Department of Life Sciences Bronze Award Application 2015
48
Athena SWAN Bronze department award application (Ireland) Name of institution: University of Limerick Department: Life Sciences Date of application: 30 September 2015 Contact for application: Prof. Sean Arkins, Head of Department Email: [email protected] Telephone: +353 61 213101 Departmental website address: www.scieng.ul.ie/departments/life-sciences
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Transcript of Department of Life Sciences Bronze Award Application 2015
Athena SWAN Bronze department award
application (Ireland)
Name of institution: University of Limerick
Department: Life Sciences
Date of application: 30 September 2015
Contact for application: Prof. Sean Arkins, Head of Department
Email: [email protected]
Telephone: +353 61 213101
Departmental website address: www.scieng.ul.ie/departments/life-sciences
Contents
1. Letter of endorsement from the Head of the Department .................................................. 1
2. The self-assessment process .............................................................................................. 2
2.1 The Department self-assessment team (SAT) ............................................................... 2
2.1.1 Details of the self-assessment process .............................................................. 3
2.2 Future plans of the SAT................................................................................................. 4
3. A picture of the department and its composition ............................................................... 5
3.1 Brief description of the department ................................................................................ 5
3.1.1 Coherence with University of Limerick’s Strategic Plan ...................................... 6
3.1.2 Contribution to Programmes ............................................................................... 7
3.2 Student Data ................................................................................................................. 7
3.2.1 Number of Males and Females on Access of Foundation Courses .................... 7
3.2.2 Full Time Undergraduate Programmes ............................................................... 8
3.2.3 Postgraduate Taught Programmes .................................................................. 13
3.2.4 Postgraduate Male and Female Numbers on Research Degree Programmes .. 13
3.3 Staff Data .................................................................................................................... 14
3.3.1 Academic Staff by Gender ............................................................................... 14
3.3.2 Leavers by Grade and Gender ........................................................................ 18
4. Supporting and Advancing Women’s Careers ................................................................. 19
4.1 Recruitment of Staff ..................................................................................................... 19
4.1.1 Job Application and Success Rate by Gender and Grade ................................ 19
4.1.2 Recruitment Committee .................................................................................... 21
4.1.3 Induction .......................................................................................................... 22
4.1.4 Personal Development Review ......................................................................... 23
4.1.5 Promotion ......................................................................................................... 23
4.2 Career Development .................................................................................................... 25
4.2.1 Support Given to Students for Academic Career Progression .......................... 25
4.2.2 Support to Postdoctoral Researchers for Academic Career Progression .......... 27
4.2.3 Training ............................................................................................................ 27
4.3 Flexible Working and Managing Career Breaks ........................................................... 29
4.3.1 Cover and Support for Maternity and Adoption Leave ...................................... 29
4.3.2 Maternity Return Rate ...................................................................................... 29
4.3.3 Paternity, Adoption and Parental Leave Uptake ............................................... 29
4.3.4 Flexible Working Options .................................................................................. 29
4.4 Organization and Culture ............................................................................................. 30
4.4.1 Male and Female Representation on Committees ............................................ 30
4.4.2 Workload Model ............................................................................................... 32
4.4.3 Timing of Department Meetings and Social Gatherings .................................... 33
4.4.4 Visibility of Women as Role Models .................................................................. 34
4.4.5 The Departmental Culture ................................................................................ 34
4.4.6 Childcare .......................................................................................................... 36
5. Any other comments .......................................................................................................... 39
6. Department of Life Sciences Athena SWAN Action Plan ................................................. 40
Glossary of terms
A & R Academic and research (staff)
ADAA Assistant Dean Academic Affairs
ADR Assistant Dean Research
AHSS (Faculty of) Arts, Humanities & Social Sciences
AS Athena SWAN
ASSC Athena SWAN Steering Committee
BUS (Faculty of) Business (Kemmy Business School)
CIDs Contracts of indefinite duration
CTL Centre of Teaching & Learning
DGS Dean of Graduate Studies
EC Executive Committee
EHS (Faculty of) Education & Health Sciences
EPI-STEM National Centre for STEM Education
EU European Union
F Female
FTE Full-time equivalent
GA Governing Authority
HEA Higher Education Authority
HoD Head of department
HR Human Resources
HRS4R HR Strategy for Researchers
INF Interfaculty programmes
IUA Irish University Association
KBS Kemmy Business School
LAB Lecturer above the Bar
LbB Lecturer below the Bar
LEAD Living Equality & Diversity
M Male
PDRS Performance and Development Review System
PG Postgraduate
PGR Postgraduate research
PGT Postgraduate taught
PhD Doctor of Philosophy
PI Principal Investigator
QCA Quality Credit Average
S&E (Faculty of) Science & Engineering
SAT Self-assessment team
STEMM Science, technology, engineering, maths and medicine
UG Undergraduate
UL University of Limerick
UPB University Promotions Board
VPAR Vice President Academic and Registrar
VPR Vice President Research
WAP Workload allocation policy
WIP Work in progress
1 | P a g e
1. Letter of endorsement from the Head of the Department
Dr Ruth E Gilligan
Athena SWAN Manager
Equality Challenge Unit
7th floor, Queen’s House
55/56 Lincoln’s Inn Fields
London, WC2A 3LJ
30 September 2015
Dear Dr Gilligan,
I am delighted to submit the Department of Life Sciences’ Athena SWAN application for a departmental
Bronze Award. Having been a member of the University of Limerick’s Athena SWAN Steering
Committee, I am personally committed to the AS process and know that it is in UL’s strategic interests
to ensure that our people are offered equality of opportunity to achieve their full potential. Our new
strategic plan (2015–2019), published September 2015, explicitly commits the institution to the AS
process. We are well aware that implementing the University’s strategies will depend to a great degree
on the ability of all members of UL’s community to realise their aspirations.
The Departmental self-assessment team, which I chaired, brings together all levels of academic,
administrative, technical and research staff. The experience provided us with a valuable opportunity for
self-reflection. While we were aware of many of our shortcomings, the exercise made us aware of
others and also brought home to us the need for better communication and transparency in some of
the areas in which we thought we did well. The exercise also made it clear to us that some areas of our
management need to be formalised. We quickly became aware of the shortcomings in our own records
management and acknowledge that it will be a challenge to propose and deliver a true agenda for
change that challenges a mindset and establishes a framework through which gender equality can be
measured and improved upon in our Department.
Our application for a Bronze Award is a starting point for this change. We hope that this will be a pivotal
point in the Department for a series of processes that will engage all of us, students and staff, in
improving the position of women in the Department of Life Sciences. It is to all of our advantage that
the skills and contributions of all are valued and utilized. The Department of Life Sciences is committed
to this.
Yours sincerely,
Prof. Sean Arkins
Head of Department, Department of Life Sciences
University of Limerick Word Count 378/500
2 | P a g e
2. The self-assessment process
2.1 The Department self-assessment team (SAT)
The University of Limerick began its self-assessment process in October 2014 by establishing an Athena
SWAN Steering Committee (ASSC), chaired by President Professor Don Barry. The two STEMM faculties
set up committees soon afterwards to facilitate UL’s Institutional Bronze Award application, submitted
in April 2015, and to build a strong foundation of self-assessment across the University. UL was
delighted to be one of the first Irish institutions to receive this award in July 2015, and feels it is “an
exciting development for the Higher Education Sector in Ireland.
Figure 2.1: Structure of Athena SWAN in UL
Key: M = Male; F =Female; AS = Athena SWAN; ASSC = Athena SWAN Steering Committee; SAT = Self-
Assessment Team; S&E = Faculty of Science & Engineering; EHS = Faculty of Education & Health Sciences;
WIP = work in progress
The Department of Life Sciences’ SAT was formed in April 2015 (Table 2.1). The Head of the Department
(HoD) serves on UL’s ASCC and on the Faculty AS Committee. The Department’s Chief Technical Officer,
Jacqueline Kennedy, and Dr. Jakki Cooney serve on the Faculty AS Committee. AS has been a standing
item at the Department’s monthly meetings since January 2015.
The HoD, the Chief Technical Officer and Dr. Cooney briefed the department on the planned
departmental AS initiative and invited members of the Department to join. The team were selected
from individuals on a range of academic trajectories, career stages and gender.
The Department’s SAT brings together a range of expertise and experience in teaching, research and
management. The team includes members with over 20 years’ experience in higher education. Three
members are recent recruits to the university, familiar with the University’s induction programme, and
three other members have recent experience of the promotions process. Of the nine committee
members (3 males and 6 females), three have children under the age of 10 and four have adult children,
Governing Authority
34: 26 M, 8 F
Executive Committee
9: 7 M, 2 F
ASSC
17: 7 M, 10 F
S&E
AS SAT 16: 5 M, 11 F
S&E
AS Departmental
SATs
x 10 (WIP)
EHS
AS SAT
15: 7 M, 8 F
EHS
AS Departmental
SATs
x 6 (WIP)
3 | P a g e
some of whom are currently attending university. One member has recently returned from maternity
leave and one member is currently availing of a module buyout programme for research purposes.
Table 2.1 The Department of Life Sciences Self-Assessment Team
Name Gender Position
Prof. Sean Arkins (Chair, Head of Department)
M Professor
Jacqueline Kennedy F Chief Technical Officer
Ber Norris F Department Administrator
Dr. Jakki Cooney F Lecturer/Senior Lecturer
Dr. Pat Kiely M Lecturer/Senior Lecturer
Dr. Ken Byrne M Lecturer
Dr Eibhlis O’Connor F Lecturer Below the Bar
Soraya Morscher F Equitation Teacher
Dr Martina O’Keeffe F Postdoctoral Researcher
2.1.1 Details of the self-assessment process
The SAT has met at three week intervals, on average, since May 2015. A number of subgroups were
formed, tasked with the compilation of specific data subsets, the departmental attitudinal survey and
management of a postdoctoral focus group. Activities have included:
Discussion and review of required data, including sourcing relevant material from UL’s Student
Academic Affairs.
Discussions with Marie Connolly (HR Manager, Organisational Change, and co-ordinator of the
University’s Institute Application);
Review and analysis of the AS Department Attitudinal Survey (given to all the Department,
including administrative and research staff).
Formulation of a postdoctoral focus group; review and analysis of these findings.
Feedback/consultation with other staff members by discussions at Department meetings (AS is
a standing agenda item);
Development of a 3-year Action Plan to address areas of concern, including a review of the
University Action Plan to align Action Items accordingly.
All team members contributed to the Department’s submission and Action Plan, with other staff
members consulted for feedback.
4 | P a g e
Four team members, Prof. Sean Arkins, Jacqueline Kennedy, Ber Norris and Dr. Jakki Cooney, attended
UL’s Athena SWAN Launch (6th March, 2015), as part of International Women’s Day 2015. The
conference, “Embracing the Past Informing the Future in STEMM”, was organised and sponsored by HR
and members of the ASSC and opened by the UL President. Prof. Arkins was on the organizational
subcommittee for this event.
Two team members, Jacqueline Kennedy and Dr. Eibhlis O’Connor, participated in the University AS
Networking Event (August, 2015), one of the Action Items from the Institute Application. The purpose
of this event was to connect the SATs across UL, discuss feedback from the Institute Application and the
best way to set up a formal AS network, and to agree the key initiatives from its Action Plan.
2.2 Future plans of the SAT
The SAT will continue to meet on a monthly basis. A focus on undergraduate and postgraduates is
critical and these individuals were not represented in the Departmental SAT. This needs to be
addressed. The focus group study from postdoctoral colleagues will be repeated annually and similar
focus group studies will be conducted with postgraduate students and third and fourth year
undergraduate students in the Department. The SAT will monitor departmental statistics and
implement action plans. The SAT will inform the Department members of Athena SWAN progress via a
standing agenda item at Department meetings, facilitating effective communications within the
Department.
Action 2.1: Monitor departmental statistics and implement action plans. Place AS progress as a standing
item on Department meetings
The HoD and the Chief Technical Officer will continue to sit on the Faculty/University AS committees to
ensure appropriate coordination and to communicate departmental issues that require institutional
redress. The current Head will step down in September 2016. A successor is to be identified in early
2016. This individual will be asked to sit on the Faculty AS committee upon nomination to ensure
engagement with the AS process.
The Department aims to build on the AS ethos and hopes to implement all key actions as set out in the
Department AS Action Plan with a view to seeing an increase in the number of females at senior levels
and increase in the number of females on key decision making committees within the institution prior
to submitting for reassessment in 2018.
.
Word Count 847/800
5 | P a g e
3. A picture of the department and its composition
3.1 Brief description of the department
The Faculty of Science and Engineering (Faculty of S&E) is the largest faculty in the University and
comprises 10 departments, offering taught and research programmes at certificate, graduate diploma,
bachelors, masters and PhD degree levels. Academic programmes are continually reviewed to ensure
they meet the requirements of employers and national and international accreditation bodies. The
Faculty has several world-class research centres, each of which is underpinned by close links with
industry.
The Department of Life Sciences is one of ten departments in the Faculty S&E. The Department was first
formed in 1992, shortly after the reorganisation of the University of Limerick. Prior to its integration into
the University of Limerick, the focus of the Department had been on the teaching of General and Rural
Science. This evolved to teacher education in the Biological Sciences. Subsequently, two additional
degree programmes in Food Science and Health (1991) and Equine Science (1993) were added. The
Department is well embedded within the University and nationally. Faculty members contribute to a
range of decision making bodies across the Faculty and the University.
The Department occupies one of the oldest buildings on campus, the Schrodinger Building, erected in
1979. Research space is limited and the building does not have staffroom facilities or a restaurant.
Additional laboratory space allocated to the Department for teaching is some distance from the
Schrodinger Building. The Department also has a horticultural laboratory for teaching and research
which is also at some remove from the Schrodinger Building. This infrastructure proves challenging to
communication.
Action 3.1: Actively campaign for a staff room in the Schrodinger Building to encourage information
networking amongst department members.
The Department of Life Sciences is home to 16.5 permanent academic staff members (6 female and 11
male), five technicians, one administrator, ten postdoctoral associates and sixty three postgraduate
students (Table 3.1). There is a clear disparity within the department in that the majority of senior
grades are allocated to male candidates. Similarly, although the majority of undergraduate students,
postgraduate students and postdoctoral associates are females, approximately 60% of the faculty are
male. The Department has had three temporary lecturers below the bar over the past four years. These
have all been on fixed term contracts and the positions were temporary, arising either through illness of
permanent faculty members, sabbatical leave or retirement. These have been occupied by 1 male and
two females.
6 | P a g e
Table 3.1: Department of Life Sciences Staff Data, 2012 – 2015
P AP SL L LbB Tch PT Total Academic
Staff
A SA PDRF T Total All Staff
2012 F 0 0 0 2 2 1 2 7 3 1 9 6 26
M 2 1 1 5 0.5 0 1 10.5 0 0 5 0 15.5
Total 2 1 1 7 2.5 1 3 17.5 3 1 14 100 41.5
% F 0 0 0 28 80 100 66 40 100 100 64 0 63
2013 F 0 0 0 2 3 2 1 8 3 1 9 5 26
M 2 2 0 6 1.5 0 1 12.5 0 0 2 0 14.5
Total 2 2 0 8 4.5 2 2 20.5 3 1 11 5 40.5
% F 0 0 0 25 66 100 50 39 100 100 82 100 64
2014 F 0 0 0 3 2 2 1 8 1 0 9 5 23
M 2 2 0 5 1.5 0 0 10.5 0 0 4 0 14.5
Total 2 2 0 8 3.5 2 1 18.5 1 0 13 5 37.5
% F 0 0 0 37 57 100 100 43 100 69 100 61
2015 F 0 0 1 3 2 2 1 9 1 0 9 5 24
M 1 2 1 5 1.5 0 1 11.5 0 0 3 0 14.5
Total 1 2 2 8 3.5 2 2 20.5 1 0 12 5 38.5
% F 100 100 50 37 57 100 50 44 100 100 75 100 62
Key: P = Professor, AP = Associate Professor, SL = Senior Lecturer, L = Lecturer above the bar, LbB = Lecturer below the Bar, Tch=Teacher, PT=Part time academic teaching staff, A = Administrator, SA = Senior Administrator, PDRF = Postdoctoral/Research Fellow, T=Technician
3.1.1 Coherence with University of Limerick’s Strategic Plan
The University of Limerick’s new Strategic Plan, Broadening Horizons (2015-2019) has three core
themes: (i) Building on our Achievements, (ii) Accentuating our Distinctiveness and (iii) Raising our
International Profile. The plan commits UL to the Athena SWAN process and indicates its intention to
further improve female representation in senior roles. The Department of Life Sciences supports these
goals. Building on our achievements outlines a vision for ensuring excellence in research while
providing a highly engaged learning experience for our students. The Department has made very
significant progress towards being a ‘research-led’ academic department. Despite its relatively small size
and diversity of themes, faculty within the Department have established very successful research
programmes in a number of areas. Our Food Scientists research in nutraceuticals is world class and our
environmental biologists have been recognized for their contributions in Biodiversity and Ecosystem
services. Faculty in the Department are also well represented nationally on bodies such as the Irish
Cancer Society and internationally in the International Dairy Federation and UN Intergovernmental
Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES).
7 | P a g e
3.1.2 Contribution to Programmes
Currently, the Department offers the following degree streams:
Bachelor of Science in Food Science and Health, (LM068) (First offered in 1991)
Bachelor of Science in Equine Science, (LM093) (First offered in 1993)
Certificate/Diploma in Equine Science (LM180) (First offered in 1989)
Bachelor of Science in Biological Sciences (Education) (LM092) (First offered in 1979) Co-owned
with the Department of Education and Professional Studies in the Faculty of Education and
Health Sciences)
In addition, the Department makes significant contributions to the Science Choice programme and
provides service teaching across a range of programmes.
3.2 Student Data
3.2.1 Number of Males and Females on Access of Foundation Courses
The Department of Life Science does not offer an access course. The Certificate in Equine Science is a
Level 6 programme, offered over 2 years. Students who achieve a 2.2 level award are offered entry to
the Level 7 Diploma course, offered over one year. Students who achieve a 2.2 level award are offered
entry to the Degree programme which they can complete over 2 semesters. The majority (>80%) of
students are female, in line with the ratio of males and females on our Level 8 degree programmes.
Table 3.2: Number of Female and Male Students on Level 6 Certificate Programme (2012-2014)
LM180 Certificate in Equine Science
2012/13 F 6
M 0
Total 6
F % 100
2013/14 F 13
M 3
Total 16
F % 81.2
2014/15 F 13
M 4
Total 17
F % 76.4
8 | P a g e
3.2.2 Full Time Undergraduate Programmes
In 2014 the Male:Female ratio of the 20,753 undergraduates admitted to Irish Universities in 2014 was
46.5%:56.4%. Of the 8,059 undergraduates admitted to STEMM programmes, 54.5% were male and
45.5% were female. When Life Science and Food Science programmes are considered separately, there
is a majority of females in these programmes (39.2% Male and 60.8% Female; Figure 3.1), suggesting
that Biological Sciences are particularly attractive to female students.
Figure 3.1: Proportions of Female and Male Students Enrolled in Various Programmes in Irish
Universities (2014; Source: HEA statistics)
The disparity in the proportion of females enrolled in STEMM programmes is even more acute at UL.
Between 2009 and 2014, 75% of the 2,867 graduates of the Faculty of S&E were male, compared to
53%, on all UL Level 8 degree programmes (Figure 3.2). This gender disparity is reversed in Life Sciences
where 74.9% of the 537 graduates were female. The ratio of female:male graduates has remained
constant over the past few years and has also remained remarkably similar across all three degree
programmes (Table 3.3).
Figure 3.2: Proportions of Female and Male Students Graduating from Department of Life Sciences,
Faculty of Science and Engineering and all UL Faculties between 2009 and 2014
54.5
39.2 41.2 45.5
60.8 58.8
0
10
20
30
40
50
60
70
All STEMProgrammes
(n=8,059)
Life Science andFood Science
(n=3,763)
All OtherProgrammes(n=12,694)
Pe
rce
nt
Proportions of Female and Male Students Enrolled in Various Programme Types in Irish Univerisities (2014)
Male
Female
25.10%
74.70%
53%
74.90%
25.30%
47%
0.00%20.00%40.00%60.00%80.00%
Life Sciences Science andEngineering
UL Grand Total
Life Science Graduates (n=537); Science and Engineering Graduates (n=2,867); All UL Graduates (n=11,381)
Proportions of Graduating Females and Males in Department of Life Sciences, Faculty of S &E and All UL
Faculties (2009-2014) Male
Female
9 | P a g e
Table 3.3: Numbers of Undergraduate Degree Students Graduating from the Departments Programmes by Gender, (2009-2014)
LM093 LM068 LM092 Total Life Science
S&E University
2009 F 20 17 37 74 114 865
M 5 2 12 19 308 887
Total 25 19 49 93 422 1752
F % 80.0 89.5 75.5 79.6 27.0 49.3
2010 F 13 17 48 78 120 874
M 7 0 19 26 310 855
Total 14 17 67 104 330 1729
F % 65 100 72 74 36 51
2011 F 7 18 36 61 125 914
M 7 1 16 24 291 895
Total 14 19 52 85 416 1809
F % 50 95 69 72 30 51
2012 F 12 13 40 65 113 926
M 4 6 15 25 371 1030
Total 16 19 55 90 484 1956
F % 75 68 73 72 23 47
2013 F 17 17 32 66 122 882
M 1 4 15 20 455 1167
Total 18 21 47 86 577 2049
F% 94 81 68 77 21 43
2014 F 11 23 38 72 130 888
M 4 6 18 28 408 1198
Total 15 29 56 100 538 2086
F% 66 79 68 72 24 43
Key: LM093=BSc Equine Science, LM068=BSc Food Science and Health, LM093=BSc Biological Sciences (Education)
The recent three year trend in first year enrolments indicate that a similar high proportion of female
candidates continue to enrol in the Departments programmes, indicating the popularity of these course
offerings to female undergraduates (Table 3.4).
10 | P a g e
Table 3.4: Incoming Undergraduate Student Numbers by Gender, 2012/13–2014/15
3.2.2.1 Degree Classification by Gender
The proportion of students attaining the various degree awards from Life Sciences, the Faculty S&E and
all UL Faculties is shown in Table 3.5 by year and cumulatively over a six year period (2009-2014) in
Figure 3.3. Females outperform males in S&E programmes; 53% of females graduating from S&E
programmes achieved first or upper second class degrees compared to 48% of their male colleagues.
Males were more likely to achieve lower second class or third class awards (52%) compared to female
graduates (47%). Academic achievement is thus not a reason for the lower proportion of female
graduates enrolled in STEMM programmes in S&E.
The performance of female students graduating from the Department of Life Sciences has also been
superior to their male counterparts over the same period with 55% of females achieving first or upper
second level awards compared to 39.5% of males and 45% of females achieving lower level awards
compared to 59.5% of male graduates (Table 3.5). The same trends are evident in Figure 3.3 which
summarizes the data from 2009 to 2014 and which demonstrates the overall superior performance of
female undergraduate students in UL programmes.
LM180 LM093 LM068 LM092 Total Life Sciences
S&E University
2012/13 F 6 29 44 23 102 600 3743
M 0 5 16 46 67 1969 4983
Total 6 34 60 69 169 2569 8726
F % 100 14.7 73.3 66.6 60.4% 23.4 42.9
2013/14 F 13 23 42 48 126 683 3812
M 3 4 19 16 42 2113 5152
Total 16 27 61 64 168 2796 8964
F % 81.2 85.2 68.9 75.0 75.0% 24.4 42.5
2014/15 F 13 22 41 50 126 713 3923
M 4 6 16 12 38 2121 5200
Total 17 28 57 62 164 2834 9123
F % 76.4 78.6 71.9 76.8 25.2 43.0
Key: F = female; M = male; LM180 = Certificate in Equine Science, LM093 =BSc Equine Science, LM068 = BSc Food Science and Health, LM092 = BSc Biological Science (Education), S&E = Faculty of Science and Engineering
11 | P a g e
Table 3.5: Degree Classification for Life Sciences Undergraduate Students (of all four degrees combined) by Gender, (2009/10 – 2014/15)
De
gree
HI L
S
H2
.1 L
S
H2
.2 L
S
H3
LS
LS T
ota
l
H1
S&
E
H2
.1 S
&E
H2
.2 S
&E
H3
S&
E
Tota
l S&
E
2009 F 9 31 27 7 74 21 42 39 12 114
% of F total 12.1 41.9 36.5 9.5 100% 18.4 36.8 34.2 10.5 100%
M 3 4 11 1 19 59 67 108 74 308
% of M total 15.8 21.0 57.9 5.3 100% 19.2 21.7 35.1 24.0 100%
2010 F 8 37 25 3 73 28 37 42 13 120
% of F total 23.3 30.9 35.0 10.8 100% 23.3 30.8 35.0 10.9 100%
M 2 3 14 7 26 58 87 99 66 310
% of M total 7.7 11.5 53.9 26.9 100% 18.7 28.1 31.9 21.3 100%
2011 F 11 22 23 5 61 19 54 30 22 125
% of F total 18.0 36.1 37.7 8.2 100% 15.2 43.2 24.0 17.7 100%
M 6 8 6 4 24 46 77 97 71 291
% of M total 25.0 33.3 25.0 16.7 100% 15.8 26.5 33.3 24.4 100%
2012 F 16 20 26 3 65 32 24 41 16 113
% of F total 24.6 30.8 40.0 4.6 100% 28.3 21.2 36.3 14.2 100%
M 2 6 9 8 25 70 101 127 73 371
% of M total 8.0 24.0 36.0 32.0 100% 18.9 27.2 34.2 19.7 100%
2013 F 11 24 23 8 66 31 33 37 21 122
% of F total 16.7 36.4 34.8 12.1 100% 25.4 27.1 30.3 17.2 100%
M 1 7 11 1 20 99 145 150 61 455
% of M total 5.0 35.0 55.0 5.0 100% 21.8 31.8 33.0 13.4 100%
2014 F 13 25 26 12 76 28 32 43 27
% of F total 17.1 32.9 34.2 15.8 100% 21.5 24.6 33.1 20.8 100%
M 6 8 8 6 28 92 119 122 75 408
% of M total 21.4 28.6 28.6 21.4 100% 22.5 29.2 29.9 18.4 100%
Total F 68 159 150 38 415 159 222 232 111 724
% of F total 16.4 38.3 36.1 9.2 100% 22.0 30.7 32.0 15.3 100%
M 20 36 59 27 142 424 596 703 420 2143
% of M total 14.1 25.4 41.5 19.0 100% 19.8 27.8 32.8 19.6 100%
12 | P a g e
Figure 3.3: Distribution of Grades by Gender in Graduating Undergraduate Degree Students from Life
Sciences, Faculty of Science and Engineering and All UL Faculties (2009-2014)
There is no evidence of gender bias in the assessment of undergraduate programmes in the
Department. The Department employs a range of assessment approaches, including continuous
assessments, quizzes, laboratory work, assignments and final examinations to ensure a range of learning
and skills are assessed.
Action 3.2: We will continue to monitor student performances by gender across all of our programmes.
3.2.2.2 Support for Undergraduate Students
Undergraduate students are allocated an academic advisor on enrolment, who provides academic
support throughout the duration of the student’s degree programme. Student Academic Administration
offer a Medical and Counselling Service and the Cooperative Education Division provide career advice, in
addition to securing Cooperative placements for the students. The advisor system is entirely optional as
there in no obligation for the student to meet his or her advisor.
Action 3.3: Ensure that all 1st year students are introduced to their advisors on a one to one basis and
continue promote the value to the students of engaging with their academic advisors.
Action 3.4: Undertake a focus group study of third and fourth year undergraduate students across all
programmes
Nationally, the proportion of fulltime undergraduate new entrants who are not present one year later is
15% across all sectors and NFQ levels. It became apparent to the SAT Team that retention data were not
available on an annual basis for the individual Department’s undergraduate programmes.
Action 3.5: Liaise with Student Academic Administration (SAA) to provide annual progression rates for
each of our programmes
14
27
41
18 20
28
33
20
15
33
36
16 17
38 36
9
22
31 32
15 16
40
35
10
0
5
10
15
20
25
30
35
40
45
H1 H21 H22 H3 H1 H21 H22 H3 H1 H21 H22 H3
Life Sciences SEN UL
Pe
rcen
t o
f M
ale
or
Fem
ale
Gra
du
ate
s
Life Science Graduates (n=557); Science and Engineering Graduates (n=2,867); All UL Graduates (n=11,381)
Distribution of Grades by Gender in Life Sciences, Science and Engineering and All UL Faculties (2009-2014)
Males
Females
13 | P a g e
3.2.3 Postgraduate Taught Programmes
The Department does not offer taught postgraduate programmes.
3.2.4 Postgraduate Male and Female Numbers on Research Degree Programmes
Nationally 26,752 students were enrolled in full time or part time postgraduate programmes in Irish
Universities in 2014. Of those engaged in STEMM programmes (6,781), the majority (62.0%) were male.
In the Life Sciences and Food Science subset, this gender bias was largely reversed with 42.9% male and
57.1% female (Figure 3.4).
Figure 3.4: Number of Female and Male Postgraduates Enrolled in Irish Universities (2014)
Within UL, whereas 48% of 373 PhD students graduating between (2012 -2014) from all faculties were
female, this proportion was reduced in S&E to 34% (Figure 3.5).
Figure 3.5: Number of Male and Female PhD Graduates from various UL Faculties (2012 to 2014) and
Proportion of Female Graduates
This may reflect the long standing gender bias in STEMM subjects and the predominance of engineering
disciplines in UL’s Faculty of S&E. In the Department, there is also a distinct gender disparity in the ratio
62.0
40.2 46.5
38.0
59.8 53.5
0.0
20.0
40.0
60.0
80.0
STEM (n=6781) Other(n=19,971)
All Programmes(n=26,752)
Number of Female and Male Postgraduates Enrolled in Irish Universities (2014)
Male
Female
26 35
133
194
50 61 68
179
66 64
34 48
0
50
100
150
200
250
EHS KBS/AHSS SEN Overall
Nu
mb
er
and
Pe
rce
nt
Number of Male and Female PhD Graduates from UL Faculties and Proportion of Females (2009-2014)
Male
Female
% Female
14 | P a g e
of male and female students undertaking research masters or PhD degrees, with the majority of the
students being female over the past six years (Figure 3.6).
Figure 3.6: Gender of Postgraduate Students Enrolled in Department of Life Sciences (2009-2014)
3.2.4.1 Performance of Research Students by Gender
Research degrees are not graded.
3.3 Staff Data
3.3.1 Academic Staff by Gender
The number of women and men in the Department at all levels is shown in Table 3.6. The proportion of
women in the department has remained constant over the past four years at 60%. The percentage of
female academic staff has increased modestly to 44%.The percentage of female academic staff in the
Department in 2000 was 6% so with limited turnover there is some evidence of progress. Females,
despite representing the majority of the postdoctoral/research fellow population and the entire
technician panel, are under-represented at the senior academic levels. In the past two years, there has
been some progress with one female progressing to Lecturer above the bar and another securing
promotion from Lecturer to Senior Lecturer. It is gratifying to note that the Department has 2 newly
promoted Senior Lecturers (1 Male and 1 Female) arising from a promotion competition in June 2015.
The HR Department at the University of Limerick has introduced a Research Coaching programme, a
Mentoring programme and has spearheaded the introduction of a Work Load Model. These initiatives
should yield benefits in assisting the progression of female academics’ careers. The success of UL in
achieving the Athena SWAN Bronze Institutional Award will serve to focus attention on the career
trajectory of female academics, as well as attracting more female applicants to academic positions
within the Department.
Action 3.6: Support and sustain female academic advancement by encouraging all junior academic staff
to engage in Research Coaching Programmes, UL Mentoring Programme and the Leadership
programmes offered by the University of Limerick. Encourage Sabbatical opportunities.
5 6
2 3
6
10
14
19
11 13
6
10
4 3 3
4
7 8
13
16
22 22
28
33
0
5
10
15
20
25
30
35
2009 2010 2011 2012 2013 2014
Number and Gender of MSc and PhD Students in the Department of Life Sciences (2009-2014)
MSc Male
MSc Female
PhD Male
PhD Female
15 | P a g e
Postdoctoral and research fellow positions in the Department are predominantly filled by female
candidates. From the focus group study, it was evident that this group feel isolated from some career
initiatives offered by the University. It is important to focus on career development for this group to
avoid leakiness in the career pipeline and to encourage these capable and competent people to
continue in careers in academia.
Action 3.7: Engage with HR and Research Office to enhance postdoctoral experience and career
opportunities.
Female academics exclusively occupy the Equitation Teacher positions within the Department. Teaching
roles were viewed as less prestigious roles that were unlikely to lead to promotion. To counter this, the
HR Department at UL has developed a career progression pathway for Teachers up to the equivalent of
SL Level which has opened up the possibility for promotion for this group of staff.
Table 3.6: Department of Life Sciences Staff Data,(2012 – 2015)
P AP SL L LbB Tch PT Total Academic
Staff
A SA PDRF T Total All Staff
2012 F 0 0 0 2 2 1 2 7 3 1 9 6 26
M 2 1 1 5 0.5 0 1 10.5 0 0 5 0 15.5
Total 2 1 1 7 2.5 1 3 17.5 3 1 14 100 41.5
% F 0 0 0 28 80 100 66 40 100 100 64 0 63
2013 F 0 0 0 2 3 2 1 8 3 1 9 5 26
M 2 2 0 6 1.5 0 1 12.5 0 0 2 0 14.5
Total 2 2 0 8 4.5 2 2 20.5 3 1 11 5 40.5
% F 0 0 0 25 66 100 50 39 100 100 82 100 64
2014 F 0 0 0 3 2 2 1 8 1 0 9 5 23
M 2 2 0 5 1.5 0 0 10.5 0 0 4 0 14.5
Total 2 2 0 8 3.5 2 1 18.5 1 0 13 5 37.5
% F 0 0 0 37 57 100 100 43 100 69 100 61
2015 F 0 0 1 3 2 2 1 9 1 0 9 5 24
M 1 2 1 5 1.5 0 1 11.5 0 0 3 0 14.5
Total 1 2 2 8 3.5 2 2 20.5 1 0 12 5 38.5
% F 100 100 50 37 57 100 50 44 100 100 75 100 62
Key: P = Professor, AP = Associate Professor, SL = Senior Lecturer, L = Lecturer above the bar, LbB = Lecturer below the bar, Tch=Teacher, PT=Part time academic teaching staff, A = Administrator, SA = Senior Administrator, PDRF = Postdoctoral/Research Fellow, T=Technician
These data are illustrated in the Academic Pipeline for the Department over the last four years (2012-
2015; Figure 3.7).
16 | P a g e
Figure 3.7: Career Pipelines of Academics in Department of Life Sciences (2012-2015)
0
20
40
60
80
100
Pe
rce
nt
Proportion of Females and Males at Each Stage in the Academic Pipeline (2012)
Female
Male
0
20
40
60
80
100
Pe
rce
nt
Proportion of Females and Males at Each Stage in the Academic Pipeline (2013)
Female
Male
0
20
40
60
80
100
Pe
rce
nt
Proportions of Females and Males at Each Stage in the Academic Pipeline (2014)
Female
Male
17 | P a g e
The lines are, encouragingly, starting to merge at the midlevel but at the more senior levels there is still
obvious disparity. The Government imposed Employment Control Framework (ECF) preventing
recruitment (2008-2012) undoubtedly affected some of the data in the earlier years. Where hiring was
allowed, the new UL policies on the tenure process required that most new positions were filled at the
LbB level.
3.3.1.1 Research Staff
Postdoctoral and research staff are employed on research-only contracts of a fixed term nature. The
number and proportion of females employed as postdoctoral or research fellows over the last seven
years is shown in Figure 3.8. National comparative data are not available. Turnover amongst
postdoctoral and research fellows is primarily driven by the end of fixed term contracts with the
majority leaving after 3 years. The lack of career progression from postdoctoral and research fellow
positions emerged as a source of frustration in the postdoctoral/research fellow focus group meetings.
Figure 3.8: Number of Male and Female Postdoctoral and Research Fellows in Department of Life
Sciences (2009-2015)
0
20
40
60
80
100
Pe
rce
nt
Proportions of Females and Males at Each Stage in the Academic Pipeline (2015)
Female
Male
0
2
4
6
8
10
12
2009 2010 2011 2012 2013 2014 2015
Number of Female and Male Postdoctoral and Research Associates (2009-2015)
Male
Female
18 | P a g e
Action 3.8: Continue to monitor postdoctoral group via focus group.
Action 3.9: Review publicity in websites and programme literature to ensure that females in STEMM are
adequately represented and reflected.
Table 3.7: Leavers of the Department – academic and research staff
2012 2013 2014
F M F M F M
Academic staff 0 0 0 0 0 2
Research staff 1 0 0 3 3 0
Administrative staff/Managers 3 0 0 0 0 0
3.3.2 Leavers by Grade and Gender
Three administrative staff left or were reassigned from the Department as a result of closure of a
Distance Education programme in 2013 (Table 3.7). The turnover of faculty has been limited in recent
years. One male academic retired in the last 3 years while another male academic decided to relocate
abroad. The turnover of technical staff is also very low, with no departures in the last 3 years. Turnover
amongst research staff is higher: 3 males and 3 females have left in the past two years. One male
researcher retired normally; two males and two females left as a result of contract expiry and another
female left for a more suitable position. Fixed term contracts and the difficulties associated with
contract renewal are a source of frustration to this group. These issues make a career in academia
unattractive.
Words 2,116/2000
19 | P a g e
4. Supporting and Advancing Women’s Careers
4.1 Recruitment of Staff
4.1.1 Job Application and Success Rate by Gender and Grade
Job vacancies arising in the Department of Life Sciences are advertised on the University of Limerick’s
Job Vacancies website, on www.universityvacancies.com, on ‘jobs.ac.co.uk’ and in various science
journals and in popular national press. The university’s e-recruitment platform enables applicants to
apply for positions online and register for job email alerts. This process helps attract additional
applicants from home and abroad.
The University of Limerick’s Job Vacancy page states: ‘The University of Limerick is an Equal
Opportunities Employer and Committed to Selection on Merit’. The University’s success in attaining
Athena SWAN Bronze award status is highlighted on its Home Page and the University states its
commitment to combating under-representation and advancing the careers of women in STEM in the
higher education sector. The University’s Athena SWAN Bronze award status is also now evident on UL’s
Job Vacancies website. All UL staff must attend dignity and respect training. Interview panels must
consist of both male and female members and under the AS action plan, a minimum target of 30% for
either gender has been established. Faculty who serve on interview panels are now encouraged to
complete an Unconscious Bias training programme in light of recent findings in this area. Interview
training skills for panellists are to be reviewed as part of UL’s AS action plan with a move to making it
compulsory for all interview and promotion board members to have completed training, prior to sitting
on a panel. .
The profile of applicants for various academic positions within the Department of Life Sciences over the
years 2012-2014 is shown in Table 4.1. The data cover a range of positions from Teaching Assistant to
Lecturer below the Bar, but they do provide a useful insight into the profile of applicants. The number of
female applicants generally exceeds the number of male candidates for positions such as Teaching
Assistant, Technician and Equitation Teacher. Overall, female applicant success rates in securing
interviews was 22.5%, versus 16.5% for male applicants. Amongst those candidates interviewed for
positions in the Department of Life Sciences, the overall success rate for females was 55.5% versus
31.25% for male applicants.
20 | P a g e
Table 4.1: Number of Male and Female Applicants for All Positions in the Department of Life Sciences
(2012-2014)
Position Number of
Positions
Number of Male
Applicants
Number of Female
Applicants
Number of Males Called for Interview
Number of
Females Called for Interview
Number of Successful
Male Applicants
Number of Successful
Female Applicants
Teaching Assistant
2 15 22 2 5 1 1
Technical Officer 1 14 29 2 3 0 1
Equitation Teacher
3 4 15 1 6 0 2
Postdoctoral Researcher
8 33 29 5 9 1 8
Research Associate/Fellow
4 10 3 2 2 2 2
Lecturer below the Bar
2 21 22 4 2 1 1
Overall 20 97 120 16 27 5 15
% of Total 45% 55% 37% 63% 25% 75%
Success Rates - - - 16.5% 22.5% 31.25% 55.5%
This apparently good success rate of female candidates for positions in the Department of Life Sciences
masks an important issue. In the limited number of more ‘senior’ academic competitions for positions
such as Postdoctoral researcher, Research Associate/Fellow and Lecturer below the Bar, the number of
male candidates actually exceeded the number of female candidates and the apparent greater success
rate of female candidates was no longer evident (Table 4.2). Since females are in the majority at
undergraduate, postgraduate and postdoctoral level in the Department of Life Sciences, this is evidence
of the leaky pipeline in STEMM disciplines.
Table 4.2: Number of Male and Female Applicants for Senior Academic Positions in the Department of
Life Sciences (2012-2014)
Position Number of
Positions
Number of Male
Applicants
Number of Female Applicants
Number of Males Called for Interview
Number of
Females Called for Interview
Number of
Successful Male
Applicants
Number of
Successful Female
Applicants
Research Associate/Fellow
4 10 3 2 2 2 2
Lecturer below the Bar
2 21 22 4 2 1 1
Overall 6 31 25 5 4 3 3
% of Total 55% 45% 55% 45% 50% 50%
Success Rates - - - 16% 16% 60% 75%
There appears to be a significant level of attrition between the doctoral award and the postdoctoral and
first faculty position levels. The Departmental SAT is particularly conscious of the need to increase the
21 | P a g e
number of female applicants for academic positions and will actively engage with all university and
faculty initiatives to actively encourage female applicants.
Action 4.1: Engage with HR to provide department-wide interview training skills and unconscious bias training.
4.1.2 Recruitment Committee
Recruitment committees for academic posts generally consist of one or more internal academic
specialists, an external specialist, the Head of Department, the Dean or the Dean’s nominee and a
nominee of the Vice President Academic and Registrar. At least one member of the panel must be
female/male. The University’s AS action plan requires that panels should aim to achieve a 30% gender
representation on panels. There is a genuine issue of committee overload in some instances due to the
small number of women in the Department. The Department has tried to broaden its horizons by
seeking more female panel members from other departments, faculties and selecting external subject
specialists, where possible.
The results from the postdoctoral focus group indicated the difficulty of securing the first faculty
position and the clear level of frustration amongst postdoctoral associates at their lack of career
opportunities. These difficulties are exacerbated by the limited availability of independent funding
opportunities for postdoctoral associates and by the institutional concern that giving repeated
postdoctoral contracts will grant Contracts of Indefinite Duration (CID) status to applicants on
successive fixed term contracts.
In the focus group study, only 30% of respondents selected lectureship as the preferred option for
career progression (of this 30%, 66% also selected academic research). The preferred option for career
progression seemed to be a move to Industry with 50% of respondents selecting this option. In response
to the question what the department could do to facilitate the transition to an academic career, this
group identified issues such as:
‘Opportunity to gain teaching experience’
‘Opportunity to evolve from post-doc to research fellow’
‘Training opportunities’
‘Opportunities to lecture and/or mentor students. More skill development workshops’
‘There is no recognition of my contribution to student supervision or the write up of research proposal for funding opportunities’
‘No advice as to progression within the university’
The postdoctoral focus group brought the issues of this group into very sharp focus. We cannot lament
the lack of female candidates at senior academic level unless we put significant energy into cultivating
and mentoring postdoctoral associates within our own department. Support and training for
postdoctoral and research fellows must be improved across the University. It is evident that
postdoctoral and research personnel fall through a number of ‘cracks’ in the University system.
Action 4.2: Appoint a Departmental postdoctoral supervisor to monitor induction, training and
mentoring within the postdoctoral and research associate cohort.
22 | P a g e
4.1.3 Induction
Managers and heads of departments are issued with an induction checklist, which sets out the steps to
follow to ensure that new employees receive both local and general induction.
Formal induction training is provided for all new staff by the HR Division. Induction training is divided
into two sections, a general induction for all staff, academic, research and support staff covering
competency frameworks and role profiles and how they are used to inform UL’s recruitment, selection,
probation, promotions, performance and development review processes. Staff are also given
information on institutional protocols, policies, procedures, regulations, family-friendly supports and
employee assistance programmes. In addition specific induction is provided for Academic & Research
Staff introducing new staff to the role of Teaching & Learning in supporting faculty, an overview of
Student Affairs, academic regulations and procedures and the student advisory and the supports
provided by the Research Unit. The results from the focus group of postdoctoral and research fellows
indicated that many of these had not had formal induction training and were unaware of many of the
training opportunities that are available to them.
Action 4.3: Ensure all incoming research staff complete induction training. Ensure all postdoctoral staff and researchers are included on all training circulation lists.
The University of Limerick has a mentoring program where junior staff may be mentored by senior staff
(other than their line manager). This initiative provides staff with an avenue to discuss their current and
future career objectives in a confidential environment. The mentoring scheme was originally set up as a
sub-group of the women's forum, and has roots in providing this platform for female staff. Only 10% of
the postdoctoral cohort had a mentor, other than the line manager, although 90% of those without a
mentor indicated that they would avail of mentoring if this opportunity was provided to them.
Table 4.3: Question: Do you have a mentor at UL?
Yes I don't have a mentor, but I would avail of a mentor
I don't have a mentor, I wouldn't want one
10% 80% 10%
While the University of Limerick was awarded the HR excellence in Research award by the European
Commission in 2013, the postdoctoral focus group were largely unaware of the UL-wide HR Strategy for
Researchers (HRS4R), which outlines criteria for progression (promotion) from post-doctoral researcher
to research fellow to senior research fellow.
Action 4.4: Discuss with HR and Faculty Dean the possibility of affording postdoctoral and research associates some limited supervised teaching opportunities. Action 4.5: Explore with HR the provision of the Mentor and Research Coaching Schemes to Postdoctoral and Research Fellows
23 | P a g e
The University mentoring scheme has been in operation since 2006 with close on 100 successfully
matched pairs. Twenty six of the trained mentors come from within the STEM area with 1 trained
(female) mentor within Life Sciences. The uptake of the mentoring scheme by members of staff within
the Department of Life Sciences area has been low to-date. However one staff member has attended
the Aurora Women in Leadership Programme and has availed of a mentor through the scheme to
support her in this process.
Action 4.6: Promote the formal mentoring scheme to all Life Sciences staff and encourage new female staff in particular to avail of a mentor from within the scheme.
4.1.4 Personal Development Review
UL’s Performance and Development Review System (PDRS) involves two-way communication between
individuals and their line manager. The system’s main aim is to improve performance and enhance
professional/career development. Annual one-to-one review meetings are held to set each individual’s
goals and objectives. The PDRS is currently a stand-alone system, i.e., it is not linked to a workload
allocation model although workload may be discussed during the course of the review.
The PDRS applies to all staff who have a contract in excess of 10 months. The SAT survey indicated that
a significant portion of research staff had not been afforded a PDR within the previous year. Given the
attrition rate between postdoctoral position and first faculty position, these supports are particularly
critical.
Action: 4.7: Ensure that all Postdoctoral and Research Fellows are afforded the opportunity to undergo Performance and Development Review (PDR) annually . Action 4.8: Ensure that all faculty supervisors undergo PDR training.
4.1.5 Promotion
UL did not run any academic promotions or job evaluations during 2009, 2010 or 2011 due to
government cutbacks. Academic promotions are governed by policies and procedures for (i) progression
across the merit bar (lecturer from below to above the bar); (ii) progression of lecturer above the bar to
senior lecturer; (iii) senior lecturer to associate professor; (iv) internal promotion to professor; and (v)
the retention scheme.
4.1.5.1 Progression across the merit bar
Lecturers below the bar are appointed on tenure track (five-year fixed-term contracts). Staff on carers’
leave may have their tenure track period extended by the same length of time as the carers’ leave
period. The Progression Committee consists of: Vice President Academic and Registrar (VPAR), Vice
President Research (VPR), four Faculty Deans, four Faculty nominees (at Senior Lecturer or above) and
two external subject specialists. The Faculty nominees are generally selected by nomination and vote at
Faculty Board meetings. In view of its composition, the gender balance of the committee cannot be
specifically addressed, other than through the selection of external subject specialists.
Between 2012 and 2014, three calls were issued for progression across the merit bar. During this period
a total of 4 individuals from the Department of Life Sciences applied for progression to Lecturer above
24 | P a g e
the Bar (Table 4.4). Three of these were males, two of whom applied for early progression. All male
applicants were successful. One female applicant was unsuccessful on first applying in 2012, but was
successful on reapplying in 2013. The Department has two LbBs, one male and one female, each with
over three years’ service who have chosen not to present for progression. One of these LbB is on a half
time contract.
Table 4.4: Success Rate of Male and Female Applicants for Progression in the Department of Life
Sciences (2012-2014)
LbB with 3+ Years Service as LbB at Progression
Competition Deadline
Applied to LaB Successful
Year Female Male
% Female Female Male
% of eligible females applied
% of eligible males
applied Female Male
% of applied females
successful
% of applied males
successful
2012 2 1 67% 1 3 50% 33% 0 3 0% 100%
2013 2 1 67% 0 0 0% 0% 0 0 n/a n/a
2014 2 1 67% 1 0 50% 0% 1 0 100% n/a
Even from this small sample size, it is evident that male employees more readily apply for promotion
than their female colleagues; women are more reticent to put themselves forward and more likely to
undervalue their achievements. The Department SAT identified provision of mentors for junior faculty
as a key issue.
Action 4.9: Ensure that all relevant staff attend the Promotions Workshops provided by HR.
4.1.5.2 Promotion
Two Department candidates, one male and one female, were successful in gaining promotion from
Lecturer to Senior Lecturer in the 2015 promotion round. Female candidates in the Faculty of Science
and Engineering recorded a 100% success rate, compared to 54% success rate of Male candidates (Table
4.5).
Table 4.5: Comparison of Male and Female Success rates in Lecturer to Senior Lecturer Competition
amongst Science and Engineering Candidates (2015)
Gender Total Applied Successful % Success
Male 13 7 54%
Female 3 3 100%
It was particularly encouraging for the Department to see both of its worthy candidates promoted. It
also helps to redress a long standing dearth of academics, in particular female academics, at this level
25 | P a g e
within the department. It was also encouraging to see the emergence of a strong cohort of female
academics across all faculties (Table 4.6).
Table 4.6: Comparison of Male and Female Success rates in Lecturer to Senior Lecturer Competition
amongst all Candidates (2015)
Gender Total Applied Successful % Success
Male 28 14 50%
Female 19 11 58%
4.2 Career Development
4.2.1 Support Given to Students for Academic Career Progression
4.2.1.1 Cooperative Education and Teaching Practice Placements
It is important that students are provided with opportunities to develop the key skills which will
enhance their employability throughout their careers. This applies to students preparing for
Cooperative Education, final year students preparing for graduate employment or postgraduate study.
The University of Limerick’s Cooperative Education and Careers Division has compiled resource material
to introduce students to the key concepts relating to career choice and development. This l is presented
as part of an online Career Development module.
Students of LM068 (BSc Food Science and Health), LM093 (BSc Equine Science) and LM180 (Certificate
in Equine Science) undergo 2 semester placements in an appropriate industrial setting.
Students of LM092 BSc Biological Science (Education) undergo two sessions of 6 and 10 weeks of
Teaching Practice. Students on Cooperative Placement are visited by a faculty mentor and students on
Teaching Practice are visited four times per placement.
4.2.1.2 Final Year Project Presentations
All BSc students within the Department complete a two-semester Final Year Project in semesters 7 and
8. These projects are overseen by faculty mentors and resourced, modestly, by the Department. BSc
Equine Science and BSc Food Science and Health present the results of their research to the Department
and to a small subset of industry colleagues in Week 13 of the Semester 8. Industry-sponsored prizes
are awarded for the best projects.
4.2.1.3 Summer Bursaries for Undergraduate Students
The Faculty and the Department support a number of second and third year undergraduate students for
approximately ten weeks each summer. These bursaries are awarded to students with high QCAs who
are interested in pursuing research careers. The research is performed under the supervision of a
faculty member and often forms the basis for an IRC (Irish Research Council) Scholarship application in
the student’s final year and/or the student’s final year project. The gender profile of applicants to the
Faculty’s bursary programme is shown in Figure 4.1 below for the period 2012 to 2014. Overall, 39% of
the Faculty recipients were female.
26 | P a g e
Figure 4.1: Summer Bursary Recipients by Gender in the Faculty of Science and Engineering (2012-
2014)
Over the same period, the Department of Life Sciences funded 4-5 bursary students per year. The
gender profile of these students is shown in Table 4.7. The majority of the bursary recipients have been
female (73%).
Table 4.7: Gender Profile of Students Awarded Summer Bursaries in the Department
of Life Sciences (2012-2014)
2012 2013 2014
Male Female Male Female Male Female
1 3 0 4 2 4
Action 4.10: Establish a recurring AS Summer Research bursary for exceptional female undergraduates
to perform research with a faculty mentor.
4.2.1.4 Support for Postgraduate Students
Postgraduate students have a principal supervisor and may have a second supervisor. Supervisors are
encouraged to undergo training in supervision to provide optimal research supervision as well as
providing advice on career progression. Postgraduate student supervision is overseen by the Dean of
Graduate Studies (DGS). Postgraduate progress is monitored annually via the completion of a Post
Graduate Progression Form (PGR-9), completed by the candidate and discussed with the supervisor(s)
and HoD.
The University of Limerick offers four-year Structured PhD’s which incorporate a taught element,
generic and transferable skills training and a research element. The generic and transferable skills are
offered through the University of Limerick’s Graduate School. Employers expect higher education
institutions to embed generic or employability skills more fully into the curricula (IBEC, 2010). This
increases the necessity for graduates to be aware of the skills they develop during their time in higher
education and to be given opportunities to develop such skills even further. An increasing emphasis is
0
10
20
30
40
50
60
2012 2013 2014 Overall
55
28
52
39
Nu
mb
er
or
Pe
rce
nt
Summer Bursary Recipients by Gender in Science and Engineering
Number of Male Number of Female % Female
27 | P a g e
also being placed on the employability of graduates, of which the development of transferable skills is a
key component.
Students are encouraged to publish their research and, where applicable, to develop patent applications
and spin-out companies if possible.
Action 4.11: Undertake a focus group study of postgraduate students annually.
4.2.1.5 Post Graduate Research Day
Since 2013 the Department of Life Sciences hosts a postgraduate research day where postgraduate
students are encouraged to present their research results to the Department at an off-campus
conference venue. The event is sponsored and supported by the Faculty, the Department and scientific
supply companies. Cash prizes are awarded for first, second and third year presentations.
4.2.2 Support to Postdoctoral Researchers for Academic Career Progression
New postdoctoral staff participate in the Performance Development Review System (PDRS). This
consists of one year of probation in which the postdoc meets with his/her line manager every three
months to discuss the current and future career objectives. This culminates in the first annual review
after one year of employment, and marks the end of the probation. Postdocs are encouraged to
continue to attend annual reviews thereafter to further discuss their career objectives and intent.
A recent survey reveals that many of the current postdoctoral staff are frustrated with the perceived
lack of career opportunities available to them. Some of the responses are outlined below:
‘there is a lack of effort to comply with EU legislation regarding CIDs, all contracts currently state that you won’t be entitled to a CID’
‘more permanent jobs as I feel that I won’t be able to stay in academia because of the poor career opportunities. It is not a life to try to get a new contract every few years and not being able to make plans’
‘I would be happy if there were more opportunities to develop research themes for non-permanent young researchers. At this stage there are no opportunities for career development’.
‘no training courses available to bring you up to date with lab practices i.e. GLP’
‘Guidelines/course for crossover from academia to industry (lectures etc. on criteria industry looks for when considering possible employees). Training courses on GLP, cGMP, Lean, Six sigma, etc.’
Action: 4.12: Promote improved career progression training for postdoctoral associates
4.2.3 Training
Staff members in the department have access to the university-wide training. The training programs undertaken by our staff from 2013 – 2015 are shown in Table 4.8. Female participation is relatively modest given the number of female researchers in the Department.
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Table 4.8: Participation of Life Sciences Faculty and Staff in Training Programmes (2012 – 2015)
Name of Programme Total Department of Life Science Attendees
Total Males Total Females
Intro to PDRS for new staff 2 1 1
Maximising your Research Output (Tenure Track) 4
2 2
Networking for Collaboration 2 1 1
PDRS Refresher Reviewer 3 1 2
PhD Supervision 2 1 1
PhD Supervision & Student Advisor Training 1
1 0
Progression Across the Merit Bar 2 1 1
Radiation Safety Training 1 1 0
Research Impact Workshop Series 23 17 6
Research Project Management 7 4 3
Researcher Development Series 2 0 2
Science & Engineering H2020 Event 5 3 2
Tenure Track Briefing 3 2 1
Training For Research Coaches 1 1 0
Training for Those Seeking Research Coaching 2
0 2
Applying for EU Funding 3 3 0
Research Ethics 2 1 1
Research Leadership Development Programme 3 2 1
Teaching and Learning Diploma 5 4 1
UL, in conjunction with five of the Irish Universities developed an online Living Equality & Diversity
(LEAD) e-learning programme, which covers all aspects of equality. The LEAD programme was designed
for use by all University staff-academic, professional and support-and is particularly relevant to staff
with management or recruitment roles. A new online Unconscious Bias Training Programme has also
been developed and is available to all staff online. This is designed to train members who sit on
selection boards or promotion boards.
See Action Item 4.1: Implement mandatory interview-skills training for selection board members, including training on unconscious bias and the LEAD e-learning programme.
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4.3 Flexible Working and Managing Career Breaks
4.3.1 Cover and Support for Maternity and Adoption Leave
Academic and research staff are entitled to six months’ paid maternity leave regardless of contract
status. While academic staff are replaced during their maternity leave, research staff are not. This is a
key area of concern for the institution and at University level, an action is to put in place a system that
ensures research staff are replaced while on maternity leave in cases where the funding body does not
provide funds to cover the leave. In the Department of Life Sciences one female research staff member
took leave in 2013.
4.3.2 Maternity Return Rate
All staff return from maternity leave. While some avail of extended unpaid leave, others return
following statutory paid leave. In the Department all of those who took leave have returned within 6
months. Supporting staff who return from maternity leave is a key priority for the University, hence the
intention to implement a research support scheme for returning academics.
4.3.3 Paternity, Adoption and Parental Leave Uptake
UL complies with the terms and provisions of the Parental Leave (Amendment) Act 2006. Each
qualifying parent is entitled to 18 weeks parental leave per child. Parental leave may only be availed of
in line with the needs of the department, faculty or division and in keeping with the terms outlined in
regulations. A provision of the Act is the extension of parental leave entitlements to persons acting in
loco parentis in respect of an eligible child.
4.3.3.1 Adoptive leave
Adoptive leave is available to qualifying employees in accordance with the Adoptive Leave Act 2005.
4.3.3.2 Paternity leave
Eligible employees are entitled to three days’ paid leave to be taken at the time of the birth or adoption
of their son/daughter or up to four weeks thereafter. Take-up of paternity leave, while high, is not
formally tracked. Only one Departmental staff member availed of it within the last three years.
4.3.4 Flexible Working Options
Flexible working is available to staff who wish to avail of it. Options include part-time work, job sharing,
flexitime and the shorter working year scheme. Employees must work during the standard core times of
10h00 to 12h30 and 14h30 to 16h30. Academic and technical staff operate a flexitime system at local
level, which provides for attendance at scheduled meetings and adherence to their teaching schedule.
Two female members of the technical staff availed of flexible working arrangements between 2011 and
2014.
4.3.4.1 Professional development leave
UL has a clear policy of encouraging academic staff to avail of professional development leave for
uninterrupted time for research or scholarship. Opportunities for professional development leave
include sabbatical leave, special research leave and unpaid professional leave. Sabbatical leave is taken
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outside Ireland and special research leave is taken within Ireland. The Department recently pioneered a
form of professional development leave whereby academic staff who are developing a company to spin
out may avail of a module buy out for one semester. One female faculty member within the
Department is currently availing of this opportunity.
4.3.4.2 Career breaks
The career break policy provides new job opportunities and facilitates staff who wish to take career
breaks. Career breaks that comprise special leave without pay are for a period of not less than one year
and not more than five years. A career break may be allowed for most purposes, including further
education, domestic responsibilities, travel abroad, employment abroad and starting a business. One
female member of the technical staff has availed of a career break in the last three years.
Despite the efforts of our HR department in facilitating such career breaks, a minority of respondents
view such career breaks as damaging to an academic career (Figure 4.2).
Figure 4.2: Taking maternity/paternity/adoption/parental leave would damage my career
Action 4.13: Continue to monitor flexible working uptake
4.4 Organization and Culture
4.4.1 Male and Female Representation on Committees
The Department hosts a number of centrally prescribed committees that carry out a range of functions
and report to the relevant University committees for the conduct of formal business. Committee service
is discussed at Departmental Meetings and is considered in the Departmental Workload Model. Junior
faculty are encouraged to engage in committee service but are protected from the overly onerous
service that might interfere with progression. Committee service is also, where possible, rotated
amongst faculty members to provide a range of experiences and opportunities.
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Table 4.9: Representation of Female and Male Members of the Department of Life Sciences on
Departmental, Faculty and University Committees
Committee Level Frequency of Meetings
Female Male
Departmental Departmental Monthly 17 13
Student Status Departmental 2/semester 1 1
Scheduling Committee Departmental 1/semester 5 2
Course Teams Departmental 2/semester 4 4
Quality Committee Departmental 1/semester 2 2
Ethics Committee Departmental 2/semester 1 2
Biological Safety Committee Departmental 1/semester 6 4
Athena SWAN Faculty Steering Committee
Faculty 2-3/Semester 2 1
Ethics Committee Faculty 2/semester 1 1
Research Committee Faculty 3/semester 1
Safety Committee Faculty 1/semester 1
Marketing Committee Faculty 3/semester 1
Student Advisor Committee Faculty 1/semester 1
Dean’s Management Group Faculty 2/month 1 (ex officio)
Academic Programme Review Committee
University 3/semester 1
Athena SWAN Steering Committee
University Monthly 1 (ex officio)
Academic Council University 2-3/semester 1 (ex officio)
Animal Ethics Committee University 1/semester 1 1
Management Council University 2/semester 1 (ex officio)
Women are represented on all decision making committees in the Department and the proportion of
women on departmental committees generally reflects the proportion of women within the
department. The proportion of women on these committees has remained relatively constant over the
past three years. Two female faculty members are currently Course Leaders of LM092 and LM093,
respectively.
At the Faculty level, there is also a proportionate representation of women from the Department of Life
Sciences on Faculty decision making committees. This is less apparent at University level but this is
because many of the appointments to University committees are associated with the Headship of the
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Department. As a result of the AS self-assessment exercise, the SAT identified transparency of
committee membership, and rotation of committee membership as an action item.
Action 4.14: Critically review committee membership and rotation of committee membership
4.4.2 Workload Model
The Department adopted a workload allocation model (WLAM) in 2009. The Department and the
University’s expectation is that everyone is expected to do teaching, research and administration as part
of their service to the University. In developing the model, the Department agreed a work load score for
module delivery, final year project supervision, postgraduate student supervision, grant application,
journal publication, course leadership roles, committee membership and national and international
service to the discipline. Community outreach activities are also recognized in the model. The work load
is discussed with individuals at their annual Performance Development Review (PDR). It is evident that
some staff do not feel that the WLAM performs satisfactorily. In the AS Departmental survey,
approximately 40% of respondents disagreed with the statement that the WLAM works well. Many of
the respondents were non-faculty to whom the departmental WLAM does not apply. Nonetheless there
is some dissatisfaction which appears to arise primarily in relation to teaching and administration
whereby academics with successful research programmes expect their teaching loads to be reduced.
Figure 4.3: The department workload model works well
Whereas most faculty feel that research is valued and the majority consider their teaching contribution
to be valued, the same cannot be said for administrative tasks, which the majority of respondents feel
are not recognized (see Figure 4.4 ).
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Figure 4.4: I am recognised for my contributions and achievements in administrative tasks in
my department
This reduction in teaching load and administrative loads are often not possible in a small department
with a limited number of specialists in a number of disparate areas. The Department has had a policy for
some years whereby junior faculty are not given overly onerous administrative roles such as course
leadership and has tried to maintain such individuals on a lighter teaching load until they progress
above the bar.
Action 4.15: Publish the teaching, research and administrative loads of all faculty within the Department
in an effort to improve transparency.
4.4.3 Timing of Department Meetings and Social Gatherings
Teaching core hours are 9-6 pm, Monday to Friday, University wide. Department meetings are generally
held between the hours of 12 pm and 3 pm. These vary between semesters depending on faculty
availability, as determined by teaching schedules. Seminars, transfer seminars and viva voces are
generally held between 10 am and 4 pm. A number of individuals were dissatisfied at the timing of
Department meetings. This may arise as a result of a conflict with teaching schedules. Postdoctoral and
research fellows nominate one individual to represent them at the Department meeting. In view of the
number of postdoctoral and research fellows within the department, this level of representation may
need to be increased.
Figure 4.5: Departmental meetings are held at times that make it possible for me to attend
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Action 4.16: Review Postdoctoral and research fellow representation level at Department meetings
The Department hosts a Christmas coffee morning (10 am), a midsummer barbecue(s) (1 pm to 3 pm)
and a Christmas party (5.30 pm to 8.30 pm). Social gatherings are generally well regarded and
supported. It was evident from the survey data that these are generally appreciated and are important.
From the postdoctoral focus group it was evident that many individuals would like to have more of
these and felt that the Department’s lack of a lunch room/coffee room was a significant barrier to
communication and interaction.
See Action 2.1: Provision of a staffroom
Figure 4.6: Do you enjoy departmental social events?
4.4.4 Visibility of Women as Role Models
Course directors are selected by the HoD and normally serve for three years. Whereas only 8 of 28
(29%) Course directors in the Faculty of S & E are female, 2 of the 3 current Course leaders in the
Department of Life Sciences are female. The Department is also conscious of the importance of
promoting female external examiners and currently 3 of the 4 external examiners to the Department’s
programmes are female. The Department sponsors a quarterly seminar series and endeavours to invite
high profile female seminar speakers.
Action 4.17: Sponsor an annual AS Seminar Series in Life Sciences inviting 3 to 4 high profile female
speakers in Life Science disciplines
4.4.5 The Departmental Culture
To understand how faculty and staff perceive the Departmental culture, faculty and staff were asked a
number of questions in relation to their perception of the Department as a place to work and in relation
to their perception of the opportunities provided within the Department for career advancement for
women. Participation rates were highest for postgraduates and postdoctoral associates and lower for
academics. It was reassuring that most respondents viewed the department in a positive light as a place
to work (Figure 4.7).
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Although it is a cause of concern that a significant portion of respondents described the Department as
‘cliquey’, the fact that it was not described as macho is a small positive. Nonetheless, the Department
does need to address the fact that some of its members may not view it as a welcoming and inclusive
workplace environment. It was also apparent that most respondents did not consider that gender was a
determining factor in how they might be treated in the department (Figures 4.8 and 4.9).
Figure 4.7: From the words below, how would you describe your department as a place to
work (choose all applicable):
However some had noticed that others in the department were treated unfavourably because of their
gender and there were a significant number who voiced concerns in relation to promotional
opportunities within the department (Figure 4.10). These concerns will be addressed in the action plan.
Figure 4.8: I feel I am treated unfavourably because of my gender
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Figure 4.9: I have noticed that others in my department are treated unfavourably because of their
gender
Figure 4.10: What is your perception of the equality of treatment in your department with respect
to promotion?
One particular cause for concern emerged in relation to the question ‘If you had been unfairly treated
or discriminated against due to your gender or any other protected characteristic at UL, would you
report this’ as 32% of respondents indicated that they would not. This indicates that the Department
needs to reassure its members that colleagues reporting unfair or inappropriate treatment will be
protected.
Action 4.18: Inform all staff on HR workshops on Dignity and Respect in the workplace
4.4.6 Childcare
The UL crèche is open to staff and students. Information about the crèche is communicated to staff
when they are appointed and at induction. A mother and baby room is available to breastfeeding
mothers and for pregnant staff who wish to rest for a short period during the day. This facility is
unfortunately some distance from the Life Sciences buildings. Staff remarked in the survey that it was
difficult to reconcile UL’s ambition to be a family friendly workplace when staff car parking was all
occupied by 8.30 am.
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4.4.7 Outreach Activities:
The Department engages in a number of Outreach Activities locally, regionally and nationally. The
contribution to publicising the work of the Department and the University is recognized as part of the
workload model. Progression and promotion boards within the University recognize such public
engagement as an important activity that contributes to the workings and reputation of the University
of Limerick.
The University of Limerick Science, Engineering and Technology Festival: during Science Week the
Faculty organises a number of interactive shows and demonstrations attracting some 4,000 visitors
annually to the Campus for that week. These visitors are from the schools and communities in the
Mid-west. There is a particular focus on promoting interest amongst female students and encouraging
these students to consider careers in STEMM.
School visits are co-ordinated through the Faculty’s marketing committee. The Department is also
represented at the Young Scientist Competition Annually. Over the past two years the Department has
been represented by Teaching Assistants (one male and one female). Students from all over the country
participate with over 2,000 projects submitted annually to the competition. Over 50,000 visitors attend
the event throughout the week . Faculty and Staff are conscious of the importance of outreach activities
and recognize that these activities are valued within the Department (Figure 4.11).
Figure 4.11: In general, outreach activities are valued in my department
One of the regular events that the Department hosts is the Leaving Certificate Practical Sessions. These
are run over a two-week period in January. School children (16 to 18 year olds) from feeder schools in
the area spend approximately 4 hours in the Department’s laboratories performing 18 of the 22
practical experiments on the Leaving Certificate Biology curriculum. They are hosted in their class
groups, with their teacher and overseen by a faculty member teaching assistants, technicians and
postgraduate demonstrators. Senior level undergraduates from the LM092 programme (Biological
Sciences (Education) demonstrate at these sessions as this is useful work experience. The Department
has been hosting these sessions since 2004. The sessions are popular and attract over 400 students each
year. The gender split of attendees is approximately 60:40 (female:male). Due to the high demand from
schools the Department of Life Sciences has had to extend the running of these sessions into a second
week. The gender split of faculty and staff is shown below in Table 4.10 for 2015.
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Table 4.10 : Profile of Faculty and Staff Demonstrating Leaving Certificate Laboratories
Personnel Male Female Faculty Members 3 2
Teaching Assistants 2 2
Technicians 0 3
Postgraduate Students 2 4
Senior Undergraduate Students 1 3
The Department of Life Sciences has hosted a number of local community and traveller groups in its
Equine Science laboratories since 2010. In these sessions Faculty present information and demonstrate
concepts on welfare, equine anatomy, physiology and equine nutrition.
The Department is involved in the two Summer Science Camps hosted each year by the Faculty where
approximately 120 young students (14-16 years old) with an interest in Science attend the University
over the course of 4 days to gain exposure to concepts in Science. Students from all over Ireland are
offered a programme of interactive science and engineering activities designed for students currently in
Junior Certificate, Transition Year or Fifth Year. Faculty members design laboratory exercises to
demonstrate scientific concepts in a fun and engaging manner. The Department ensures a good
representation of female scientists to encourage female students to apply for science degrees. We are,
however, conscious of the requirements to facilitate other aspects of our female scientists’ careers.
Science and Engineering President’s Volunteer Programme
Each year, (since 2007), approximately 20-30 third and fourth year BSc Biological Sciences (Ed)
undergraduate students, in association with Access Campus Study Club, volunteer their time and
expertise in science to disadvantaged students in Mid-west. Since the collaboration commenced, all
secondary school students that have engaged with the science student volunteers have passed the
relevant subject in the Leaving Certificate.
Graduate Career Information Evenings
The Department hosts three graduate career information evenings annually to inform potential
students and their parents what is involved in the BSc courses run by the Department and the career
opportunities that are open to graduates of these programmes. Graduates of Departmental
programmes, male and female, are invited to UL to give a talk on their experiences as students and on
their career to date since graduating. The graduates describe the type of industry they work in and how
the skills and knowledge gained in their programme of study have benefited their careers. These
information evenings are free and open to school pupils, teachers, parents and general public.
Action 4.19: Continue to monitor outreach activities vis a vis representation of female role models.
Word Count 5468/5000
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5. Any other comments
The Department of Life Sciences is fully aware that the issues and actions set out in this submission are
challenging and will require our sustained commitment. We have considerable work to do to achieve
gender balance across our academic grades (Professor, Associate Professor, Senior Lecturer). Our
application for a Bronze Award is the starting point on this journey. We are committed to the challenge
of equal gender representation in our Department and are committed to the necessary actions so that
all our staff can achieve their full potential.
Word Count 92/500
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6. Department of Life Sciences Athena SWAN Action Plan
Action Description of action Responsibility Start date Target date Success measure
Embedding Athena SWAN in Department of Life Sciences
2.1 Monitor departmental statistics and implement action plans. Place AS progress as a standing item on Department meetings
AS Team will continue to meet and monitor progress across a range of initiatives.
Department Chair, AS SAT
Oct. 2015 Ongoing AS embedded in Department. Targets set and action items delivered.
3.1 Actively campaign for a staff room in the Schrodinger Building
Provide a staff room to encourage information networking amongst department members.
Department Chair, Faculty Dean
Oct. 2015 June 2016 Facility for enhanced social and professional networking
Data and supporting evidence
3.2 Monitor undergraduate student performance by gender across all Department programmes
Collect and analyse data by year and gender on undergraduate programmes
Course Leaders, AS SAT and Departmental Chair
Jan 2016 Ongoing Valuable current data, easily accessible
3.3 Improve use of advisor system for incoming first year undergraduate students
Ensure that all 1st year students are introduced to their advisor on a one-to-one basis. Continue to promote the value to the student of engaging with academic advisors
Course Leaders, Departmental Advisors, Department Chair
Oct 2015 Ongoing Improved first year performance, progression and retention
3.4 Undertake an annual focus group study of third and fourth year undergraduate students across all Departmental programmes
Identify and monitor attitudes and experiences and their perspectives on careers in science
Course Leaders, AS SAT Team, Department Chair
Jan 2016 Review in May 2016
At least one focus groups conducted annually. Increased understanding of career plans and perspectives
3.5 Provide and analyse annual Liaise with Student Academic SAA, Course Jan 2016 Ongoing Valuable data on student
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Action Description of action Responsibility Start date Target date Success measure
progression rates by gender on undergraduate programmes
Administration to provide annual progression rates for undergraduate programmes
Leaders, Department Chair
progression and retention by gender
Key career transition points: recruitment, induction and review
3.6 Support and sustain female academic advancement through training and Sabbatical opportunities
Encourage all junior academics to engage in Research Coaching Programme, UL Mentor Programme and Research Leadership Programme. Discuss Sabbatical possibilities at PDR,
Department Chair, HR Division
Oct 2015 Ongoing Increase in the number of females applying for and securing progression and promotion
3.7 Review postdoctoral training opportunities with HR Division and Research Office
Review the range of postdoctoral training provided by HR, Research office, Library
AS SAT, Department Chair, HR, VPR, VPAR
Nov 2016 Ongoing Increased focus on postdoctoral training opportunities and formalization of these opportunities
3.8 Annual monitoring of postdoctoral and research associates via focus group
Expand and repeat the AS postdoctoral focus study annually
AS SAT, Director of Postdoctoral Affairs, DGS
Sep 2016 Nov 2016 Valuable data on a critical cohort
3.9 Review publicity in websites and programme literature to ensure that females in Life Sciences are adequately represented and reflected.
Ensure appropriate representation and ensure females are seen as academic role models
Course Leaders, AS SAT, Department Chair
Oct 2016 Jan 2016 Increased female representation in marketing activities and in intake at all levels
4.1 Implement mandatory interview-skills training for selection board members, including training on unconscious bias and the LEAD e-
Require all selection board members to undertake the online unconscious bias training programme.
HR From Oct 2016
Ongoing All selection board and promotions board members will have unconscious bias training completed prior to
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Action Description of action Responsibility Start date Target date Success measure
learning programme. Improve the LEAD online programme to include further examples of subtle and unconscious discrimination.
sitting on boards.
4.2 Appoint a Departmental Director of Postdoctoral Affairs
Identify a senior academic within the Department staff to coordinate postdoctoral training
Departmental Chair, Academic Department Members
Jan 2016 Ongoing Improved support systems; Improved career opportunities for postdoctoral associates
4.3 Review Induction programme for postdoctoral associates with HR
Review induction records for postdoctoral associates from date of appointment
HR, Department Chair, AS SAT Team,
Dec 2016 Ongoing Induction system in place and operational for all associates; Enhanced postdoctoral experience
4.4 Explore the possibility of affording postdoctoral and research associates some limited supervised teaching opportunities.
Teacher training opportunities for postdoctoral associates and research fellows
VPAR, Dean S&E, AVPA, Faculty, Department Chair
Dec 2016 Review in May 2016
Enhanced progress along the academic pipleine
4.5 Extend the Mentoring and Research Coaching systems to postdoctoral associates
Identify academics and senior research fellows to act as mentors to postdoctoral associates
HR, Dean of S&E, Directors of Research Centres
June 2016 Review in Dec 2016
Enhanced post doctoral experience; improvement in career progression for postdoctoral associates.
Key career transition points: promotion
4.6 Promote the formal mentoring scheme to all Life Sciences academic staff and encourage new female staff in particular to avail of a mentor from within the scheme.
Include Mentor discussions at PDR
HR, Department Chair
Oct 2016 Ongoing All LbtB to avail of mentoring programme
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Action Description of action Responsibility Start date Target date Success measure
4.7 Ensure that all Postdoctoral and Research Fellows are afforded the opportunity to undergo Performance and Development Review (PDR) annually.
Ensure PDR opportunities for all research staff. Provide a centralised data base to record PDR dates for research staff.
HR, Department Chair, AS SAT Team, Department Administrator, PIs
Dec 2016 Ongoing Completed PDRs for all associates annually
4.8 Ensure that all faculty supervisors have current PDR and PhD supervision training
Maintain a record of PDR and PhD supervisor training
HR, Department Chair
From Oct 2016
Ongoing All supervisors current with PDR and PhD supervision training
4.9 Ensure that all relevant staff attend the Promotions Workshops provided by HR.
Encourage female staff to engage and continue to engage with Progression and Promotions Mechanisms
Department Chair, HR
Oct 2016 Ongoing Female Academics applying and securing progression and promotion
Supporting and advancing women’s careers-career development
4.10 Provide a Department sponsored Athena SWAN Summer Bursary Research Award
One female STEM undergraduate to receive a research summer bursary.
Course Leaders, AS SAT Team, Department Chair
May 2015 Ongoing Increase in number of females undertaking summer research
4.11 Conduct focus groups with postgraduate students
Identify and monitor attitudes and experiences and their perspectives on careers in science
Course Leaders, AS SAT Team, Department Chair
Jan 2016 Review in May 2016
Increased insight into issues for female academics at early career stage
4.12 Liaise with the Research Office on formal Career Development Training for Postdoctoral associates
Provision of more structured training opportunities for postdoctoral associates
VPR, HR, Department Chair, AS SAT
June 2016 Review in Dec 2016
Enhanced postdoctoral experience; increase in number of postdoctoral applications.
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Action Description of action Responsibility Start date Target date Success measure
Flexible working and managing career breaks
4.13 Continue to monitor flexible working uptake
Collect data on formal and informal flexible working arrangements
HR, Faculty, Department Chair
Dec 2016 June 2016 Develop a clear picture of issues associated with flexibility in the workplace
Organization and culture – decision-making committees
4.14 Critically review committee membership and rotation of committee membership
Review Departmental committee membership from a strategic perspective
Department Oct 2015 Jan 2016 Improved representation of females on decision making committees
Organization and culture – workload management
4.15 Publish the teaching, research and administrative loads of all faculty within the Department in an effort to improve transparency.
Improve transparency by sharing work allocation profiles
Department Chair Nov 2015 Ongoing Improve transparency and equity within the Department; Improved workload experience in focus group study
4.16 Review Postdoctoral and research fellow representation level at Department meetings
Establish a more representative ratio of PDRF at Departmental and other Committee Meetings
Department Oct 2015 Jan 2016 Improved representation of PDRF at Department level, Enhanced focus on Researcher issues
4.17 Host a high profile series of female speakers in Life Sciences
Invite female role models in Life Sciences as guest speakers to 3 major seminars annually
Department Seminar Committee
Jan 2016 Dec 2016 Improved networking; improved visibility of high profile role-model female Life Scientists.
4.18 Inform all staff on HR workshops on Dignity and Respect in the workplace; Address the Survey Results regarding reluctance to
Liaise with HR to how best to explore any issues relating to discrimination within the Department.
HR, Department Chair
Oct 2015 Review in Dec 2015
An appropriate work environment.
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Action Description of action Responsibility Start date Target date Success measure
report possible discrimination
Organization and culture - outreach
4.19 Continue to monitor outreach activities vis a vis representation of female role models
Monitor participation in outreach activities, providing appropriate visibility of female role models while adhering to work load allocations.
AS SAT, Department Chair
Jan 2016 June 2016 Representation of female role models at outreach events
