 28% 39.1%

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2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 PGRBenchmark

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ale

& F

em

ale

Year

Figure 12. Postgraduate Research Students - Full-time % Female % Male

63% 60% 55%

60% 64% 60.9%

37% 40% 45% 40% 36% 39.1%

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2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 PGR Benchmark

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ale

& F

em

ale

Year

Figure 13. Postgraduate Research Students - Part- time % Female % Male

29 | P a g e

Data for Fig.14 Full-Time Postgraduate Research Programmes/ Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Childhood Studies

Female

- -

Male 3 - -

Total - -

% Female - -

% Male - -

Nursing

Females 7 7 7 5 6

Males 7 10 10 10 5

Total 14 17 17 15 11

% Female 50% 41% 41% 33% 55%

% Male 50% 59% 59% 67% 45%

Psychology

Females 13 9 11 14 12

Males 5 6 4 4 4

Total 18 15 15 18 16

% Female 72% 60% 73% 78% 75%

% Male 28% 40% 27% 22% 25%

Social Policy

Females 3 5 4 5

Males

Total

% Female

% Male

Social work

Females

Males

Total

% Female

% Male


Females - - - -

Males - - - -

Total - - - -

% Female - - - -

% Male - - - -


Male - - - 39.1% -

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Figure. 14 Postgraduate Research Full-Time Students by programme % Female % Male

30 | P a g e

Data for Fig 15. Part-Time Postgraduate Research Programmes/ Year

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Nursing

Female 12 13 12 12 14

Male 6 6 6 7 6

Total 18 19 18 19 20 % Female 67% 68% 67% 63% 70%

% Male 33% 32% 33% 37% 30%


Females

Males

Total % Female

% Male

Psychology

Females 4 3 5 6

Males 3 3 3

Total 7 6 8 % Female 57% 50% 63%

% Male 43%

50% 38%

Social Policy

Females

Males

Total 3 3 % Female

% Male 0% 100%

Social work

Females

Males

Total 4 % Female

% Male


Male - - - 39.1% -

Caution is needed in interpreting data in Fig.15 due to small numbers but for most programmes the percentage of females is equal to or exceeds males.

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Nursing Subjects allied tomedicine

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Figure. 15 Postgraduate Research Part-Time Students by programme % Female % Male

31 | P a g e

Impact 114% increase in female Paramedical Science (Emergency Medical Technician) part-time

students.

Open evenings enabling those looking to return to study from clinical practice to attend.

The loss of females studying full-time from UG to PGR level has decreased from 23% to 12% in 2014-15.

First male midwifery student.

Response rate to the PRES has increased to 53% (highest response of Swansea University Colleges) with overall satisfaction rated as 92% (sector comparator rate: 82%).

Male role models at Open days/ Outreach for careers seen as traditionally female.

11% increase in female applications for PGT programmes since Bronze award.

32 | P a g e

(v) Ratio of course applications to offers and acceptances by gender for undergraduate, postgraduate taught and postgraduate research degrees – comment on the differences between male and female application and success rates and describe any initiatives taken to address any imbalance and their effect to date. Comment upon any plans for the future.

Figure 16 indicates the high percentage of female applications (83%), offers (80%) and acceptances (80%) for undergraduate study which has remained relatively stable over the data period. Further analysis of the percentage offers made in relation to the number of applications indicates that over the 5 year period males were slightly more likely to be made an offer than females (32% versus 29%). For 2014/15 there has been a greater gender bias in favour of males being made an offer. This will be monitored to ascertain any trends and action taken (A.P.2.3c).

Data for Fig.16 Undergraduate Applications, Offers & Acceptances/ Year

2011 2012 2013 2014 2015

Applications

Females 4010 3481 3559 3713 4107

Males 879 691 740 817 837

Total 4889 4172 4299 4530 4944

% Female 82% 83% 83% 82% 83%

Offers

Females 1046 889 1007 1182 1330

Males 260 181 227 278 336

Total 1306 1070 1234 1460 1666

% Female 80% 83% 82% 81% 80%

Acceptances

Females 665 495 569 634 690

Males 133 94 112 128 172

Total 798 589 681 762 862

% Female 83% 84% 84% 83% 80%

A similar pattern emerges regarding the percentage of female applications (74%), offers (76%) and acceptances (81%) for PGT programmes where females predominate (Fig.17). In 2015/16 there

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2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015

Applications Offers Acceptances

% M

ale

& F

em

ale

Applications, Offers , Acceptances & Year

Figure 16. Percentage of Undergraduate Applications, Offers & Acceptances by Gender

%Female % Male

33 | P a g e

was an 8% increase in female applications for PGT programmes, and an 11% increase since prior to gaining the bronze award. Females are more likely to be offered a place (63%F, 56%M).

Data for Fig 17. Postgraduate Taught Applications, Offers & Acceptances/ Year

2011 2012 2013 2014 2015

Applications

Females 417 369 390 435 651

Males 246 222 190 226 227

Total 663 591 580 661 878

%Female 63% 62% 67% 66% 74%

Offers

Females 315 289 301 336 410

Males 154 144 136 147 127

Total 469 433 437 483 537

%Female 67% 67% 69% 70% 76%

Acceptances

Females 144 130 135 165 209

Males 58 47 55 60 49

Total 202 177 190 225 258

%Female 71% 73% 71% 73% 81%

Fig. 18 shows an equitable balance between female (49%) and male applications (51%) when averaged over five years, and a consistent upward trend in female applications. In 2015 females were more likely to be made an offer (44%) than males (21%), while on average over the five years females are more likely to accept (70%F: 65% M). Notwithstanding the positive upward trend in PGR student recruitment, we continue to seek to increase PGR student numbers (A.P 1.1.c, 1.1d, 1.1e).

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2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015


% M

ale

& F

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ale

Applications, Offers , Acceptances & Year

Figure 17. Percentage of Postgraduate Taught Applications, Offers & Acceptances by Gender

%Female % Male

34 | P a g e

Data for Fig 18. Postgraduate Research Applications, Offers & Acceptances/ Year

2011 2012 2013 2014 2015

Applications

Females 56 36 40 45 59

Males 55 41 30 48 76

Total 111 77 70 93 135

%Female 50% 47% 57% 48% 44%

Offers

Females 15 10 17 18 26

Males 10 8 11 9 16

Total 25 18 28 27 42

%Female 60% 56% 61% 67% 62%

Acceptances

Females 11 5 16 11 17

Males 7 5 7 5 9

Total 18 10 23 16 26

%Female 61% 50% 70% 69% 65%

Our student `pipeline’ pre and post Charter indicates a sustained high number of female undergraduate students, an increased number of postgraduate female students especially at postgraduate taught level.

0%

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2011 2012 2013 2014 2015 2011 2012 2013 2014 2015 2011 2012 2013 2014 2015


% M

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Applications, Offers, Acceptances & Year

Figure 18. Percentage of Postgraduate Research Applications, Offers & Acceptances by Gender

%Female % Male

35 | P a g e

(vi) Degree classification by gender – comment on any differences in degree attainment between males and females and describe what actions are being taken to address any imbalance.

Females consistently achieved higher degree classifications (Ist or Upper 2nd) over the last five years than males (Table 3). In 2014-15 the percentage of females achieving Firsts exceeded the national benchmark for Wales (18.4%) and for Subjects Allied to Medicine (23.7%).

0 500 1000 1500 2000 2500

UG

PGT

PGR

Number of students

Figure 19. 2011 Student Pipeline (pre bronze award)

Female Male

0 500 1000 1500 2000 2500

UG

PGT

PGR

Number of students

Figure 20 . 2015 Student Pipeline (post bronze award)

Female Male

Impact Panels complete Recruitment and Selection (including Equality and Diversity) training

Four workshops on Unconscious Bias (A.P. 2.3a)

Gender inclusive interview panels for students

36 | P a g e

Table 3. Degree Classification by Gender 2009-2014

First 2i 2ii Third

2010-2011

Female 76 245 170 30

Male 9 45 24 4

Total 85 290 194 34

% Female 13% 41% 28% 5%

% Male 1% 7% 4% 1%

2011-2012

Female 118 304 230 37

Male 7 26 23 4

Total 125 330 253 41

% Female 16% 41% 31% 5%

% Male 1% 3% 3% 1%

2012-2013

Female 108 241 169 27

Male 11 35 23

Total 119 276 192

% Female 18% 39% 27%

% Male 2% 6% 4%

2013-2014

Female 121 215 134 21

Male 22 44 7 3

Total 143 259 141 24

% Female 21% 38% 24% 4%

% Male 4% 8% 1% 1%

2014-2015

Female 132 194 104 27

Male 23 41 17

Total 155 235 121

% Female 24% 36% 19%

% Male 4% 8% 3%

Staff data (vii) Female:male ratio of academic staff and research staff – researcher, lecturer, senior

lecturer, reader, professor (or equivalent). comment on any differences in numbers between males and females and say what action is being taken to address any underrepresentation at particular grades/levels

There are clearly defined career paths for academic and research staff (Table 4). Each career path has three core criteria applicable at every grade - Teaching, Research, and Management - with the individual selecting an enhanced strand from Teaching, Research, or Engagement and Innovation (from September 2015).

Table 4 : Key to Academic and Researcher Grades at Swansea University Grade Academic Researcher Grade 7 -- Research Assistant Grade 8 Lecturer Research Officer Grade 9 Senior Lecturer Senior Research Officer Grade 10 Associate Professor N/A Grade 11 Professor N/A

37 | P a g e

In June 2013 the university introduced new academic career pathways which impacted on the staff data for 2014. The majority of staff who were tutors moved to lecturer/Grade 8 resulting in the higher number of staff at this grade, the majority of whom are female (Fig. 21). This provides a healthy talent pool to fulfil the College’s mission of growing our own staff.

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% M

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ale

Grade & Year

Figure 21. % of academic and research staff by grade and gender

% Female % Male

Data for Fig. 21 Academic & Research

Staff/ Year 2012 2013 2014 2015 2016

Research

Female 30 30 30 28 21

Male 4 10 8 9 8

Total (Research) 34 40 38 37 29

% Female Research 88% 75% 79% 76% 72%

Grade 8

Female 17 28 29

Male 14 11 13

Total (Grade 8) 31 39 42

% Female Grade 8 55% 72% 69%

Grade 9

Female 18 15 54 53 50

Male 11 13 33 32 36

Total (Grade 9) 29 28 87 85 86

% Female Grade 9 62% 54% 62% 62% 58%

Grade 10

Female 17 16 20 24 19

Male 7 8 11 11 11

Total (Grade 10) 24 24 31 35 30

% Female Grade 10 71% 67% 65% 69% 63%

Professor

Female 6 6 7 7 8

Male 14 15 12 12 9

Total (Professor) 20 21 19 19 17

% Female Professor 30% 29% 37% 37% 47%

Total

Female 72 69 128 140 127

Male 38 47 78 75 77

Total 110 116 206 215 204

% Female 65% 59% 62% 65% 62%

38 | P a g e

Over the data period there has been an 85% increase in academic staff, with female academic staff percentages remaining at 62%. Reviewing the staffing pipeline we have been successful in;

Increasing female Senior Lecturers from 18 to 50.

Increasing female Professors to 47% (benchmark for SET subjects 18.5%, non- SET 28.1%). We will continue to monitor the number of female professors and recruitment of female professors and are implementing a range of initiatives (A.P. 2.0a-c). We had a number of Tutors (mostly female) and reviewed their contracts, converting these to full Lectureships. This has provided a defined career path enabling them to have career progression to professor for the first time. The number of associate professors has also increased over the data period but dipped in 2016 as two females were promoted to personal chairs. The number of researchers remained stable until this year when we lost a number of female researchers due to end of fixed term contracts. We are supporting researchers in their career aspirations through providing mentoring support and networking opportunities (A. P. 2.9a-b). We are delighted with our progress in enabling all our staff but especially our female staff to advance their careers. This is illustrated by comparing the ‘pipeline’ data for 2012 (pre Bronze award) and 2016 (post- bronze) (Figs. 22 & 23). This has been achieved during a period of growth with a doubling in the number of academic staff. Positive impact is most dramatic at Grades 8 and 9 which will translate in future years through to Grades 9, 10 and Professorial levels with support offered in terms of mentoring, work shadowing and leadership training schemes (A.P. 2.2a-b, A.P 2.6, A.P 2.8, A.P. 2.9a-b). We have started to review the intersectionality of gender with other protected characteristics and have commenced with staff data in relation to Black, Asian and minority ethnic (BAME) staff via the Race Charter Mark. We are actively engaged with this via Chantal Patel who is a member of CASSG and the Race Charter Mark SAT (A.P.4.1).

39 | P a g e

0 10 20 30 40 50 60 70 80 90 100

Research

Grade 8

Grade 9

Grade 10

Professor

Number of Staff

Gra

de

Figure 22. 2012 Staff Pipeline (pre bronze award)

Female Male

0 10 20 30 40 50 60 70 80 90 100

Research

Grade 8

Grade 9

Grade 10

Professor

Number of Staff

Gra

de

Figure 23. 2016 Staff Pipeline (post bronze award) Female Male

Impact

Tutor review resulting in conversion to academic pathway as lecturers.

Increasing female Senior Lecturers from 18 to 50.

Increasing female Professors to 47%.

Promotion support.

62% of the staff are female during a period where the academic staffing has increased by 114%.

67% of HoDs/Research Institutes are female.

Talent pool of early career academics.

Reviewing intersectionality of gender and ethnicity.

40 | P a g e

Data for Fig. 24 Academic Staff by Gender and Department

2012 2013 2014 2015 2016

Centre for Innovative Ageing

Female 16 17 19 18 10

Male 3 6 6 5 4

Total 19 23 25 23 14

% Female 84% 74% 76% 78% 71%

Psychology

Female 10 9 13 12 14

Male 15 17 16 14 16

Total 25 26 29 26 30

% Female 40% 35% 45% 46% 47%

Inter-professional Studies

Female 9 7 23 25 26

Male 10 10 25 25 30

Total 19 17 48 50 56

% Female 47% 41% 48% 50% 46%

Nursing

Female 9 9 30 33 33

Male 14 12 13

Total 44 45 46

% Female 68% 73% 72%

Public Health and Policy Studies

Female 19 16 31 35 36

Male 6 8 9 11 9

Total 25 24 40 46 45

% Female 76% 67% 78% 76% 80%

College of Human and Health Sciences (other)

Female 9 11 12 17 8

Male 4 8 8 5

Total 15 20 25 13

% Female 73% 60% 68% 62%

Total

Female 72 69 128 140 127

Male 38 47 78 75 77

Total 110 116 206 215 204

% Female 65% 59% 62% 65% 62%

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Psychology Inter-professionalStudies

Nursing Public Health andPolicy Studies

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HealthSciences(other)

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Department & Year

Figure 24. Academic Staff by Gender and Department

% Female % Male

41 | P a g e

The Departments of Public Health, Policy and Social Studies (DOPHPSS) (80%) and Nursing (72%) have the highest percentage of females (Fig. 24) (benchmark 75.3%). The percentage of females in the Psychology department has increased to 47% (benchmark 59.6%) and the number of female staff in Inter-Professional Studies (48%) has tripled (from 9-27) over the data period. Staff in SCHE have been incorporated within the DOPHPSS due to low numbers to protect confidentiality.

(viii) Turnover by grade and gender – comment on any differences between men and women in turnover and say what is being done to address this. Where the number of staff leaving is small, comment on the reasons why particular individuals left.

We reviewed turnover minus those staff on FTC, and the number of leavers is small (Table 5). Our retention rates are positive (9% from 2014-16) and lower than the benchmark attrition rate (17.7%).We look further at support for ECRs on pages 46-47. Table 5. Academic & Research Leavers by Grade and Gender

2011-12 2012-13 2013-14 2014-15 2015-16

Research

Female Leavers 10 12 7 7 14

Male Leavers 4

Total Research Staff 34

% Female Research Turnover 26%

Grade 8

Female Leavers

5

Male Leavers 4 4

Total Grade 8 Staff 39

% Female Grade 8 Turnover 18%

Grade 9

Female Leavers 5

4 4

Male Leavers 3 5

Total Grade 9 Staff 87

% Female Grade 9 Turnover 7%

Grade 10

Female Leavers 3 3

Male Leavers

Total Grade 10 Staff

% Female Grade 10 Turnover

Professor

Female Leavers

Male Leavers

Total Professor Staff

% Female Professor Turnover 14% 17% 0% 29% 14%

Total

Female Leavers 17 18 12 17 25

Male Leavers 6 11 11 14

Total Staff 112 200 206 215

% Female Turnover 25% 25% 10% 13% 18%

% Female Turnover minus fixed term contract

12% 13% 7% 9% 9%

A centralised online exit questionnaire collects staff reasons for leaving but completion rates are low. We send a personalised letter from the College encouraging leavers to complete the exit questionnaire (B.A. 2.1) which we will continue to monitor as responses were 1 in 2015 and 3 in 2016.

Eight females resigned during 2015-16 of whom 2 gained promotion in another College/HEI and the remainder gained employment in the health and social care sector.

42 | P a g e

Table 6. Reasons for Leaving

2011-12 2012-13 2013-14 2014-15 2015-16

F M F M F M F M F M

Deceased 0 0

0 0 0 2 0 0 0

End of fixed term contract 9 3 9 4 6 5 3 13 8

Resigned 7

5 6 4 4 4 8 4

Termination-Other 0 0 2 0

0 6

0

Retired & Voluntary early severance (VES)

0

0 0

Total 17

18

13 10 17

24

Words 2933/ 2000 (933 of extra 1000 words used in this section) 4. Supporting and advancing women’s careers: maximum 5000 words Key career transition points a) Provide data for the past three years (where possible with clearly labelled graphical


(i) Job application and success rates by gender and grade – comment on any differences in recruitment between men and women at any level and say what action is being taken to address this.

We have improved our data capture to include short listing data (Table 7) (A.P. 4.0). The success rate for females exceeds that of males and has increased from 5% to 19% over the data period. The exception Professorial posts, where only 3 posts were recruited to in the data period (1F:2M). The number of female professorial applications has increased but we are investigating why they seem less likely to be shortlisted (A.P 2.0b). Additionally head hunters are to be briefed on our equality ambitions and actively seek out a gender inclusive shortlist (A.P. 2.0c). Our recruitment procedures are transparent and improvements have been made:

Statements in adverts indicating we welcome applications from underrepresented groups (A.P. 2.0a).

Links to our Family Friendly culture.

Charter logo and wording added on all job adverts (A.P.2.0a)

The College has delayed start dates of academic appointments to accommodate the completion of maternity leave

All academic vacancies are advertised as suitable for job share, part-time or flexible working as the norm

All panels at all grades are gender inclusive and frequently gender balanced

All staff are required to have completed E&D training (A.P.3.0)

Funded unconscious bias training targeted initially at staff involved in selection, recruitment and promotion (A.P. 2.3a-b)

Skype interviews for those at a distance

Candidate presentations are open to ECRs so they can see what is expected at interview.

If all one gender shortlisted then reasons need to be provided as to why this is the case (A.P. 2.0b)

43 | P a g e

Table 7. Recruitment of Academic &

Research Staff by Gender and Grade

2012-2013 2013-2014 2014-2015 2015-2016

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rtlisted

% Sh

ortliste

d

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inte

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ss Rate

Ap

plie

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rtlisted

% Sh

ortliste

d

Ap

po

inte

d

Succe

ss Rate

Research Female 305 15 5% 169 7 4% 108 41 38% 9 8% 47 11 23% 7 15%

Male 117 6 5% 92 3 3% 61 7 11%

3% 14 5 36%

14%

Grade 8 Female 29

7% 90 9 10% 81 36 44% 11 14% 45 18 40% 10 22%

Male 25 4 16% 61 3 5% 42 15 36% 4 10% 27 8 30%

4%

Grade 9 Female 24

4% 21 5 24% 20 18 90% 7 35% 16 9 56% 5 31%

Male 22

0% 22

5% 8 4 50% 3 38% 19 5 26% 3 16%

Grade 10 Female 44

5% 0 0 0% 5 5 100%

40% 6

17% 17%

Male 60

2% 0 0 0% 0 0 0% 0 0% 8 3 38% 13%

Professor Female

0% 0 0 0%

0 0% 0 0% 7

14% 0 0%

Male 6

17% 0 0 0%

0 0% 0 0% 11 4 36%

9%

Total Female 403 20 5% 280 21 8% 215 100 47% 29 13% 121 40 33% 23 19%

Male 230 12 5% 175 7 4% 112 26 23% 9 8% 79 25 32% 8 10%

44 | P a g e

64% 63%

5%

62%

75%

8%

66%

76%

13%

61%

74%

19%

36% 38%

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2012-2013 2013-2014 2014-2015 2015-2016

% M

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Year & Recruitment of staff

Figure 25. Recruitment Data for Academic and Research Staff by Gender

% Female % Male

Data for Fig. 25 Total % of Males & Females applied, appointed & Success rate/ Year

2012-2013 2013-2014 2014-2015 2015-2016

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Total % Female 64% 63% 5% 62% 75% 8% 66% 76% 13% 61% 74% 19%

Total% Male 36% 38% 5% 38% 25% 4% 34% 24% 8% 40% 26% 10%

Impact Shortlisting data now collected

Female candidate success rate increased from 5-19%

Athena SWAN information on all adverts and promotion of flexible working

Implemented gender neutral language into all adverts.

75% of staff who are involved in recruitment, selection and promotion of staff (and students, including student admissions) have completed Unconscious Bias training.

An additional female member of staff appointed to the Executive team through positive action.

45 | P a g e

(ii) Applications for promotion and success rates by gender and grade – comment on whether these differ for men and women and if they do explain what action may be taken. Where the number of women is small applicants may comment on specific examples of where women have been through the promotion process. Explain how potential candidates are identified.

Promotion routes have been revised recently and clear web based guidance is in place, criteria are pro-rata for part-time staff and promotion can be gained via a combination of three core and one enhanced criteria, recognising all elements of academic endeavour (not just research). The PDR and promotions process are now integrated. There is comprehensive guidance on the intranet on applying for promotion, including criteria used, varied application processes, procedures and the appeals process. Our bronze actions in terms of 100% uptake of PDRs and improved quality of PDRs (B.A. 4.1, B.A. 4.2), improved awareness of promotions process through promotions workshops (B.A. 3.2) and monitoring of female applications for promotion (B.A. 3.1) have all demonstrated impact. These measures and our review of staff at the top of their grade have seen female promotion success rates increase from 50% to 67% (Table 8) and especially at the most senior levels (A.P.2.1b). Staff do not need College approval to apply for promotion. We now support unsuccessful applicants with written feedback and a face to face meeting (if they wish), which has enhanced staff re-applying for promotion. The equality principles established in REF2014 for individual circumstances are now applied to performance levels e.g. consideration of parental leave, career breaks etc. that may affect quantity, but not quality of work. We have had success in ‘growing our own’ through positive impact of our actions. 6 ECR/PGRs have successfully gained lectureships (83%F), two of whom have subsequently progressed to gaining a senior lectureship (1M) and an Associate Professorship (1F).

Table 8. Academic Promotions By Grade

2012-2013 2013-2014 2014-2015 2015-2016

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Rate

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ss

Rate

Ap

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d

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po

inte

d

Succe

ss

Rate

Grade 9 Female

100% 3

67% 5 4 80% 3 67%

Male

100% 3 3 100% 50% 5

Grade 10 Female 50% 3 67% 4

25% 3 67%

Male

3

Professor Female 5 3 43%

3 67%

Male

50%

Total Female 4 50% 11 7 64% 11 5 45% 9 6 67%

Male

100% 5 4 80% 7

14% 6

We’ve seen an increase in positive respondents to our staff survey (n=149) on whether they agreed or strongly agreed that they “understood the promotions process” from 51% (2013) to 70% (2016).

We have introduced a work shadowing scheme (A.P 2.6) to enable staff to see what a different or higher grade post entails.

46 | P a g e

b) For each of the areas below, explain what the key issues are in the department, what steps have been taken to address any imbalances, what success/impact has been achieved so far and what additional steps may be needed.

(i) Recruitment of staff – comment on how the department’s recruitment processes ensure that female candidates are attracted to apply, and how the department ensures its short listing, selection processes and criteria comply with the university’s equal opportunities policies

In addition to the range of initiatives detailed on pages 43-44, all vacancies are advertised on the University website and www.jobs.ac.uk and the College Twitter account using guidance on gender neutral language provided by HR. Advertisements are placed in national newspapers and in specialist journals. We ensure mixed gender recruitment panels. (ii) Support for staff at key career transition points – having identified key areas of attrition of

female staff in the department, comment on any interventions, programmes and activities that support women at the crucial stages, such as personal development training, opportunities for networking, mentoring programmes and leadership training. Identify which have been found to work best at the different career stages.

Our key point of attrition is from ECR to first academic post (Table 6). ECR focus groups revealed that a fixed term contract is a gendered issue for research staff which is not unique to our College or University. Having lobbied the University all ECRs who have completed four continuous years of employment with six months remaining on their contract will be converted to an open ended contract and will be identified automatically through the HR management system and actioned. Additionally to support this staff group at College level we;

Provide bridging between contracts to seek to retain research staff.

Impact

More than twice the number of female applications for promotion from 2011/12- 2015/16.

67% success rate for female Professorial applications in 2015-2016.

Grade 10: female success has increased from 50% to 67%.

Promotion criteria recognises engagement and innovation as well as research and teaching.

Focus groups shaped support; managing your careers: tools and strategies targeted at grade 8 staff, mentoring programme targeted at grade 9 staff, media training for grade 10 staff to raise their esteem.

Work shadowing scheme to prepare staff and provide insight into posts at a higher level.

70% of surveyed staff agreed they understood the promotions process.

Promotion workshops

An archive of successful promotions applications is available on a shared drive accessible for all staff

Reviewed all academic staff who have been at the top of their grade for 3 years who were provided with a career progression discussion at their PDR. Outcome to be monitored (A.P. 2.1b)

Feedback for unsuccessful applicants.

“REF2014” special circumstances criteria applied to promotions applications

http://www.jobs.ac.uk/

47 | P a g e

It helped me to gain confidence and make a decision to go ahead with a research project that I may not have done otherwise.

Since taking part in the coaching scheme I have received RCUK funding and secured a permanent post.

Provide mentoring for ECRs (A.P. 2.9a) and will establish a bespoke ECR network (A.P. 2.9b).A monthly research interest group provides networking opportunities and informal mentoring for PGR students, research staff and academics. Attendance is variable so PGR student attendance will be monitored and actively encouraged (B.A. 1.8).

ECRs are encouraged to take up the opportunities within our Researcher Development Framework (Fig.26). Participation in the University coaching scheme for research staff has been positive:

Figure 26: Researcher Development Framework

Uptake of this training is positive (Table 9) with female academic and researchers taking more courses than males.

Table 9. APECS data - 2011-2016 for CHHS staff

Job type

Female Male

No. courses

No. individuals

Average No.

courses No.

individuals Average

Academic 807 848 0.95 311 389 0.84

Researcher 756 806 0.93 280 355 0.64

Total 1563 1654 0.94 591 744 0.79

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The Aurora Leadership programme provided inspiring women leaders from both education and politics who gave inspiring talks, and each session we worked through interactive exercises to stretch and motivate us. The Aurora programme has been a significant part of my growth this year as a woman leader.

For academic staff we have invested in a number of areas:

Aurora training for 2 staff one of whom has since gained promotion to Associate Professor. Recurrent funding secured for I place p/a (A.P. 2.8). Feedback has been positive:

Leadership in Action programme - 5 College females including an associate professor are participating in this programme. Three participants have already gained promotion- two to Associate Professors and to Professor. This is recurrent funding (A.P. 2.8).

Two senior female staff have been supported to attend a one-week residential Summer School provided by Academi Wales aimed at senior level public sector staff and academics to enhance leadership skills. A participant commented:

Swansea University Academy of Learning and Teaching (SALT) provide resources to support learning and teaching and personal support for staff applying for Fellowship of the HEA.

Mentoring is provided through several schemes. 15 staff have participated in the Women in University Mentoring Scheme (WUMS), 8 as mentees, and 7 as mentors. Additionally, the Mary Williams Group (network of senior women from all University departments) established a mentoring scheme specifically for female Senior Lecturers seeking promotion to Associate Professor, led by a College staff member. 8 of our female staff are currently participating in this scheme (5 mentees and 3 mentors) which will be evaluated (A.P.2.2a-b).

Table 10. WUMS Participants

2013/14 Mentors Mentees

CHHS 3 7

Swansea University 11 30

2014/15

CHHS 3 0


2015/16

CHHS 1 1


Academi Wales afforded me the time to assess my leadership style in a safe environment and I am now confident that I can adapt to the demands of my senior leadership role.

49 | P a g e

Bespoke training for Lecturing staff on “Tools and strategies for managing your career”.

Two sessions on media training have been funded by the College specifically targeted at Associate Professors to enhance confidence and build their esteem to aid promotion to a Chair (9F & 3M attended). Very positive feedback:

Our Equality and Diversity Forum meets each semester enabling all staff to discuss gender and equality issues and promotes sharing best practice (B.A. 3.2). Attendance per session ranges from 5-25 staff. Examples of sessions include:

Our “Any questions panel” comprises the HoC, Associate Director for Performance Enabling, Director of SALT, the College Business Partner and the University Lead for Rewards and Recognition. Established in 2015 and runs annually is an open and frank forum to discuss promotions, appraisals, or any other staff issues of interest. The session is accessible via video link and attendance per panel session has ranged from 45-67.

All staff receive monthly email updates on training courses and Research, Engagement and Innovation Services (REIS) run specific courses for academic staff related to research grant applications and project management.

In response to the 2014 staff survey an all College networking event was established, held over lunchtime, known as `Well Being Wednesdays’. We have had sessions on mindfulness and yoga to promote staff well-being, enable new staff to be welcomed and provide networking. These sessions are popular with female staff but few male staff have attended to date, although the 2016 staff survey indicated the value of this initiative. We will seek to engage more male staff (A.P. 3.3).

Promotions Workshops

International Women's

Day Celebrations

Flexible Working

Any Question's

Panel

Equality & Diversity

Training

Group Sessions

Unconscious Bias Training

Very informative, useful tips Has really increased my confidence- mostly due to having a go!

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Figs. 27 and 28 summarise the range of support at key transition stages. Figure 27: Support available at different career points

Figure 28: Training available at different career points

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Career development a) For each of the areas below, explain what the key issues are in the department, what steps

have been taken to address any imbalances, what success/impact has been achieved so far and what additional steps may be needed.

(i) Promotion and career development – comment on the appraisal and career development

process, and promotion criteria and whether these take into consideration responsibilities for teaching, research, administration, pastoral work and outreach work; is quality of work emphasised over quantity of work?

Career development is supported though the PDR, conducted annually (September to November) with mid-year interim reviews. Our promotion of the PDR has seen completion rates reach 100% since 2013 (Table 11).

Table 11. Completion of Performance Development Reviews by Gender for the College of Human and Health Sciences 2012-2015

Year Female

Expected Female

approved % Female

Male Expected

Male approved

% Male

2012 165 143 87% 79 62 78%

2013 139 139 100% 76 76 100%

2014 155 155 100% 76 76 100%

2015 132 132 100% 64 64 100%

We then addressed the quality of the PDR and integrated promotions discussions into these and there are transparent and explicit criteria for promotion to aid career planning. The impact of our initiatives is evidenced in our 2016 staff survey (n=149), with 75% of respondents reporting being provided with a helpful appraisal compared with 51% in 2013 (n=63), an increase of 24%. Staff provide feedback on the quality of their PDR to central HR who collate the data. A University online feedback form has been developed to monitor the quality of PDRs and completion rate by College staff in 2015 was 32% compared with 35% in 2013 (University response rate 32% and 36% respectively). Response rate from females in CHHS was very high at 77% and exceeded the response rate of 62% from females in the University. Our published promotion criteria include research, teaching, outreach, administration/ management and pastoral care. We recognise the work involved in properly conducting appraisals so within our workload model appraisers are given 3 hours p/a for each member of staff they appraise. Promotions are linked to the annual PDR timetable, and staff can apply for promotion without the support of their line manager. Our 2016 staff survey showed that 71% (n=103) of staff understood the promotions process. We will continue with our promotions workshops and other initiatives to ensure all staff understand the process and continue to gather staff views on the effectiveness of the process (A.P. 2.1a-b). The key to our success in terms of the staff `pipeline’ is support for promotion. • Promotion workshops are embedded including 1:1 support from successful candidates • An archive of successful promotions applications has been created (A.P. 2.1a)

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• Reviewed all academic staff who have been at the top of their grade for 3 years (A.P.2.1b) and all 84 staff have had a career discussion with their line manager. (ii) Induction and training – describe the support provided to new staff at all levels, as well as

details of any gender equality training. To what extent are good employment practices in the institution, such as opportunities for networking, the flexible working policy, and professional and personal development opportunities promoted to staff from the outset?

All new staff receive a detailed College induction and within this programme good employment practices, training and development, career opportunities, probation and workload issues are discussed. They are allocated a mentor and their line manager works with them to create a personal development plan appropriate to their role and personal career aspirations, which forms the basis of future PDR meetings on completion of probation. Our staff survey identified a need for an induction/handover when commencing a new role (i.e. an existing staff moving into a new role) which is currently being developed for professional services staff (A.P.2.4). A task and finish group has been established to develop a resource for academic staff taking on key roles e.g. admissions tutor, programme leader. Feedback will be gathered via the staff survey. In response to feedback to the 2014 staff survey we have established a support group for new academic staff (A.P.3.1). The group meets monthly and bespoke sessions are provided e.g. on student support services, fitness for practice issues. On average 10 staff attend (80%F). New staff with line management responsibilities attend the University `induction for line manager training’, which embeds gender equality issues. In accordance with University policy, Equality and Diversity (E&D) Training is provided via an online training package, which all new staff are required to complete. Uptake by our staff was low and has been actively promoted as a bronze action with marked improvement. Since January 2016 Marshall E&D training has been mandatory for all staff (A.P 3.0). To date 87% of staff have completed this training (Table 12). The 2016 staff survey indicated that 91% of respondents (n=133) understood the College’s reason for engaging with gender equality and 92% (n=139) reported they could raise equality issues with their line manager.

Table 12. Successful Completion of Marshall Equality

Year Total passes

Jan 2011 – Jan 2012 11

Jan 2012 – Jan 2013 4

Jan 2013 – Jan 2014 73

Jan 2014 – Feb 2015 55

Feb 2015-August 2016 272

Impact

Achieved and sustained 100% PDR completion

87% of all staff have completed Equality and Diversity training with a target of 95% to be reached by December 2017 (A.P. 3.0).

Supported female staff on Aurora leadership training , one of whom has subsequently gained promotion

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(iii) Support for female students – describe the support (formal and informal) provided for female students to enable them to make the transition to a sustainable academic career, particularly from postgraduate to researcher, such as mentoring, seminars and pastoral support and the right to request a female personal tutor. Comment on whether these activities are run by female staff and how this work is formally recognised by the department.

All undergraduate students are allocated a personal tutor and can request a female and a Welsh speaking tutor. For students studying health professional programmes, a mentor is allocated in practice who facilitates student learning and provides pastoral support, most of whom are female. The personal tutor role is multifaceted and encompasses pastoral and academic support as well as providing guidance with careers advice. All personal tutors are provided with regular training updates, including sessions through the E&D Forum and supported by their line manager. The role of personal tutor is recognised in the workload model. Undergraduate students with caring responsibilities are provided with clinical placements nearer to home. All postgraduate students have a minimum of two supervisors and access to a supportive research office team (all female) and a female Director of Postgraduate Research. Students are encouraged to access services through the University Careers Service which provides specific one on one skills and personal development planning support as well as e-resources on a range of important topics:

Finding graduate-level jobs

Looking for part-time and casual work

Searching employability factsheets and FAQs

Booking appointments with the careers service

Viewing upcoming careers drop-in sessions

Booking onto employability events Our Swansea Employability Award enables students to gain experiences and skills to enhance job prospects and is recorded on their Higher Education Achievement Report (B.A.1.3). 306 students (82%F) are registered for the SEA. 201 have successfully completed (188 bronze, 3 gold, 10 platinum). Completions by gender were not available centrally so this is being actioned (A.P. 1.5c). To ensure all students are aware of this option information is now included within their induction (A.P. 1.5a) and we are extending the good practice of incorporating employability modules into other programmes (A.P. 1.5b). PGR students receive support and training in research and transferable skills provided by the University as part of the Researcher Development Framework (page 47). All PGR students are encouraged to attend and training includes skills workshops, i.e. presentation skills, as well as careers advice. All PGR students and supervisors receive the research skills development handbook and regular email updates on courses available (A.P. 1.3). All PGR students also have access to the Academic Success Programme which offers 1:1 and online support. To support PGR students conference funding has been provided (Table 13).

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Table 13: PGR conference funding

Year Female

applications Female Awards

Male applications

Male Awards

Total

2013/14 14 14 5 5 19

2014/15 11 11 5 5 13

2015/16 11 11 6 6 17

All PGR students also have access to regular Departmental seminars as well as seminars held throughout the University and the Research Interest Group at which students can present their work within a supportive environment. The Psychology Department organise an annual conference at which their PGT and PGR students present their research and are provided with feedback on their presentations which this year was extended to all PGR students in the College (18 PGR [11F,7M]students presented). The College had planned to conduct an annual PGR survey to monitor student satisfaction with training and supervision but as the university implemented this in 2016, a further College survey was redundant. We will however continue to monitor student satisfaction through the annual University PGR and PRES surveys (A.P.1.2a-b). We have responded to PGR students’ requests for a communal social area to promote networking by providing an open area in the Haldane Building where most PGR students and the CIA are located. To further enhance networking PGR students attend the monthly research interest group and several PhD supervisors host group sessions for their PhD students. Some PhD students are allocated to a research group but this needs to be expanded (B.A. 1.8). A monthly email detailing training opportunities is circulated to all students and staff (A.P 1.3). A new policy and application process for teaching opportunities for PhD students has been established to ensure transparency and equity of opportunities for all. This policy has been promoted at induction events and through the Blackboard site (A.P. 1.4a-b). Organisation and culture a) Provide data for the past three years (where possible with clearly labelled graphical


(i) Male and female representation on committees – provide a breakdown by committee and

explain any differences between male and female representation. Explain how potential members are identified.

The College has several committees which manage its academic business. Key committees are: Learning and Teaching, Research, Innovation and Engagement (established 2015) and Strategic Management Board. Membership is mainly determined through role. In 2016 females are predominant on all four committees and the proportion of females on the Research Committee is at its highest level over the data period.

Impact PGR Student Conference fund budget increased from £800 to £1,000 per student.

Increasing number of students participating in the SEA, especially females.

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Where there are opportunities to serve on a committee this information is disseminated to all staff and we have proactively provided opportunities for departments to elect representatives to serve e.g. two representatives from the DoPHPSS serve on the Learning and Teaching and Research committees, ensuring succession planning and providing opportunities for junior staff to gain experience of committee membership.

Data for Fig.29. Representation on decision making committees

2012 2013 2014 2015 2016

Learning & Teaching Committee

Chair: Michelle Lee

Female 17 17 15 18 18

Male 2 5 6 5 7

Total 19 22 21 23 25

Research Committee Chair: Mark Blagrove

Female 9 7 6 6 12

Male 8 8 6 6 8

Total 17 15 12 12 20

Strategic Management Board Chair: Ceri Phillips

Female 11 11 11 11 12

Male 7 7 7 7 6

Total 18 18 18 18 18

Innovation and Engagement Committee

Chair: Julia Pridmore

Female - - - 6 9

Male - - - 9 8

Total - - - 15 17

(ii) Female: male ratio of academic and research staff on fixed-term contracts and open-

ended (permanent) contracts – comment on any differences between male and female staff representation on fixed-term contracts and say what is being done to address them.

There has been an increase in the percentage of females and males on open ended contracts and a decrease in the percentage of females on fixed term contracts (Table 14) with the proportion of females on open ended contracts increasing to 61% (Benchmark 42.7%) and those on fixed term contracts has decreased to 67% (Benchmark 48%). Whilst a number of those on fixed term contracts are researchers it is also the case that the number of fixed term contracts is generally dictated by need which arises either as a result of covering medium/long term sickness absence or to cover certain sessions/modules where expertise cannot be found within existing resources.

89%

77% 71%

78% 72%

53% 47% 50% 50%

60% 61% 61% 61% 61% 67%

40%

53%

11% 23% 29% 22% 28%

47% 53% 50% 50% 40% 39% 39% 39% 39% 33%

60% 47%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

20122013201420152016 20122013201420152016 20122013201420152016 20122013201420152016

Learning & TeachingCommittee

Research Committee Strategic ManagementBoard

Innovation andEngagementCommittee

% M

ale

& F

em

ale

Figure 29. % Representation on Decision-making Committees % Female % Male

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Table 14. Academic & Research Staff contract types by gender

2012 2013 2014 2015 2016

Permanent

Female 39 36 81 99 98

Male 34 36 59 61 63

Total 73 72 140 160 161

% Female 53% 50% 58% 62% 61%

Fixed-term

Female 33 33 46 41 29

Male 4 11 18 14 14

Total 37 44 64 55 43

% Female 89% 75% 72% 75% 67%

b) For each of the areas below, explain what the key issues are in the department, what steps


(i) Representation on decision-making committees – comment on evidence of gender

equality in the mechanism for selecting representatives. What evidence is there that women are encouraged to sit on a range of influential committees inside and outside the department? How is the issue of ‘committee overload’ addressed where there are small numbers of female staff?

Membership of the Executive Team and the Strategic Management Board is determined by role. The Executive Team comprises the HoC, Deputy Heads and Director of the College Health and Well-being Academy (33%F: 66%M). The College has pledged its commitment to achieve 50/50 gender balance at senior decision making levels as a minimum by 2020 (A.P 3.2). We have an increase in female staff holding senior management roles i.e. 4 of our 6 HoDs/Research Institutes are female partly attributed to a positive action statement in promoting this opportunity to all staff. Work shadowing may encourage more senior females to apply for these roles in the future (A.P. 2.6). The Strategic Management Board provides effective management of the College. Female representation has increased this year to 67% which exceeds the percentage of female College staff (62%). Staff are encouraged to self-nominate for election to University Committees. Nominations to Senate and other University committees are disseminated to all staff and elections conducted openly and transparently. Committee membership is considered in relation to PDRs and workload.

Table 15. Female representation on University Committees

Mary Paget University Learning and Teaching Committee, non-professorial member of Senate.

Dr Jaynie Rance The University Postgraduate Research Committee; The Academic Standards and Quality Committee; The Academic Regulations and Cases Board

Prof Vanessa Burholt Promotions panel for Associate professor and Professors for the College of Medicine, and Senate. ESRC Grants Assessment Panel C

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Dr Tessa Watts

1. Academic Cases and Regulations Board, Academic Standards and Quality Committee Deputy Chair Programme Approval Committee, elected member of University Council as non-professorial member of Senate Representative

Prof Michelle Lee University Learning and Teaching Committee, Academic Standards and Quality Committee, Promotions panel for Chair and Associate Professors, and Senate.

Prof Joy Merrell Chair University Athena SWAN SAT, University Equal Opportunities Committee, elected Professorial representative on University Council

Prof Fiona Verity Director of the Wales School for Social Care Research, Honorary Professor of Flinders University, Australia, Board of Multicultural Youth, Australia

(ii) Workload model – describe the systems in place to ensure that workload allocations, including pastoral and administrative responsibilities (including the responsibility for work on women and science) are taken into account at appraisal and in promotion criteria. Comment on the rotation of responsibilities e.g. responsibilities with a heavy workload and those that are seen as good for an individual’s career.

The College has developed a workload model which is being piloted with the Psychology department before full implementation across the College by 2017. An equality impact assessment of this is being conducted (A.P 3.5). All staff, irrespective of gender, will have a workload which is appropriate to their post e.g. staff with a teaching contract have a higher teaching load than those with a research contract. Pastoral, administrative, Athena SWAN and outreach activities are taken into account in the workload model and at the annual PDR. Workload is pro-rata’d for part-time staff and takes into account flexible working patterns e.g. compressed hours working. We will analyse the workload data to ensure that there is no systematic gender bias in workload balance across the different areas. New Lecturers have a reduced workload commitment for their first year to enable them to establish their research and to allow defined time to work towards their teaching qualification. Staff who are studying for a PhD are given a one semester’s study leave to support the writing up process. (iii) Timing of departmental meetings and social gatherings – provide evidence of

consideration for those with family responsibilities, for example what the department considers to be core hours and whether there is a more flexible system in place.

We implemented core working hours (9.30am – 3pm) in 2013 and wherever possible meetings are not scheduled during school holidays. The 2016 survey showed that 76% (n=112) of staff reported that meetings are held within these core hours, 9% (n=13) did not know. This will continue to be monitored via the staff survey. Social gatherings are mainly scheduled during the daytime. (iv) Culture –demonstrate how the department is female-friendly and inclusive. ‘Culture’ refers

to the language, behaviours and other informal interactions that characterise the atmosphere of the department, and includes all staff and students.

The majority of staff and students are female. Feedback from the student focus groups indicated that students felt the College was a female friendly and inclusive place to study.

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We have developed our own You Tube channel where students’ views and experiences of a range of programmes are presented http://www.youtube.com/channel/UCBqaNhPUmLF-_b_89J9LG1g. Figure 30: Screenshot of a female paramedic student from You Tube channel.

Feedback from the staff focus groups unanimously agreed that the College was very accommodating and considerate of individual needs in circumstances as sickness, compassionate and maternity leave. Staff (B.A. 5.6) indicated the need for increased visibility and engagement with senior management staff which is being addressed in a range of ways;

Work shadowing.

Senior managers’ and HoC regular attendance at departmental meetings

HoC weekly e- newsletter titled TW3

A Staff Forum

The senior management are to participate in inclusive management training (A.P 3.6)

We have held three College based International Women’s Day events with this year’s event extended to Swansea Medical School staff and students. All the events were very well attended with > 50 people present at each, including staff, students and young females of Muslim faith from the local comprehensive schools. We hosted an international music and dance event which included senior female

The college is female friendly and inclusive.

Female led, and lots of female influences.

Women in top roles, which I find positive.

http://www.youtube.com/channel/UCBqaNhPUmLF-_b_89J9LG1g

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Outstanding Contribution to Research Award

speakers from a range of BAME backgrounds speaking about their careers to the young females of Muslim faith. We fundraise for Project My Girl which provides sanitary wear to enable young girls to stay in education in Malawi.

The College hosts two annual celebration events; the first is for graduates, their families and staff, at which student prizes are awarded and this year we have funded an Athena SWAN undergraduate prize for promotion of equality and diversity which is to be expanded to all programme levels (A.P. 1.8). Since 2015 the College has also hosted an annual rewards and recognition celebration event to celebrate outstanding contribution of staff in categories including teaching/ research/ student employability and career development/professional services values/ and equality, diversity and inclusion. Individual award winners were 5F & 4M. In 2015, 93 staff attended, which increased to 109 this year. The CASSG Chair was the recipient of the Promoting Equality, Diversity and Inclusion award. Focus group data indicated that some students due to the

vocational nature of their programme do not feel part of the University. We are looking to reschedule teaching, space permitting, to keep one afternoon free so they may participate in student societies, sports and promote networking (A.P.1.6). (v) Outreach activities – comment on the level of participation by female and male staff in

outreach activities with schools and colleges and other centres. Describe who the programmes are aimed at, and how this activity is formally recognised as part of the workload model and in appraisal and promotion processes.

Outreach is recognised in workload, appraisal, and promotion. The College is engaged in a number of outreach activities including school visits to promote our programmes.

Impact Responses to the staff survey indicated that 84% viewed the College as promoting an

inclusive and supportive environment.

Staff survey evidenced 90% (n=96) of female respondents and 94% (n=31) of males understood the School’s reason for engaging with gender equality.

2 wellbeing rooms to be provided. 1 completed to date.

Not having Wednesday afternoons free is frustrating as (nursing programme) so full, long days, full weeks.

In the first year we couldn’t go to Varsity match as working.

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This year two female staff and a male UG nursing student participated in a two-day work experience event at a local comprehensive. Careers in health and social care were promoted in small groups to a 159 pupils (A.P.3.4f).

A male staff member appointed to liaise with local FE colleges and is the co-ordinator for Swansea Academy of Inclusivity and Learner Support (SAIL).

The College has invested in a database for accurately capturing our outreach activities (A.P. 3.4a).

Two of our Welsh speaking female staff and the marketing department, (all female), attend the local Eisteddfod to promote our courses to the public.

Our STEMM ambassadors (9F: 3M) provide talks to school children and we seek to recruit more (A.P. 3.4b).

CASSG Chair attended a Teachfest event which led to attending the work experience event at a local comprehensive school.

Examples of our activities led by female staff and students to showcase female role models in STEM are:

With the Reaching Wider Team and the Ethnic Youth Support Team, BAME females aged 14 and above from local schools invited to celebrate International Girls and Women’s day.

College visit for BAME young females to raise awareness of career choices in health and social care.

E-mentoring scheme for school children providing online guidance for those considering careers in the health professions. Increased staff participation (32F: 10M participated) (A.P.3.4c)

Summer University provides a 3 week residential experience for 60 young people from schools/colleges in disadvantaged areas in South West Wales to experience what university is like. Achieved increased staff participation (7F participated this year) but aim for an annual event (A.P. 3.4e)

Sustained engagement in Soapbox Science held on promenade (2014-2016) (3F academic staff & 6F PhD students participated) (A.P. 3.4d)

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British Festival of Science 2016: 12F staff from lecturer to professor and 3F PhD students participated.

Flexibility and managing career breaks a) Provide data for the past three years (where possible with clearly labelled graphical


(i) Maternity return rate – comment on whether maternity return rate in the department has

improved or deteriorated and any plans for further improvement. If the department is unable to provide a maternity return rate, please explain why.

41 staff have taken maternity leave (Table 16), of whom 13 were academics and 100% return rate has been achieved. We have developed guidance for staff and line managers on maternity leave which is available on the website and has been adopted by other Colleges as best practice.

Table 16. Maternity Leave(Staff/ time period)

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Maternity leave

Female (All Staff) 8 4 9 3 4

Female (Academic Staff) 5 1 5 2 0

% Return Rate 100% 100% 100% 100% 100%

(ii) Paternity, adoption and parental leave uptake – comment on the uptake of paternity

leave by grade and parental and adoption leave by gender and grade. Has this improved or deteriorated and what plans are there to improve further.

Impact Gender inclusive student and staff role models

Promotion of nursing to males

Wide ranging outreach activities

Established database to record outreach activities by gender and ethnicity

Intersectionality of BAME with gender in activities

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Since 2012 we have improved data collection (Tables 17 & 18). No one has taken adoption leave. Eight staff, of whom six were academics, took paternity leave including one who took parental leave from across the grades from Researcher to Professor and all returned. Uptake of paternity leave has remained stable over the data period. Sessions on flexible working have been provided including the shared parental leave but none of the latter has yet been taken.

Table 17. Paternity Leave ALL Staff

Timescale N= % Return Rate

1st March 2012 – 28th February 2013 2 100%




Total 8

Table 18. Paternity Leave Academic Staff

Timescale N= % Return

Rate





Total 6

(iii) Numbers of applications and success rates for flexible working by gender and grade –

comment on any disparities. Where the number of women in the department is small applicants may wish to comment on specific examples.

b) For each of the areas below, explain what the key issues are in the department, what steps


(i) Flexible working – comment on the numbers of staff working flexibly and their grades and

gender, whether there is a formal or informal system, the support and training provided for managers in promoting and managing flexible working arrangements, and how the department raises awareness of the options available.

Flexible working by academics is widely practised on an informal basis. Academics and some professional service staff have the opportunity to work from home with flexible working arrangements made with line managers. Flexible working options sessions have been included in the E&D Forum, the Champions and line manager training. The flexible working policy is available on the College website. There were 15 applications (13F,2M) for formal flexible working over the last five years and all were approved (Table 19).These include academics working compressed hours and term-time only.

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Table 19. Applications and Success Rates for Flexible Working by Gender

Female Applications Male Applications

2012 2013 2014 2015 2016 2012 2013 2014 2015 2016

Prof

Reader

S/Lecturer

Lecturer 4

Researcher 4

Total 4

Shaded areas mean no applications received

The majority of those who work part-time are female and the number of females working part-time decreased last year (Table 20). The percentage of females working full-time has remained fairly constant.

A transparent system operates for staff to contractually reduce their hours and all new staff are made aware of this at induction. Our 2016 staff survey confirmed that 75% of staff thought that their line manager was supportive of flexible working (73% F n= 79, 84%M, n= 28). Two professors (1F, 1M) work part-time and the remaining professors and HoDs work full-time. Two female Associate Professors out of 19 work part-time. We explored perceptions as to whether part-time working was viewed as a barrier to career progression (A.P. 2.7). 52% of staff agreed with the statement that staff who work part-time or flexibly were offered the same career development opportunities as those who work full-time, whilst 35% did not know. The availability

of time was expressed as a key barrier for part-time staff which precluded them from taking on additional responsibilities which may enhance their careers. We have established joint chairs of committees to enable part- time staff to gain this experience through sharing these roles. The College plans to provide two wellbeing rooms one for each campus for pregnant and nursing mothers, and those returning from extended leave of absence. One room

Table 20. Proportion of Academic Staff Working Full & Part-time By Gender

2012 2013 2014 2015 2016

Full-time

Female 49 49 89 96 88

Male 35 40 63 63 60

Total 84 89 152 159 148

% Female 58% 55% 59% 60% 59%

Part-time

Female 20 20 38 44 39

Male 3 7 14 13 17

Total 23 27 52 57 56

% Female 87% 74% 73% 77% 70%

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has already been established (A.P.2.5b). In response to the staff survey, a carers group has been established providing space for staff with caring responsibilities to share experiences and expertise, support one another and hear about local services e.g. Dementia Friends. The group has been extended for carers across the University and meets termly. The uptake and effectiveness of this group will be evaluated by the University SAT, chaired by the CASSG lead. (ii) Cover for maternity and adoption leave and support on return – explain what the

department does, beyond the university maternity policy package, to support female staff before they go on maternity leave, arrangements for covering work during absence, and to help them achieve a suitable work-life balance on their return.

The College HR Officer meets with staff going on maternity leave to discuss their options. Normally a substantive appointment is made to provide maternity cover which also gives the opportunity for existing staff to be seconded to that position giving valuable experience to enhance the individual’s academic profile. Feedback gained from focus groups indicated support regarding maternity leave was positive; Two online guidance documents have been developed for staff and line managers by CASSG regarding maternity leave and for those returning from an extended leave of absence. The guidance includes testimonials and examples of how Keep in Touch days may be used. We piloted a new policy with a teaching free semester for staff on research contracts and reduced administration and allocation of the same modules for those on teaching and management contracts on return from an extended period of absence (A.P. 2.5a). Feedback has been positive; The onsite Day Nursery provides day care for children from 3 months to 7 years and 11 months and is open from 08:00 to 17.30 hours. We promote the childcare voucher scheme, and over the data period 13 staff have taken this up (6F:7M). 5067/5000 words (includes extra word allowance) 5. Any other comments: maximum 500 words Please comment here on any other elements which are relevant to the application, e.g. other STEMM-specific initiatives of special interest that have not been covered in the previous sections. Include any other relevant data (e.g. results from staff surveys), provide a commentary on it and indicate how it is planned to address any gender disparities identified.

This department is very good at listening to women ... brilliant at coming back...very positive about that.

Reduction in teaching and associated admin e.g. exam prep, marking etc. had a profound effect on my research – I managed to get 4 papers submitted and accepted in 2015.

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Our journey with Athena SWAN whilst challenging has been a positive experience allowing us to self-reflect and self-evaluate and has facilitated wider engagement and collaboration with the other STEMM Colleges, the University and the Athena SWAN community. Feedback from our successful bronze application (April 2013) encouraged us to submit early for the silver award and we were disappointed that our application was unsuccessful in April 2015. We assimilated the feedback and commenced with our silver action plan. Staff awareness of Athena SWAN is highly aided by the Athena SWAN events such as the E&D forum, the Athena SWAN champions and annual staff survey, but student awareness was low. This was despite notice boards in all sites, prominence on our website, banners in main entrances and the Athena SWAN logo on all staff email addresses.

Since September 2014 all undergraduate students and the majority of postgraduate students have received a session on Athena SWAN as part of their induction. We also decided to establish the role of Athena SWAN student ambassador to further raise student awareness of Athena SWAN and its principles. We have trained a further 7 Athena SWAN student ambassadors this year (total n=15) and will assess numbers annually at the start of each academic year (A.P.1.7). Our focus group data indicated that students are now more aware and knowledgeable about Athena SWAN.

To further raise awareness of Athena SWAN activities and support available for career progression we launched a Did you Know campaign which includes posters and infographics regarding mentoring and leadership programmes throughout the College (A.P. 3.7). The impact will be evaluated through the focus groups and staff survey. We are mindful of the need for a diverse environment and are undertaking a review of the naming of College space to enable us to celebrate and promote the success of notable College female/BAME alumni (A.P. 3.8). As part of our bronze application we were mindful to ensure that all the protected characteristics were addressed so relevant staff have been provided with the appropriate training to conduct Equality Impact Assessments on all new College policies which will be ongoing (BA.6.5). Our Athena SWAN silver application has been equality impact assessed.

Participation in our annual staff survey has more than doubled from 63 in 2013 (20%) to 149 respondents in 2016 (49%) and this will be ongoing to monitor the impact of our initiatives. The findings and data reported throughout the application provide evidence of impact of our initiatives, and we have achieved the majority of the targets set in our bronze application and instigated additional initiatives, such as the Athena SWAN student ambassadors. We will be carrying forward five action points as indicated in the action plan. Moving forward we are seeking to align our activities with the expanded Charter (A.P. 4.2) but from the outset included professional service staff on our CASSG and have now started to review the intersectionality of

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gender with other protected characteristics. We are fully committed to delivering and achieving the targets set in our silver action plan.

497/500 words

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6. Case study: impacting on individuals: maximum 1000 words

Describe how the department’s SWAN activities have benefitted two individuals working in the department. One of these case studies should be a member of the self assessment team, the other someone else in the department. More information on case studies is available in the guidance.

Case study – Julia Terry

This case study highlights the impact of our action plans in relation to B.A.3.4, B.A.5.5, B.A.5.8 and silver action plan A.P. A.P. 2.2, A.P 2.8, A.P. 2.3a, and A.P 3.0.

Julia Terry is a full-time Associate Professor in mental health nursing, and is on a teaching enhanced contract. Prior to this appointment she worked for 16 years as a mental health nurse. She is a member of CASSG and an Athena SWAN Champion since

2012.

“I joined the College in 2007 as a Lecturer when my children were 8, 5 and 2 years old. This was my first full-time post for 6 years, and I welcomed the College’s approach to flexible working, enabling me to work remotely from home as necessary to accommodate school runs. Having core working hours for key meetings enables me to be an active participant and involved in decision making. I have been able to progress my career as well as caring for my family as a result of the flexible working allowed by the College.

In 2011 I was supported by the College to undertake part-time PhD study and have been provided with a sabbatical to facilitate data analysis and writing up.

The College fully support the recognition of excellence in teaching as well as research, and I attained my Senior Fellowship of the Higher Education Academy in March 2015. Teaching staff are encouraged to develop partnerships with wider organisations to support best practice. I expressed interest to our College Dean about applying for a National Institute for Health and Care Excellence (NICE) Fellowship, and was successful in April 2015. The Fellowship has 3 strands: developing education materials on depression, leading All Wales Public and Patient involvement by bringing all Welsh universities together, and developing the NICE Student Champion Scheme at Swansea University.

I was supported by my line manager to engage in a University Leadership in Action programme in 2014 and funded to participate in the Aurora national women’s leadership programme in 2015/16. I was provided with a university female mentor (provided through the Athena SWAN Mary Williams’ scheme to facilitate female staff to progress from Senior Lecturer to Associate Professor). I feel that these leadership opportunities provided Athena SWAN were instrumental in attaining promotion to Associate Professor in March 2016. Subsequently Athena SWAN provided me with media training to assist in raising my media.

I am now the College Lead for Service user and carer involvement, a Team Leader and Line manager and Athena SWAN has provided me with unconscious bias training and equality and diversity training as I am involved in student selection. In 2016 I now chair the University Athena SWAN Career Progression Working Group”.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiN9tXKs7fPAhVDVhoKHbefABcQjRwIBw&url=http://www.iwa.wales/click/2014/06/educator/&bvm=bv.134495766,d.d2s&psig=AFQjCNE8CoG1wVO-G8FI6kccgDW5k8Qv7g&ust=1475335578131485

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Case Study - Dr Laura Wilkinson

This case study highlights the impact of our action plans in relation to B.A.5.5, B.A.5.8, A.P. 2.0a, A.P. 2.8, A.P. 3.0, A.P. 3.4c & d.

Dr. Laura Wilkinson is a full-time Lecturer in Psychology and was appointed in April 2015. Laura is an early career researcher on a research-enhanced contract. Laura says:

“My experience with the College has been very positive from the outset. I had completed my PhD at the University of Bristol before taking a research position with the charity SafeLives.

When I interviewed for the position of Lecturer in Psychology eighteen months ago, I was eight months into maternity leave. One member of the panel discreetly asked me if I required any facilities for breastfeeding which I did not. I was previously aware of Athena SWAN and had noted the logo on the job advertisement and this was reinforced when Athena SWAN activities were discussed within my interview.

When I was appointed, I was able to delay my start date by 4 months so that I finished my full year of maternity leave with my daughter. Before my start date, I was invited for a visit by my mentor so that I could get to know colleagues who are also working Mums. I was well supported by HR to apply and receive childcare vouchers. I am also always offered childcare when I have to come in for open days on weekends.

I am able to work very flexibly in support of managing my childcare responsibilities. On days when I drop off and pick up my daughter, I benefit enormously from SWAN activities around implementing core-working hours. In my experience the vast majority of meetings take place within these core hours and if not, then I feel well supported to request that the meeting is moved. I am also able to flexibly compress my hours such that I do not work on a Friday and spend this day with my daughter.

As an early career researcher, I am assigned a mentor within my department. My mentor offers me an enormous amount of support regarding every aspect of working life. This includes research, teaching, management and flexible working arrangements. I strongly feel that I could go to my mentor about any topic or situation that arose and feel extremely well supported. My mentor is an inspirational female role model to me and she is passionately supportive of female early career researchers.

Generally, all of the fantastic Athena SWAN-oriented support that I have received has allowed me to have a successful first 18 months at Swansea University. One of the areas that Athena SWAN has supported me is disseminating science to the public, especially to young people. I was encouraged to take part in Soapbox Science, in particular, but am also actively involved in providing Nuffield & BPS internships and the e-Mullaney mentoring programme. I was provided with media-training course in support of these outreach activities. I am an ardent supporter of the Athena SWAN charter and its principles and I now Co-chair the University Athena SWAN Data Working Group. As a junior female member of staff who is also a working mum, I feel well supported by a College that is clearly investing in my future which has been evidenced further by being supported on the Aurora leadership programme for this year. Word count 997/1000

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Athena SWAN Silver department award application...Race Equality Charter mark committee member....

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