Institution Application Bronze and Silver Award › ... › REDACTED_UniversityofPlymouthBr… ·...

Institution Application Bronze and Silver Award This is a redacted copy of the University of Plymouth’s Bronze Athena SWAN submission from November 2018. In some areas, raw data has been removed in favour of percentages; some tables, charts and graphs have been removed entirely.

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ATHENA SWAN BRONZE INSTITUTION AWARDS

Recognise a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff.

This includes:

= an assessment of gender equality in the institution, including quantitative (staff data) and qualitative (policies, practices, systems and arrangements) evidence and identifying both challenges and opportunities

= a four-year plan that builds on this assessment, information on activities that are already in place and what has been learned from these

= the development of an organisational structure, including a self-assessment team, to carry proposed actions forward

ATHENA SWAN SILVER INSTITUTION AWARDS

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

COMPLETING THE FORM

DO NOT ATTEMPT TO COMPLETE THIS APPLICATION FORM WITHOUT READING THE ATHENA SWAN AWARDS HANDBOOK.

This form should be used for applications for Bronze and Silver institution awards.

You should complete each section of the application applicable to the award level you are applying for.

Additional areas for Silver applications are highlighted

throughout the form: 5.2, 5.4, 5.5(iv)

If you need to insert a landscape page in your application, please copy and paste the template page at the end of the document, as per the instructions on that page. Please do not insert any section breaks as to do so will disrupt the page numbers.

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WORD COUNT

The overall word limit for applications are shown in the following table. There are no specific word limits for the individual sections, and you may distribute words over each of the sections as appropriate. At the end of every section, please state how many words you have used in that section. We have provided the following recommended word counts as a guide.

Institution application Bronze Actual

Word limit 10,500 9741

Recommended word count

1.Letter of endorsement 500 610

2.Description of the institution 500 612

3. Self-assessment process 1,000 565

4. Picture of the institution 2,000 1647

5. Supporting and advancing women’s careers 5,000 5821

6. Supporting trans people 500 377

7. Further information 500 109

Name of institution University of Plymouth

Date of application 27 April 2018

Award Level Bronze

Date joined Athena SWAN 2009

Current award Date: November 2013 Level: Bronze

Contact for application Julia Davy

Email [email protected]

Telephone 01752 588203

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List of Tables

Table 1 University staff headcount summary expressed as headcount (posts) and FTE (school level data is incorporated into Table 4) ..................................................................................................................... 16

Table 2 UoP staff by grade and gender as at 1 January 2017 ................................................................... 16

Table 3 Faculties and student numbers at UoP ......................................................................................... 17

Table 4 UoP Staff and student numbers by school/department as of 1 January 2017 ............................. 19

Table 5 Summary of the University Self-Assessment Team (USAT) roles and responsibilities ................. 22

Table 6 SAT meeting dates March 2016 to May 2018............................................................................... 27

Table 7 Summary of benchmarking resources used ................................................................................. 28

Table 8 USAT Co-Chairs’ Committee membership .................................................................................... 29

Table 9 UoP Research/Academic staff by grade and gender – ALL 2015–17 ............................................ 31

Table 10 UoP Research/Academic staff by grade, ethnic group and gender: ALL 2015–17 ..................... 35

Table 11 R&A staff by permanent/temporary contract, grade and gender 2015–17 ............................... 39

Table 12 All R&A staff by full-time/part-time contract, grade and gender 2015–17 ................................ 42

Table 13 Research/Academic staff turnover by grade and gender: ALL 2014–15 and 2016–17 .............. 49

Table 14 R&A leavers by reason for leaving and gender ........................................................................... 50

Table 15 Recruitment Panel training completion rate .............................................................................. 53

Table 16 R&A recruitment pipeline 2014–17 ............................................................................................ 55

Table 17 R&A STEMM recruitment pipeline 2014-17 ............................................................................... 55

Table 18 R&A AHSSBL recruitment pipeline 2014–18 ............................................................................... 57

Table 19 R&A OTHER recruitment lifecycle 2014–17 ................................................................................ 57

Table 20 Analysis of executive recruitment by gender ............................................................................. 59

Table 21 R&A staff promotion to Associate Professor: Application and success rates by full-time/Part-time status and gender: ALL 2015–17 ....................................................................................................... 62

Table 22 R&A staff promotion to Professor: Application and success rates by full-time/part-time status and gender: ALL 2015–17 .......................................................................................................................... 62

Table 23 Academic staff training overview ............................................................................................... 66

Table 24 R&A delegate attendance between 1 August 2016 – 31 July 2017 ............................................ 67

Table 25 Feedback from mentors and mentees, 30% response rate (19) ................................................ 68

Table 26 Introduction to Teaching and Learning (ITL), Postgraduate Certificate in Academic Practice (PGCAP) and Teaching Development Framework (TDF) ........................................................................... 69

Table 27 Equality and diversity training – academic staff ......................................................................... 69

Table 28 Unconscious bias training – academic staff ................................................................................ 69

Table 29 PDR feedback from Staff Survey ................................................................................................. 70

Table 30 Number of R&A staff completing PDR training 2017 .................................................................. 71

Table 31 PDR completion and distribution of individual performance ratings 2017 ................................ 72

Table 32 UoP Research/Academic staff maternity return rate/contracts not renewed while on maternity leave: 2014–15 to 2016–17 ....................................................................................................................... 76

Table 33 UoP Professional/Support staff maternity return rate/contracts not renewed while on maternity leave: ALL 2014–15 to 2016–17 ................................................................................................ 76

Table 34 Research/Academic staff: Deans of Faculty by gender 2016–17................................................ 81

Table 35 Research/Academic staff: Heads of School by gender: 2016–17 ............................................... 81

Table 36 Professional & Support Directors by gender: ALL 2015–17 ........................................................ 81

Table 37 Professional & Support Heads of Department by gender: ALL 2016–17 .................................... 82

Table 38 University events for 2017 .......................................................................................................... 87

Table 39 Peninsula Arts events in 2016–17 ............................................................................................... 88

Table 40 Comparison male v female STEMM news releases by faculty/subject area (excluding general news releases) November 2016–17 .......................................................................................................... 89

Table 41 STEMM Staff Bulletins (November 2016–2017) non-gender-specific/general releases excluded ................................................................................................................................................................... 89

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Table 42 AHSSBL News releases May–November 2017 (non-gender-specific/general releases excluded) ................................................................................................................................................................... 90

Table 43 AHSSBL Staff Bulletin items May–November 2017 (non-gender specific/ general releases excluded) ................................................................................................................................................... 90

Table 44 Summary of 2016–17 and 2017–18 campus-based lectures and workshops for Devon and Cornwall Children’s University by staff gender and discipline .................................................................. 92

Table 45 Comparison of UoP 2017 all student (gender) data and ECU 2017 Statistics Report All Students Data Table 4.5 (15–16) .............................................................................................................................. 96

List of Figures

Figure 1 Organisational structure overview as at 31 July 2017, with Athena SWAN submission status .. 13

Figure 2 University locations in Plymouth: Derriford (PU PSMD), Mast House (FoB), Royal William Yard (Finance) and Marine Station (SoBMS); all others are located off the main campus ............................... 14

Figure 3 University campuses in Devon and Cornwall (Exeter and Truro sites - predominantly nursing) 14

Figure 4 University Athena SWAN SharePoint pages ................................................................................ 28

Figure 5 University governance approach ................................................................................................. 29

Figure 6 Chart representation of R&A staff by grade and gender (table 9) .............................................. 33

Figure 7 Representation of females across academic roles ...................................................................... 34

Figure 8 Examples of shared good practice across our faculties ............................................................... 35

Figure 9 Ethnicity benchmarking of professors (HESA 2014/15 and 2015/16) ......................................... 38

Figure 10 Nomis ethnicity data – 2011 census .......................................................................................... 38

Figure 11 Research/Academic staff by FT/PT contract – STEMM 2015–17 .............................................. 45

Figure 12 Research/Academic staff by FT/PT contract – AHSSBL 2015–17 .............................................. 45

Figure 13 UoP Academic career pathways ................................................................................................ 46

Figure 14 Analysis of academic employment function by gender – ALL R&A 2015–17 ............................ 47

Figure 15 Analysis of academic employment function by gender – STEMM 2015–17 ............................. 47

Figure 16 Analysis of academic employment function by gender – AHSSBL 2015–17 .............................. 48

Figure 17 Academic turnover by faculty – female ..................................................................................... 50

Figure 18 Academic turnover by faculty – male ........................................................................................ 50

Figure 19 Reasons for leaving, analysis based on all leavers .................................................................... 51

Figure 20 Welcome Event feedback 2016–17 ........................................................................................... 60

Figure 21 Research/Academic staff Welcome Event uptake by gender – 2014/15 – 2016/17 ................. 60

Figure 22 Female staff eligible and submitted to the RAE 2008/REF 2014 ............................................... 64

Figure 23 Female RAE and REF return rates; comparison of full- and part-time status ............................ 65

Figure 24 Staff Survey feedback in relation to training and development................................................ 67

Figure 25 Coaching training received 2013–17 ......................................................................................... 68

Figure 26 Quote from pilot evaluation ...................................................................................................... 68

Figure 27 Year on year PDR completion rates ........................................................................................... 70

Figure 28 Number of R&A staff completing PDR training ......................................................................... 71

Figure 29 PDR completions 2017 .............................................................................................................. 72

Figure 30 Gender differences in understanding and awareness of research initiatives ........................... 74

Figure 31 Word cloud representing the number of times flexible working and related was mentioned in the Staff Survey comments ....................................................................................................................... 78

Figure 32 Membership of Senior Management Committees (overview) .................................................. 82

Figure 33 Senior Management Committees 2014/15 – 2016/17 (excluding Secretariat roles) ................ 82

Figure 34 Membership of Influential Committees (overview) .................................................................. 84

Figure 35 Influential Committees Membership 2014/15 – 2016/17 (excluding Secretariat roles) ........... 84

Figure 36 Outreach coverage across UK by region (excluding primary schools) ....................................... 91

Figure 37 South West regional outreach coverage –schools and colleges and Children’s University ...... 91

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Figure 38 Professors Julian Chaudhuri, Deputy Vice-Chancellor, and Dafydd Moore, introducing and facilitating a discussion about Athena SWAN at the University’s Senior Leadership Forum in November 2017 ........................................................................................................................................................... 92

Figure 39 Uptake of Transgender Awareness Training ............................................................................. 93

Figure 40 Feedback from Transgender Awareness training ...................................................................... 94

Figure 41 Screenshot of gender neutral toilet signage being installed across campus ............................ 95

Figure 42 Professional and Support staff by grade 2015–17 .................................................................... 96

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List of Acronyms

AEF Academic Employment Functions

AHSSBL Arts, Humanities, Social Science, Business and Law

ALD Associate Lecturer/Tutor/Demonstrator

AP Action Plan

APT&C Administrative, Professional, Technical and Clerical

A&R Academic and Research

AS Athena SWAN

BME Black and minority ethnic

BoG Board of Governors

CPD Continual Professional Development

CROS Careers in Research online Survey

DCB Doctoral College Board

DVC Deputy Vice-Chancellor

E&D Equality and Diversity

ECR Early Career Researcher (academic within six years of PhD completion)

ECU Equality Challenge Unit

ED&I Equality, Diversity and Inclusion

ERWI Employee Relations, Wellbeing and Inclusion

FEDIC Faculty Equality, Diversity and Inclusion Committee

EDIC Equality, Diversity and Inclusion Committee

FEG Faculty Executive Group

FoAH Faculty of Arts and Humanities

FoB Faculty of Business

FoHHS Faculty of Health and Human Sciences

FoSE Faculty of Science and Engineering

FT Full time

FTE Full-time Equivalent

GAIN Growth Acceleration and Investment Network

GPA Grade Point Average

GPG Gender Pay Gap

HA Harassment Advisor

HE Higher Education

HEA Higher Education Academy

HEFCE Higher Education Funding Council in England

HEI Higher Education Institution

HEIDI Higher Education Information Database for Institutions

HERA Higher Education Role Analysis

HESA Higher Education Statistical Agency

HHS Health and Human Sciences

HoS Head of School

HR Human Resources

HRBP Human Resources Business Partner

ISA International Student Advice

ISPER Institute for Social, Policy and Enterprise Research

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ITL Introduction to Teaching and Learning

JNCHES Joint Negotiating Committee for Higher Education Staff

KIT Keeping in Touch (days)

KTP Knowledge Transfer Partnerships

LFHE Leadership Foundation for Higher Education

LGBT Lesbian, Gay, Bisexual and Transgender

NCOP National Collaborative Outreach Programme

NCT National Childbirth Trust

O&F Operations and facilities

OFFA Office For Fair Access

ONS Office for National Statistics

P&S Professional & Support

P&I Planning and international

PDR Performance Development Review

PGCAP Postgraduate Certificate in Academic Practice

PGR Postgraduate Research Student(s)

PIRLS Principal Investigators and Research Leaders Survey

PT Part time

PU PSMD Plymouth University Peninsula Schools of Medicine and Dentistry

R&A Research and Academic

R&E Research and Enterprise

R&I Research and innovation

RAE Research Assessment Exercise

REF Research Excellence Framework

RF Research Fellow

S&E Science and Engineering

SAT Self-Assessment Team(s)

SERIO Socio-Economic Research and Information Observatory

SLC Student Life Committee

SLF Senior Leadership Forum

SoCEM School of Computing, Electronics and Mathematics

SoEng School of Engineering

SoGEES School of Geography, Earth and Environmental Sciences

SoHPA School of Humanities and Performing Arts

SoPsych School of Psychology

STEMM Science, Technology, Engineering, Maths and Medicine

TCS Tax-free Childcare Scheme

TDF Teaching Development Framework

TLQC Teaching, Learning and Quality Committee

ToR Terms of Reference

UCEA Universities and Colleges Employers Association

UCU University and College Union

UEDIC University Equality, Diversity and Inclusion Committee

UEG University Executive Group

UoA Units of Assessment

UoP University of Plymouth

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USAT University Self-Assessment Team

UPSU University of Plymouth Students’ Union

VC Vice-Chancellor

UCEA MAPPING Professional & Support Services Mapping to UCEA Codes

Grade UCEA code Grade UCEA code

APT&C & O&F Grade 5 K

Apprentice P Grade 6 K

Minimum wage O Grade 7 J

Living wage O Grade 8 I

Grade 1 O Grade 9 I

Grade 2 N APT&C & O&F Other K-M

Grade 3 M Senior Manager Admin 3B, 4B, 5B

Grade 4 L

Academic & Research Mapping to UCEA Codes

Category and post Description UCEA code

Research – Research Assistant

Under supervision, supports defined project. Includes literature/database searches and administrative support.

K or L

Research – Research Fellow

PhD. Research knowledge and expertise, supports defined project/research area, conducts research, helps secure funding. Supervises juniors/students.

J or K

Research – Research Other Administrative support for research projects. J or K

Associate Lecturer, Demonstrator and Tutor

Teaches, demonstrates/tutors students. Annual schedule, hourly pay. Demonstrators and Tutors professional practitioners, no preparation/marking.

K or L

Academic – Lecturer & Clinical Lecturer

Researches and teaches, with leadership and other associated duties. Clinical Lecturer in clinical setting.

J or K

Academic – Associate Professor

Researches and teaches. Leadership and other associated duties. I

Academic - Academic Other Specialist academics, e.g. professional placement liaison for hospital/school.

I or J

Senior Manager Academic – Professor & Clinical Professor

Researches and teaches at a high level, including international.

Leadership responsibilities. Clinical Professor – leadership

responsibilities in clinical setting.

5A

Senior Manager Academic – Deputy/Associate Head of School

Faculty/School leadership, e.g. research, teaching, equality, employability or international. Role under review.

1-4A

Senior Manager Academic Other

Executive and senior leadership, e.g. Vice-Chancellor, Deputy Vice-Chancellor, Dean, Head of School, Associate Dean, Director of Academic Partnerships, Director of Student Services.

1-4A

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1. LETTER OF ENDORSEMENT FROM THE HEAD OF INSTITUTION

Dr Ruth Gilligan Athena SWAN Manager Equality Challenge Unit First Floor, Westminster Tower 3 Albert Embankment London SE1 7SP 27 April 2018 Dear Ruth, I am delighted to submit our application for a University Bronze Athena SWAN award, which highlights the progress we are making towards supporting and achieving gender equality. Plymouth’s principles of striving for the highest quality in everything we do and adopting a university-wide ‘one team’ ethos are inextricably linked to our mission to advance knowledge and transform lives, and absolutely aligned with the principles of equality underpinning the Athena SWAN Charter.

As Vice-Chancellor, I champion the values and priorities represented by Athena SWAN at institutional level, and within individual Schools/Faculties. Recognising the essential requirement of an institution-wide approach to this work, the University’s executive team will provide leadership, support, encouragement and resource for a programme of departmental submissions across all of our schools within the next two years, including all arts, humanities, social sciences, business and law (AHSSBL) disciplines.

Our University is known for its open and welcoming environment, and we are committed to a culture of respect and inclusion amongst staff and students. In leading our refreshed University strategy, I have developed these principles. I am adamant that the loss of talent that arises from gender inequality for both women and men must be tackled wherever it is found.

I recognise that we have challenges in relation to the under-representation of women in our senior grades, and that we continue to struggle to attract men into our health profession disciplines. Some of these are familiar challenges in the sector and certainly common to large organisations in south-west England. However, we will address these head on by developing institutional policies and practices that attract talent and support the aspirations of existing talent to develop and flourish. I would draw particular attention to recent successes following actions from our previous award:

= Purposeful senior engagement with the self-assessment process. This involves regular briefings and discussion within the University Executive Group, and a workshop session on ‘making changes happen’ at the University’s Senior Leadership Forum of some 90 heads of school and service. We have invested 6.5 FTE additional and dedicated resource across the University and confirmed workload allowance for academics. This ensures that our self-assessment is as thorough as possible and informed by sector-wide practice.

= Explicit focus on the principles of gender equality, including a commitment to Athena SWAN within our Equality Scheme (2017–22);

= Success in appointing women to academic leadership roles, including three female Heads of School in the last 12 months;

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= Implementing a revised academic promotions process with clear pathways for promotion and mentoring, information and support, together with interview training for professorial candidates;

= Revising our annual Personal Development Review process to include guidance and compulsory training for reviewers, including equality and diversity;

= a professorial annual salary review (2017) which required Deans to pay specific regard to their female professoriate;

= Implementing a formal external recruitment process, which has successfully increased the proportion of women on our Board of Governors;

= Implementing mandatory unconscious bias awareness training for all staff and governors.

To ensure that our action plan drives real and sustained improvement, the Self-Assessment Team will continue to be co-chaired by a member of the University Executive Group tasked with reporting progress to that group regularly to ensure plans remain on track for success.

The information presented in this application (including qualitative and quantitative data) is an honest, accurate and true representation of the university. It is a critical reflection of the challenges we face, the progress we have made; and the opportunities we are progressing. Our aspiration is that the impact we will continue to make will be recognised in future years with at least a Silver University Athena SWAN award.

Yours sincerely, Professor Judith Petts CBE Vice-Chancellor and Chief Executive University of Plymouth

WORD COUNT SECTION 1

SECTION 610

CUMULATIVE 610

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2. DESCRIPTION OF THE INSTITUTION

(i) Information on where the institution is in the Athena SWAN process

The University of Plymouth (UoP) has been an institutional member of the Athena SWAN Charter since 2009, having previously secured institutional Bronze awards and departmental awards under the pre-May 2015 criteria, including a Silver award for our Medical and Dental School (April 2017).

Figure 1 highlights our organisational structure and the agreed submissions timeline to ensure all faculties/schools have made a submission by November 2019. These plans, and the University’s absolute commitment to gender equality, are communicated through our University Executive Group (UEG); Equality, Diversity and Inclusion Committee (EDIC); and Senior Leadership Forum (SLF), which includes Deans, Heads of Schools and senior professional services managers.

AP 3.1 and AP 3.2 outline and demonstrate executive and senior management level commitment to achieving Athena SWAN standards at both and institutional and Faculty/School level.

Figure 2 shows our main locations in Plymouth, and Figure 3 our Exeter and Truro locations.

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Figure 1 Organisational structure overview as at 31 July 2017, with Athena SWAN submission status

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Figure 2 University locations in Plymouth: Derriford (PU PSMD), Mast House (FoB), Royal William Yard (Finance) and Marine Station (SoBMS); all others are located off the main campus

Figure 3 University campuses in Devon and Cornwall (Exeter and Truro sites - predominantly nursing)

WORD COUNT SECTION 2 (i) SECTION 121

CUMULATIVE 731

John Bull Building Derriford

Marine Station Royal William Yard

Main Campus

Science Park, Derriford

Mast House

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(ii) Information on our teaching and research focus

Our University strategy is to improve our reputation for quality, delivering excellent student experience, building resilience and ensuring our research is sustainable and recognised for making a difference.

Our strategy is underpinned by the three core principles of Quality, Institutional Sustainability and One Team.

As Figure 1 shows, we are a broad-based multidisciplinary university. We are committed to delivering high-quality research-led and professionally relevant teaching across a broad range of disciplines, including pure and professional/practice–based ones. We prioritise a stimulating student experience that ensures challenge, personal development, and employment success.

Our research embraces real-world challenges to advance and translate knowledge and to drive innovation and enterprise. We prioritise collaboration and interdisciplinary excellence with strengths across the spectrum of academic disciplines. In the REF 2014 our top units by GPA (Clinical Medicine, Psychology, Earth and Environmental Sciences, Computer Science, and History and Practice of Art and Design) spanned four of our five faculties.

Equality and inclusion are unambiguously prioritised within our key strategies:

= One out of the five ambitions included in our refreshed Research Strategy 2017–22 is to ‘create a research ecosystem that values diversity, collaboration and inter-disciplinarity, removes barriers, creates opportunities and expects delivery’.

= Our Teaching and Learning Strategy pledges to ‘develop inclusive learning and assessment opportunities that meet the needs of diverse learners through flexible learning and assessment options’, provide inter and cross-cultural events, and raise aspirations for higher education study amongst under-represented groups.

= Our Equality Scheme 2017–21 includes clear objectives in relation to gender equality. ‘Focus on gender as a key priority, using Athena SWAN as a model to drive action and embed equality of opportunity.’

WORD COUNT SECTION 2 (ii) SECTION 272

CUMULATIVE 1003

(iii) The number of staff. Present data for academic and professional and support staff separately.

Percentages may not total 100% due to rounding. Unless otherwise stated headcount is used in tables/charts. Our 3 years of preceding data is based on academic years up to 31st July 2017 and snapshot data is within this period at 1st January 2017.

This data includes Associate Lecturers/Demonstrators (ALD) who are paid on an hourly basis.

Table 1 shows that our total staff as at 1 January 2017 was 3,580 (headcount) and 2,546.4 FTE.

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Table 1 University staff headcount summary expressed as headcount (posts) and FTE (school level data is incorporated into Table 4)

STAFF TYPE YEAR

HEADCOUNT

TOTAL

FTE

TOTAL Female Male Female Male

No. % No. % No. % No. %

Research & Academic

2017 48% 52% 45% 55%

Professional & Support

2017 66% 34% 63% 37%

Total 2017 56.7% 43.3% 54.7% 45.3%

Research and Academic (R&A) gender representation by headcount is broadly balanced, with proportionally more females by FTE. This is in line with the ECU 2017 FTE national benchmark data of 45.3% female and 54.4% male.1

Females represent approximately two-thirds of Professional & Support (P&S) employees by headcount and FTE. UoP’s profile is in line with the ECU 2017 FTE benchmark of 62.7% and 37.3%.

Table 2 UoP staff by grade and gender as at 1 January 2017

Research & Academic Professional & Support

Cat. Grade Female Male

Cat. Grade Female Male

No. % No. % No. % %

Researc

h

Research Assistant 60% 40%

AP

&C

Grade 1 57% 43%

Research Fellow 50% 50% Grade 2 79% 21%

Research Other 50% 50% Grade 3 76% 24%

Assoc.

Lec/D

em

Demonstrator 57% 43% Grade 4 78% 22%

Associate Tutor 39% 61% Grade 5 74% 26%

Associate Lecturer 54% 46% Grade 6 64% 36%

Academ

ic

Lecturer 53% 47% Grade 7 63% 37%

Associate Professor 37% 63% Grade 8 52% 48%

Deputy/Assoc. HoS 42% 58% AP&C Other 75% 25%

Associate Dean 100%

Support

Living wage 38% 63%

Academic Other 60% 40% Grade 1 83% 17%

Clinical Lecturer 46% 54% Grade 2 30% 70%

Clinical Assoc. Prof. 35% 65% Grade 3 100%

Clinical Other 50% 50% Grade 4 100%

Sen M

gr

Academ

ic

Professor 19% 81% Grade 5 100%

Clinical Professor 17% 83% O&F Other 33% 67%

Senior Manager Academic Other

32% 68%

Sen Mgr Admin

Senior Manager Admin

49% 51%

TOTAL 48% 52%

Te

chnic

al

Grade 1 83% 17%

Grade 2 67% 33%

Grade 3 67% 33%

Grade 4 48% 52%

Grade 5 29% 71%

Grade 6 18% 82%

Grade 7 23% 77%

Grade 8 100%

Technical Other 60% 40%

TOTAL 66% 34%

1 ECU Staff Statistical Report 2017: 4.3 Staff by activity, mode and gender, p204

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Whilst further analysis and actions for P&S data is not required, we are committed to addressing the gender imbalance in P&S grades. See section 7.

WORD COUNT SECTION 2 (iii) SECTION 162

CUMULATIVE 1165

(iv) The total number of departments and total number of students

We have 5 Faculties and 11 support departments, and 21,544 students. A breakdown of this information is in Table 4.

Table 3 Faculties and student numbers at UoP

Faculty/School

Student Headcount

Female Male

No. % No. %

Plymouth Institute of Education 74% 26%

School of Art, Design and Architecture 46% 54%

School of Humanities and Performing Arts 58% 42%

Faculty of Arts and Humanities (FoAH) Total 60% 40%

Plymouth Graduate School of Management & Plymouth Business School 47% 53%

School of Law, Criminology and Government 62% 38%

Faculty of Business (FoB) Total 51% 49%

TOTAL AHSSBL 55% 45%

Faculty of Health and Human Sciences 93% 7%

School of Health Professions 76% 24%

School of Nursing and Midwifery 89% 11%

School of Psychology 79% 21%

Faculty of Health and Human Sciences (FoHHS) Total 84% 16%

School of Biological and Marine Sciences 54% 46%

School of Computing, Electronics and Mathematics 13% 87%

School of Engineering 10% 90%

School of Geography, Earth and Environmental Sciences 38% 62%

Faculty of Science and Engineering (FoSE) Total 29% 71%

Peninsula Dental School 57% 43%

Peninsula Medical School 53% 47%

School of Biomedical and Healthcare Sciences 60% 40%

PU PSMD Total 57% 43%

TOTAL STEMM 58% 42%

OVERALL TOTAL 57% 43%

WORD COUNT SECTION 2 (iv) SECTION 18

CUMULATIVE 1183

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(v) List and sizes of science, technology, engineering, maths and medicine (STEMM) and arts, humanities, social science, business and law (AHSSBL) departments. Present data for academic and support staff separately.

Table 4 shows the breakdown of R&A, P&S and student data with faculties split into STEMM and AHSSBL departments.

The School of Art, Design and Architecture is assigned to AHSSBL, to reflect the programmes the majority of staff are engaged in

WORD COUNT SECTION 2 (v) SECTION 39

CUMULATIVE 1222

TOTAL WORD COUNT SECTION 2 SECTION 612

CUMULATIVE 1222

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Table 4 UoP Staff and student numbers by school/department as of 1 January 20172

Faculty/Directorate

Research & Academic Professional & Support Students

Headcount FTE Headcount FTE Headcount

Female Male Female Male Female Male Female Male Female Male

No. % No. % No. % No. % No. % No. % No. % No. % No. % No. %

Faculty of Arts and Humanities 17% 83% 12% 88% 61% 39% 57% 43% N/A N/A

Plymouth Institute of Education 70% 30% 62% 38% 55% 45% 52% 48% 74% 26%

School of Art, Design and Architecture 36% 64% 35% 65% 67% 33% 74% 26% 46% 54%

School of Humanities and Performing Arts 46% 54% 45% 55% 100% - 100% - 58% 42%

Faculty of Arts and Humanities (FoAH) Total 48% 52% 47% 53% 61% 39% 58% 42% 60% 40%

Faculty of Business 60% 40% 75% 25% 92% 8% 90% 10% N/A N/A

Plymouth Graduate School of Management & Plymouth Business School

47% 53% 42% 58% 82% 18% 86% 14% 47% 53%

School of Tourism and Hospitality 68% 32% 57% 43% 100% - 100% - N/A N/A

School of Law, Criminology and Government 48% 52% 41% 59% 100% - 100% - 62% 38%

Faculty of Business (FoB) Total 51% 49% 45% 55% 89% 11% 90% 10% 51% 49%

TOTAL AHSSBL 50% 50% 46% 54% 73% 27% 71% 29% 55% 45%

Faculty of Health and Human Sciences 53% 47% 49% 51% 88% 12% 87% 13% 93% 7%

School of Health Professions 72% 28% 72% 28% 71% 29% 68% 32% 76% 24%

School of Nursing and Midwifery 75% 25% 81% 19% 86% 14% 83% 17% 89% 11%

School of Psychology 56% 44% 44% 56% 63% 37% 62% 38% 79% 21%

Faculty of Health and Human Sciences (FoHHS) Total 68% 32% 67% 33% 80% 20% 78% 22% 84% 16%

Faculty of Science and Engineering 17% 83% 22% 78% 72% 28% 68% 32% N/A 100%

School of Biological and Marine Sciences 34% 66% 30% 70% 54% 46% 48% 52% 54% 46%

School of Computing, Electronics and Mathematics 19% 81% 16% 84% 35% 65% 31% 69% 13% 87%

School of Engineering 16% 84% 16% 84% 23% 77% 19% 81% 10% 90%

School of Geography, Earth and Environmental Sciences 41% 59% 30% 70% 45% 55% 38% 62% 38% 62%

Faculty of Science and Engineering (FoSE) Total 28% 72% 23% 77% 49% 51% 44% 56% 29% 71%

Collaboration for the Advancement of Medical Education Research Assessment

63% 38% 57% 43% - - - - N/A N/A

Institute of Translational and Stratified Medicine 45% 55% 44% 56% 70% 30% 67% 33% N/A N/A

Peninsula Dental School 51% 49% 45% 55% - - - - 57% 43%

Peninsula Medical School 62% 38% 62% 38% 73% 27% 72% 28% 53% 47%

PU PSMD 27% 73% 24% 76% 89% 11% 87% 13% N/A N/A

2 School of Tourism and Hospitality students are included in the amalgamated data for the combined Plymouth Graduate School of Management and

Plymouth Business School (PBS) following 2017 school mergers.

20

Faculty/Directorate





School of Biomedical and Healthcare Sciences 32% 68% 34% 66% 67% 33% 67% 33% 60% 40%

Plymouth University Peninsula Schools of Medicine and Dentistry (PU PSMD) Total

51% 49% 48% 52% 82% 18% 80% 20% 57% 43%

TOTAL STEMM 47% 53% 43% 57% 68% 32% 64% 36% 58% 42%

Academic Partnerships 86% 14% - 100% 60% 40% 60% 40% N/A N/A

Central Quality Office - - - - 100% - 100% - N/A N/A

International Office 50% 50% 45% 55% 53% 47% 53% 47% N/A N/A

Partner Operations - - - - 68% 32% 65% 35% N/A N/A

Plymouth Global 58% 42% 66% 34% 67% 33% 67% 33% N/A N/A

UK Academic Partnerships 50% 50% 47% 53% - - - - 48% 52%

Academic Partnerships Total 62% 38% 55% 45% 70% 30% 67% 33% 48% 52%

Campus Operations - - - - - - - - 63% 37% 56% 44% N/A N/A

Estates and Facilities - - - - - - - - 77% 23% 74% 26% N/A N/A

Estates Operations - - - - - - - - 7% 93% 6% 94% N/A N/A

Student Accommodation Services and Residence Life - - - - - - - - 75% 25% 72% 28% N/A N/A

Estates and Facilities Total - - - - - - - - 57% 43% 50% 50% N/A N/A

Communication Services - - - - - - - - 60% 40% 59% 41% N/A N/A

Development Office - - - - - - - - 76% 24% 76% 24% N/A N/A

External Relations - - - - - - - - 73% 27% 68% 32% N/A N/A

Marketing Services - - - - - - - - 56% 44% 53% 47% N/A N/A

Student Recruitment and Admissions - - - - - - - - 78% 22% 76% 24% N/A N/A

External Relations Total - - - - - - - - 73% 27% 72% 28% N/A N/A

Finance - - - - - - - - 79% 21% 76% 24% N/A N/A

Finance and Sustainability - - - - - - - - 87% 13% 84% 16% N/A N/A

Procurement and Sustainability - - - - - - - - 50% 50% 46% 54% N/A N/A

Finance and Sustainability Total - - - - - - - - 81% 19% 77% 23% N/A N/A

Employee Relations and Wellbeing - - - - - - - - 86% 14% 83% 17% N/A N/A

HR Operations - - - - - - - - 89% 11% 86% 14% N/A N/A

Human Resources - - - - - - - - 67% 33% 67% 33% N/A N/A

Legal Services - - - - - - - - 75% 25% 71% 29% N/A N/A

Organisational Development - - - - - - - - 100% - 100% - N/A N/A

Resourcing, Diversity and Inclusion - - - - - - - - 100% - 100% - N/A N/A

Human Resources Total - - - - - - - - 90% 10% 88% 12% N/A N/A

21

Faculty/Directorate





Office of the Vice-Chancellor 33% 67% 40% 60% 88% 13% 86% 14% N/A N/A

Strategy and Information - - - - 53% 47% 50% 50% N/A N/A

Office of the Vice-Chancellor Total 33% 67% 40% 60% 63% 37% 60% 40% N/A N/A

Project Management Office - - - - 36% 64% 36% 64% N/A N/A

Project Management Office Total - - - - 36% 64% 36% 64% N/A N/A

Graduate School 67% 33% 100% - 100% - 100% - N/A N/A

Innovation Gateway & GAIN - - - - 64% 36% 62% 38% N/A N/A

Research Gateway (Advisory) - - - - 69% 31% 66% 34% N/A N/A

Research and Innovation - - - - 100% - 100% - N/A N/A

Research Support and Development - - - - 86% 14% 85% 15% N/A N/A

SERIO 78% 22% 75% 25% 100% - 100% - N/A N/A

Research and Innovation Total 75% 25% 77% 23% 73% 27% 70% 30% N/A N/A

International Student Advice (ISA) - - - - 83% 17% 89% 11% N/A N/A

Learning Support and Wellbeing 50% 50% 44% 56% 84% 16% 85% 15% N/A N/A

Student Appeals Office - - - - 100% - 100% - N/A N/A

Student Funding Unit - - - - 88% 13% 97% 3% N/A N/A

Student Services 100% - 100% - 79% 21% 76% 24% N/A N/A

The Careers and Employability Service - - - - 72% 28% 69% 31% N/A N/A

Student Services Total 67% 33% 64% 36% 80% 20% 80% 20% N/A N/A

Teaching and Learning Support 71% 29% 74% 26% 100% - 100% - N/A N/A

Teaching and Learning Support Total 71% 29% 74% 26% 100% - 100% - N/A N/A

Academic Support, Technology and Innovation (ASTI) - 100% - 100% 53% 47% 49% 51% N/A N/A

Library and Digital Support 100% - 100% - 58% 42% 59% 41% N/A N/A

Management Support and Administration - - - - 67% 33% 59% 41% N/A N/A

Service Management - - - - 19% 81% 18% 82% N/A N/A

Solution Delivery - - - - 42% 58% 39% 61% N/A N/A

Strategy and Architecture - - - - 20% 80% 19% 81% N/A N/A

Technology and Information Services - - - - - 100% - 100% N/A N/A

Technology & Information Services Total 50% 50% 33% 67% 41% 59% 38% 62% N/A N/A

TOTAL OTHER 65% 35% 63% 37% 65% 35% 61% 39% 48% 52%

OVERALL TOTAL 48% 52% 45% 55% 66% 34% 63% 37% 57% 43%

22

3. THE SELF-ASSESSMENT PROCESS

(i) A description of the Self-Assessment Team

Table 5 Summary of the University Self-Assessment Team (USAT) roles and responsibilities

Name Primary Job Title

University SAT Role

Submission Focus/Interest SAT Link to Other Fora AHSSBL STEMM

P&S

R&A/ P&S

Full Time/ Part Time

Male/ Female

Professor Mark Anderson

SoGEES Head of School

FoSE Faculty Executive Group (FEG) Representative

Maternity policies and support for R&A staff Flexible working procedures SoGEES SAT link

SOGEES AS Champion Member SLF

STEMM R&A FT Male

Professor Alessandro Aurigi

FoAH Associate Dean Research and International

FoAH FEG Representative

REF Member SLF Member Senate

AHSSBL R&A FT Male

Opeoluwa Balogun

Demonstrator, Teaching Assistant

Postgraduate Student

Career progression for Early Career Researchers Flexible working policies

Member Researcher Development Forum (RDF)

STEMM R&A FT Female

Sam Braide

FoSE Equality and Diversity Senior Administrator

Professional Services Representative

Staff recruitment General qualitative research and benchmarking support

SoGEES SAT support SoCEM SAT support SoEng SAT support

STEMM P&S FT Male

Dr Cathy Coelho

Associate Professor (Clinical)

PU PSMD EDIC Chair

Faculty EDIC link Member UEDIC Member PU PSMD SAT

STEMM R&A FT Female

23


University SAT Role


P&S

R&A/ P&S


Male/ Female

Julia Davy

Head of Employee Relations, Wellbeing, Equality and Inclusion

University AS Submission Lead

Lead for University AS submission Employment policies, including family-friendly Member of JNCHES equal pay working group

Member UEDIC Member SLF HR Senior Leadership Team (SLF)

P&S P&S FT Female

Dr Hilary Duckett

FoB Associate Dean Employability

FoB FEG Representative

FoB SAT link Institute for Social, Policy and Enterprise Research (iSPER) link

Chair FoB SAT Member SLF

AHSSBL R&A FT Female

Professor Deborah Greaves

School of Engineering (SoEng) Head of School

SAT General Member

Academic promotions and career development for senior women Maternity policies and support for Academic & Research staff Flexible working procedures

Member FoSE FEG SoEng Departmental AS Champion Member SLF

STEMM R&A FT Female

Dr Karen Gresty

FoSE Associate Dean Teaching and Learning

SAT General Member

Academic promotions and career development for senior women Flexible working and family-friendly policies Institutional policies and procedures

Member FoSE FEG Member Senate Member SLF STEM ambassador

STEMM R&A FT Female

Dr Daniel Grey

Lecturer FoAH EDIC Chair FoAH SAT link

FoAH AS Champion School of Humanities and Performing Arts (SoHPA) SAT Chair

AHSSBL R&A FT Male

Dr Michaela Gummerum

Associate Professor

SoPsych SAT Chair

SoPsych SAT link SoPsych SAT link STEMM R&A FT Female

24


University SAT Role


P&S

R&A/ P&S


Male/ Female

Dr Liz Hellier

Associate Dean Teaching and Learning

FoHHS Representative UoP Mental Health Task Force Representative

Workload Allocation Model Unconscious Bias

FOHHS Faculty AS Lead Member SLF Member Senate FOHHS Exec Group FOHHS EDIC Chair

STEMM R&A FT Female

Rachel Jagger- Thomas

Diversity and Inclusion Lead

University and Departmental AS submission support Co-Chair University Women’s Network

Advises on UoP and local self-assessment process Transgender staff and student support Outreach activities

Advisor University/Faculty/School SAT Member UEDIC Member Doctoral College Board

P&S P&S PT Female

Professor Kevin Jones

Executive Dean FoSE

Faculty Executive Sponsor

Driving positive cultural change through open evaluation and dialogue on gender equity

Member UEG Member Senate Faculty AS Executive Sponsor

STEMM R&A FT Male

Mel Joyner Director of Student Services

Student Experience

Transgender student support

Member Senate Member Student Life Committee (SLC) Member SLF

P&S P&S FT Female

Professor Liz Kay MBE

PU PSMD Associate Dean Equality and Inclusion

Co-Chair University SAT

Organisation and culture self-assessment process Governance structures ED&I

PU PSMD FEG representative Chair PU PSMD AS SAT

STEMM R&A FT Female

Dr Asiya Khan

Lecturer SoEng SAT Chair SoEng SAT link Outreach activities

Chair SoEng AS SAT STEMM R&A FT Female

25


University SAT Role


P&S

R&A/ P&S


Male/ Female

Dr Sarah Lane

Post-Doctoral Research Fellow

Early Career Researcher Representative

ECR career development Career support and training

Member RDF STEMM R&A FT Female

Karen Mason

Head of Media and Communications

External Relations Representative

Visibility of career role models

Member SLF P&S P&S FT Female

Professor Roberta Mock

Director Doctoral College

Doctoral College Representative

ECR career development Career support and training Academic career development for senior women

Member University RAE 2008/REF 2014 Steering Groups Chair Doctoral Collage Board Member SLF

AHSSBL R&A PT Female

Professor Dafydd Moore

Executive Dean FoAH

Co-Chair University SAT

Organisation and culture

– Self-assessment process

– Governance structures

Ongoing executive engagement

– Institutional submission

strategy

Executive Dean, FoAH Member Senate Co-Chair University SAT Chair UEDIC Member UEG Member SLF

AHSSBL R&A FT Male

Margaret Prior

Lecturer in Human Resource Management

Faculty of Business EDIC Chair

Faculty EDIC link Faculty of Business EDIC Chair AHSSBL R&A FT Female

Colin Shipp HR Director HR Representative

Staff recruitment, retention, development, pay and reward HR policies and procedures ED&I

HR Director Member UEDIC Member SLF

P&S P&S FT Male

26


University SAT Role


P&S

R&A/ P&S


Male/ Female

Maja Smith Students' Union Sabbatical Officer

Undergraduate and Postgraduate Student Representative

Student Experience

Student Life Committee Senate Teaching and Learning, Quality Committee (TLQC) Academic Development and Partnerships (ADPC) University Equality, Diversity and Inclusion Committee (UEDIC)

Students’ Union

N/A FT Female

James Warren

Students’ Union Sabbatical Officer

Undergraduate Student Representative

Student Experience Member SLC Students’ Union

N/A FT Male

27

(ii) An account of the self-assessment process

The University Self-Assessment Team (USAT) has been the primary agent of self-assessment and was reviewed following our last application. Representation across the institution brings a range of expertise, interests and commitment. Through their roles, members make a positive contribution to our gender equality aims at a university and local level. Regard was given to gender balance, PT/FT status, career stage and discipline, plus first-hand experience of balancing career and caring responsibilities. In this way we maximised the breadth of representation and efficacy of our working.

UEG has been engaged throughout the process through the UEG Co-Chair, and fully involved in the decision making, and is pleased to sign off this submission.

USAT meets monthly on average (Table 6). Meetings are scheduled to maximise attendance, with input provided where members are unable to attend. Workload allocation ensures members can contribute fully.

Table 6 SAT meeting dates March 2016 to May 2018

16/03/2016 20/09/ 2016 21/02/2017 28/06/2017 29/11/2017 20/03/2018

18/04/2016 07/10/2016 20/04/2017 24/08/2017 16/01/2018 25/04/2018

24/06/2016 02/11/2016 23/05/2017 18/10/2017 28/02/2018 29/05/2018

At SAT meetings, we:

= review and reflect on data and other information

= determine where further analysis or investigation is needed and what this should consist of

= gather and consider additional data to understand the colleagues’ experience

= develop the Action Plan.

The Vice-Chancellor and UEG are informed and guided by USAT through the Co-Chairs and members. UEG has provided both resources and personal commitment at a university and local level, including an AS-focused workshop to explore gender equality issues and develop actions at the University’s Senior Leadership Forum (SLF). See section 5.6 (xii).

AP 3.1 UEG will continue to monitor and engage with AS action plans.

The EDI team collated, and will continue to maintain, employee and student data, analysis and provide access to information, guidance and good practice for the USAT/SATs. They also run internal and ECU workshops. Faculties appointed dedicated administrators (4.5fte) and workload allocation for academics involved.

AP 3.3 We will continue to maintain the data, information and guidance shared through our SharePoint pages (Figure 4).

In addition to data, employee views from surveys have been taken into account (see Table 7).

We have sought advice on our submission from external advisors, Rob Bell, Imperial College London, and Harri Weeks, independent advisor.

28

Staff and students across the University are updated on our activity through a variety of communications including: = University Athena SWAN web pages

= University staff and student bulletins

= formal reports to committees

= formal reports to senior management.

Figure 4 University Athena SWAN SharePoint pages

Table 7 Summary of benchmarking resources used

Benchmarking Qualitative

HESA/HEIDI database PIRLS 20173

ECU 2017 staff and student statistical reports CROS 20174

2011 ONS & Nomis UK census data

University staff survey (carried out by Capita May/June 2017): 56% (970) female, 34% (578) male, 10% (137) prefer not to say/other 617 R&A (50%) 1046 P&S (62%)

UCEA staff category codes Welcome event evaluation Aug 16-July 17

2014 Parental leave survey (National Childbirth Trust)

LFHE report Academic Carers 2017

2015 UN gender statistics UoP maternity survey (Nov 2017): 41 responses (40%)

Our SAT Co-Chairs, Professors Dafydd Moore and Liz Kay, champion the AS mission and agenda at management committees across the University (Table 8). This has:

= secured financial commitment for staff resources to support the actions and activities which the data indicated were needed

= strengthened our governance in order to promote greater equality and inclusion

3 PIRLS – Principal Investigators and Research Leaders Survey

4 CROS – Careers in Research Online Survey

29

= embedded a clear institutional aim to advance gender equity across the institution by 2021, with this aim articulated in our core principles and the University Research Strategy.

Table 8 USAT Co-Chairs’ Committee membership

Dafydd Moore Liz Kay

Executive Dean FoAH Associate Dean EDI PU PSMD

Member UEG Chair PU PSMD SAT – Silver Award

Member Senate University AS SAT Co-Chair (STEMM)

University AS SAT Co-Chair (AHSSBL) Non-Exec Director Plymouth NHS Hospital Trust

Chair of the UEDIC Board Member Academic Health Science Network

Member SLF Oral Health Foundation President

Section 5.6 (x) further outlines how Athena SWAN principles are embedded into our broader culture and organisation.

Figure 5 shows the USAT within our governance structures and links with faculty/school SATs. SAT members raise and represent agenda items relevant to their school/faculty/directorate committee structures. Items are formally referred to other committees by the Co-Chairs as required.

Figure 5 University governance approach

WORD COUNT SECTION 3 (II SECTION 480

CUMULATIVE 1702

30

(iii) Plans for the future of the Self-Assessment Team

The USAT will continue to meet every 4-6 weeks to:

= review progress against the action plan, identify and mitigate slippage

= monitor shared objectives across Faculties/Schools

= measure the impact of changes introduced to ensure progress against objectives

= implement succession planning for changes in roles and membership rotation

= provide termly updates on submission strategy and progress to UEG, Senate and SLF.

AP 3.2 includes USAT support of local submission providing specialist advice and creating opportunities to share knowledge and best practice.

AP 3.4 we will raise awareness of AS submission and action plans within local areas and throughout the University.

Our ambition is to rectify inequalities where they exist and identify impacts, recognised through Athena SWAN at Silver level by 2022 (AP 3.5).


CUMULATIVE 1787


CUMULATIVE 1787

4. A PICTURE OF THE INSTITUTION

4.1. Academic and research staff data

(i) Academic and research staff by grade and gender

The University’s One Team strategy includes the promotion of an inclusive environment, embedding principles of equality and diversity. Our Equality Scheme (2017–21) has a specific objective promoting gender equality, particularly in Associate Professor and Professor roles, where females are under-represented at Plymouth. We recognise that gender imbalance across all roles is a systemic, cultural issue and we aim to reduce the imbalance by addressing root cause issues (AP 5.1.2, AP 5.1.6, AP 5.3.5, AP 5.3.6, AP 5.3.7).

We do not currently hold details relating to protected characteristics re. Honorary/Visiting Specialists in our database (AP 3.3).

Associate Dean recent appointments in the “Academic” category are shown separately from Associate Dean roles within the Senior Manager Academic category.

31

Table 9 UoP Research/Academic staff by grade and gender – ALL 2015–17

Category Post Year Female Male

TOTAL No. % No. %

Research

Research Assistant

2015 59% 41%

2016 64% 36%

2017 60% 40%

Research Fellow

2015 46% 54%

2016 47% 53%

2017 50% 50%

Research Other

2015 50% 50%

2016 50% 50%

2017 50% 50%

TOTAL

2015 51% 49%

2016 53% 47%

2017 53% 47%

Associate Lecturer/ Demonstrator

Demonstrator

2015 53% 47%

2016 57% 43%

2017 57% 43%

Associate Tutor

2015 31% 69%

2016 26% 74%

2017 39% 61%

Associate Lecturer

2015 52% 48%

2016 53% 47%

2017 54% 46%

TOTAL

2015 52% 48%

2016 53% 47%

2017 54% 46%

Academic

Lecturer

2015 52% 48%

2016 53% 47%

2017 53% 47%

Associate Professor

2015 36% 64%

2016 34% 66%

2017 37% 63%

Deputy/Associate Head of School

2015 42% 58%

2016 49% 51%

2017 42% 58%

Associate Dean 2017 100%

Academic Other

2015 46% 54%

2016 53% 47%

2017 60% 40%

Clinical Lecturer

2015 33% 67%

2016 33% 67%

2017 46% 54%

32

Category Post Year Female Male

TOTAL No. % No. %

Clinical Associate Professor

2015 44% 56%

2016 37% 63%

2017 35% 65%

Clinical Other

2015 50% 50%

2016 50% 50%

2017 50% 50%

TOTAL

2015 47% 53%

2016 48% 52%

2017 49% 51%

Senior Manager Academic

Professor

2015 19% 81%

2016 18% 82%

2017 19% 81%

Clinical Professor

2015 9% 91%

2016 14% 86%

2017 17% 83%

Sen Mgr Acad Other

2015 30% 70%

2016 29% 71%

2017 32% 68%

TOTAL

2015 23% 77%

2016 22% 78%

2017 24% 76%

OVERALL TOTAL

2015 47% 53%

2016 48% 52%

2017 48% 52%

33

Figure 6 Chart representation of R&A staff by grade and gender (table 9)

34

The data show that:

= the proportion of female Research Assistants and Research Fellows exceeds the proportion of males over the three-year period

= the proportion of female Associate Professors has increased over the three years

= there has been an overall increase in both male and female Deputy/Associate Head of Schools and female representation remains at 42% in 2017

= the proportion of women in other senior manager academic roles increased from 30% to 33%, and now approaches the HESA benchmark for UK HEIs: 2015–16, 35%

= the number of female Professors increased but the percentage remains at 19% and is still some way behind the HESA benchmark of 24%. Our objective is to equal the benchmark for female professors by 2021

= the numbers of Associate Lecturers, Demonstrators and Tutors in the data decreased over the three-year reporting period as a result of removing dormant records.

Figure 7 Representation of females across academic roles

The overall representation of women has shown an increase over the three years in a number of roles, including Research Fellow, Associate Professor and clinical roles; however, we aim for greater progress. Section 5 analyses how gender imbalance across academic roles is attributed to a number of factors, for example:

= challenges attracting women to senior roles, particularly to the South West

= low rates of female applicants for academic promotion

= predominance of women in teaching-focused versus research roles

= challenges of workload and achieving a work/life balance.

This analysis has informed our actions outlined in section 5 relating to recruitment (AP 5.1.2) and training (AP 5.6.2).

Faculties are also analysing their data to identify issues, exploring these with employees and using this to inform local, targeted action plans to implement improvements.

35

AP 3.3 we will share best practice across the University, as shown in Figure 8.

Figure 8 Examples of shared good practice across our faculties

Table 10 UoP Research/Academic staff by grade, ethnic group and gender: ALL 2015–17

Category Post Gender Year BME White Unknown

TOTAL No. % No. % No. %

Researc

h

Research Assistant

Female

2015 12% 86% 2%

2016 17% 83%

2017 16% 77% 7%

Male

2015 9% 91%

2016 11% 85% 4%

2017 14% 83% 3%

Research Fellow

Female

2015 7% 90% 3%

2016 10% 87% 3%

2017 14% 84% 3%

Male

2015 18% 77% 4%

2016 17% 79% 4%

2017 12% 85% 3%

Research Other

Female

2015 13% 88%

2016 100%

2017 11% 89%

Male

2015 13% 88%

2016 13% 88%

2017 11% 78% 11%

TOTAL

2015 12% 85% 3%

2016 13% 84% 3%

2017 13% 83% 4%

Asso

cia

te L

ectu

rer/

Dem

on

str

ato

r

Demonstrator

Female

2015 7% 78% 15%

2016 7% 76% 17%

2017 13% 75% 12%

Male

2015 11% 72% 16%

2016 8% 73% 20%

2017 10% 70% 20%

Associate Tutor

Female

2015 7% 71% 21%

2016 75% 25%

2017 79% 21%

Male

2015 87% 13%

2016 87% 13%

2017 82% 18%

Associate Lecturer

Female

2015 4% 81% 14%

2016 4% 84% 12%

2017 4% 84% 12%

Male

2015 4% 78% 19%

2016 5% 75% 21%

2017 5% 74% 21%

TOTAL

2015 5% 79% 16%

2016 5% 79% 17%

2017 6% 78% 16%

“We are committed to run focus groups to investigate issues raised by the staff survey, especially around PDR, promotion, training, access to mentoring, work-life balance, support following leave and working culture”

SoGEES

“We will work with HR to emphasise the key features that attracted recently appointed women to PU PSMD in recruitment materials and on the website”

PU PSMD

36



Acad

em

ic

Lecturer

Female

2015 7% 92% 1%

2016 6% 92% 2%

2017 6% 92% 2%

Male

2015 13% 82% 5%

2016 12% 84% 4%

2017 10% 85% 5%

Associate Professor

Female

2015 4% 95% 1%

2016 7% 93%

2017 7% 93%

Male

2015 8% 89% 3%

2016 9% 89% 2%

2017 10% 88% 3%

Deputy/ Associate Head of School

Female

2015 100%

2016 4% 96%

2017 4% 96%

Male

2015 100%

2016 96% 4%

2017 3% 94% 3%

Associate Dean Female 2017 100%

Academic Other

Female

2015 17% 83%

2016 13% 75% 13%

2017 11% 78% 11%

Male

2015 100%

2016 100%

2017 100%

Clinical Lecturer

Female

2015 50% 50%

2016 50% 50%

2017 17% 83%

Male

2015 25% 50% 25%

2016 25% 50% 25%

2017 43% 43% 14%


Female

2015 100%

2016 100%

2017 100%

Male

2015 22% 78%

2016 17% 83%

2017 9% 91%

Clinical Other

Female

2015 100%

2016 100%

2017 100%

Male

2015 100%

2016 100%

2017 100%

TOTAL

2015 8% 89% 3%

2016 8% 89% 3%

2017 8% 89% 3%

37



Sen

ior

Man

ag

er

Acad

em

ic

Professor

Female

2015 16% 79% 5%

2016 21% 74% 5%

2017 19% 76% 5%

Male

2015 9% 87% 5%

2016 9% 88% 3%

2017 7% 89% 5%

Clinical Professor

Female

2015 100%

2016 100%

2017 100%

Male

2015 100%

2016 100%

2017 100%

Sen Mgr Acad Other

Female

2015 13% 88%

2016 5% 95%

2017 4% 96%

Male

2015 4% 96%

2016 6% 94%

2017 6% 94%

TOTAL

2015 8% 90% 3%

2016 9% 89% 2%

2017 7% 90% 3%

TOTAL FEMALE

2015 6% 86% 8%

2016 6% 87% 6%

2017 7% 87% 6%

TOTAL MALE

2015 8% 82% 9%

2016 9% 83% 8%

2017 9% 83% 8%

OVERALL TOTAL

2015 7% 84% 9%

2016 8% 85% 7%

2017 8% 85% 7%

The key points here are as follows:

= 8% of R&A staff are BME, compared to 85% white. This is below the benchmark. HESA data for 2015–16 shows that the figure for BME was 13% and for white 79%. We are pleased that BME representation in female Research Fellow and Associate Professors roles has increased over the three years.

= Proportionately, more men than women in R&A roles are BME, particularly in Research Fellow, Clinical Academic, Lecturer and Associate Professor roles.

= Table 10 shows that the proportion of BME professors at the University was higher than that for both regional and national BME professors in 2014–15 (10%) and 2015–16 (11%) compared to HESA data for the SW (8%) and UK (8%, 2014–15, and 9%, 2015–16).

AP 4.1.1 we will increase AS awareness and our commitments to equality and diversity to promote our reputation internally and externally as an inclusive and diverse employer.

38

Figure 9 Ethnicity benchmarking of professors (HESA 2014/15 and 2015/16)

The ethnic mix of Plymouth and the South West (SW) is a key factor and Nomis 2011 data for the BME population is low (4%) compared to the UK national average (14%) (Figure 10). This highlights specific regional challenges.

AP 4.1.1 we will work with our local BME colleagues and the Black Female Professors’ Forum to identify, understand and address perceived recruitment barriers to working in the SW.

Figure 10 Nomis ethnicity data – 2011 census

In our Staff Survey, responses from BME employees were more positive than those from white employees in understanding how their role contributes to the University Strategy and the role of the Senate.

WORD COUNT SECTION 4.1 (i) SECTION 631

CUMULATIVE 2418

39

(ii) Academic and research staff on fixed-term, open-ended/permanent and zero-hour contracts by gender

Data includes ALDs based on temporary and permanent contracts. ALDs are issued with a schedule of work and are not considered to be on zero hours contracts.

Table 11 R&A staff by permanent/temporary contract, grade and gender 2015–17

Category Post Gender Year Permanent Temporary

TOTAL No. % No. %

Researc

h

Research Assistant

Female

2015 6% 94%

2016 13% 87%

2017 11% 89%

Male

2015 9% 91%

2016 22% 78%

2017 14% 86%

Research Fellow

Female

2015 20% 80%

2016 19% 81%

2017 18% 82%

Male

2015 13% 87%

2016 17% 83%

2017 21% 79%

Research Other

Female

2015 75% 25%

2016 88% 13%

2017 89% 11%

Male

2015 25% 75%

2016 38% 63%

2017 22% 78%

TOTAL

2015 15% 85%

2016 21% 79%

2017 20% 80%

Asso

cia

te L

ectu

rer/

Dem

on

str

ato

r

Demonstrator

Female

2015 16% 84%

2016 18% 82%

2017 13% 87%

Male

2015 16% 84%

2016 5% 95%

2017 4% 96%

Associate Tutor

Female

2015 29% 71%

2016 50% 50%

2017 21% 79%

Male

2015 13% 87%

2016 17% 83%

2017 14% 86%

Associate Lecturer

Female

2015 42% 58%

2016 39% 61%

2017 36% 64%

Male

2015 37% 63%

2016 37% 63%

2017 37% 63%

TOTAL

2015 32% 68%

2016 31% 69%

2017 30% 70%

40


TOTAL No. % No. %

Acad

em

ic

Lecturer

Female

2015 90% 10%

2016 91% 9%

2017 91% 9%

Male

2015 92% 8%

2016 90% 10%

2017 89% 11%

Associate Professor

Female

2015 97% 3%

2016 96% 4%

2017 94% 6%

Male

2015 95% 5%

2016 95% 5%

2017 95% 5%


Female

2015 5% 95%

2016 100%

2017 100%

Male

2015 4% 96%

2016 100%

2017 3% 97%

Associate Dean Female 2017 100%

Academic Other

Female

2015 83% 17%

2016 75% 25%

2017 67% 33%

Male

2015 86% 14%

2016 86% 14%

2017 83% 17%

Clinical Lecturer

Female

2015 50% 50%

2016 50% 50%

2017 83% 17%

Male

2015 50% 50%

2016 25% 75%

2017 71% 29%


Female

2015 100%

2016 100%

2017 100%

Male

2015 89% 11%

2016 83% 17%

2017 82% 18%

Clinical Other

Female

2015 67% 33%

2016 67% 33%

2017 100%

Male

2015 67% 33%

2016 67% 33%

2017 67% 33%

TOTAL

2015 87% 13%

2016 85% 15%

2017 84% 16%

41


TOTAL No. % No. %

Sen

ior

Man

ag

er

Acad

em

ic

Professor

Female

2015 89% 11%

2016 89% 11%

2017 90% 10%

Male

2015 84% 16%

2016 89% 11%

2017 89% 11%

Clinical Professor

Female

2015 100%

2016 100%

2017 100%

Male

2015 100%

2016 100%

2017 100%

Sen Mgr Acad Other

Female

2015 58% 42%

2016 52% 48%

2017 48% 52%

Male

2015 64% 36%

2016 47% 53%

2017 52% 48%

TOTAL

2015 77% 23%

2016 74% 26%

2017 74% 26%

TOTAL FEMALE

2015 53% 47%

2016 57% 43%

2017 56% 44%

TOTAL MALE

2015 55% 45%

2016 59% 41%

2017 60% 40%

TOTAL

2015 54% 46%

2016 58% 42%

2017 58% 42%

Our data show the following:

= In 2017, proportionately more contracts held by women were temporary (44%) compared to contracts held by men (40%) which is above the HESA benchmark of 37%. We recognise that temporary contracts can be detrimental to women’s career development, retention and progression. ALD contracts account for >50% of temporary employees;

AP 5.1.1 we will develop ALD policy and capture and monitor equality data to identify and address any specific adverse impact in the proportion of women on temporary contracts.

= The proportion of men and women in temporary senior manager academic roles has increased, following our move to fixed-term appointments for leadership roles (Associate Dean/Head of School) as part of our career development strategy, which provides opportunities to develop leadership skills and experience (AP 5.6.3). Reporting anomalies show permanent employees reported in temporary roles

42

AP 4.1.2 we will address data anomalies to ensure our reports give a clearer picture of temporary contracts compared to temporary secondments.

= Our research staff data show a decrease in the proportion of males and females on temporary Research Assistant contracts and a corresponding increase in the percentage of males and females on permanent Research Assistant contracts. The number of female Research Fellows on permanent contracts also increased, although the percentage of women on permanent Research Fellow contracts decreased from 20% to 18%.

AP 4.1.3 we will continue to monitor data to identify and address any trends.

In 2017, we successfully renewed our HR Excellence in Research Award to support researchers’ career development. This is covered in Section 5.3 (iii) with actions to support female researcher retention and development.

Table 12 All R&A staff by full-time/part-time contract, grade and gender 2015–17

Category Post Gender Year Full time Part time TOTAL

No. % No. %

Researc

h

Research Assistant

Female

2015 50% 50%

2016 49% 51%

2017 57% 43%

Male

2015 63% 37%

2016 74% 26%

2017 66% 34%

Research Fellow

Female

2015 72% 28%

2016 67% 33%

2017 65% 35%

Male

2015 87% 13%

2016 79% 21%

2017 77% 23%

Research Other

Female

2015 50% 50%

2016 25% 75%

2017 44% 56%

Male

2015 63% 38%

2016 75% 25%

2017 67% 33%

TOTAL

2015 69% 31%

2016 67% 33%

2017 66% 34%

Asso

cia

te L

ectu

rer/

Dem

on

str

ato

r

Demonstrator

Female

2015 100%

2016 1% 99%

2017 1% 99%

Male

2015 100%

2016 100%

2017 100%

Associate Tutor

Female

2015 100%

2016 100%

2017 100%

Male

2015 100%

2016 100%

2017 100%

43


No. % No. %

Associate Lecturer

Female

2015 100%

2016 100%

2017 100%

Male

2015 100%

2016 100%

2017 100%

TOTAL

2015 100%

2016 0% 100%

2017 0% 100%

Acad

em

ic

Lecturer

Female

2015 69% 31%

2016 64% 36%

2017 63% 37%

Male

2015 87% 13%

2016 83% 17%

2017 82% 18%

Associate Professor

Female

2015 85% 15%

2016 87% 13%

2017 81% 19%

Male

2015 92% 8%

2016 91% 9%

2017 89% 11%


Female

2015 95% 5%

2016 96% 4%

2017 100%

Male

2015 93% 7%

2016 96% 4%

2017 94% 6%

Associate Dean Female 2017 50% 50%

Academic Other

Female

2015 67% 33%

2016 50% 50%

2017 44% 56%

Male

2015 71% 29%

2016 86% 14%

2017 67% 33%

Clinical Lecturer

Female

2015 100%

2016 100%

2017 17% 83%

Male

2015 25% 75%

2016 25% 75%

2017 57% 43%


Female

2015 43% 57%

2016 43% 57%

2017 50% 50%

Male

2015 89% 11%

2016 75% 25%

2017 73% 27%

44


No. % No. %

Clinical Other

Female

2015 100%

2016 100%

2017 100%

Male

2015 67% 33%

2016 67% 33%

2017 67% 33%

TOTAL

2015 81% 19%

2016 78% 22%

2017 75% 25%

Sen

ior

Man

ag

er

Acad

em

ic

Professor

Female

2015 100%

2016 89% 11%

2017 76% 24%

Male

2015 79% 21%

2016 72% 28%

2017 73% 27%

Clinical Professor

Female

2015 100%

2016 100%

2017 100%

Male

2015 90% 10%

2016 100%

2017 100%

Sen Mgr Acad Other

Female

2015 88% 13%

2016 81% 19%

2017 83% 17%

Male

2015 86% 14%

2016 82% 18%

2017 82% 18%

TOTAL

2015 85% 15%

2016 79% 21%

2017 78% 22%

TOTAL FEMALE

2015 37% 63%

2016 42% 58%

2017 43% 57%

TOTAL MALE

2015 50% 50%

2016 57% 43%

2017 58% 42%

GRAND TOTAL

2015 44% 56%

2016 50% 50%

2017 51% 49%

45

Figure 11 Research/Academic staff by FT/PT contract – STEMM 2015–17

Figure 12 Research/Academic staff by FT/PT contract – AHSSBL 2015–17

The data show:

= an increase in the proportion of full-time men and women in STEMM

= in AHSSBL a slightly less clear trend, but no gender differences

= a decrease in the number of ALD contracts, which are part time.

AP 5.1.1 we will review our appointment process for ALDS to ensure gender equality.

WORD COUNT SECTION 4.1 (ii) SECTION 267

CUMULATIVE 2685

46

(iii) Academic staff by contract function and gender: research-only, research and teaching, and teaching-only

As part of the University’s refreshed Strategy there is an increased focus on the attraction and retention of high-calibre academic staff delivering both teaching and research. New academic career pathways have been defined that place equal emphasis on the importance of both teaching and research activities through the three career pathways of ‘Education’, ‘Research’ and ‘Balanced’. The new career pathways align with the Academic Employment Function (AEF) defined by HESA: AEF1, Teaching and Scholarship pathway; AEF2, Research; and AEF3, Research and Teaching. Figure 13 UoP Academic career pathways

The introduction of AEF-aligned pathways has allowed us to better understand the specific activities and workloads of individuals, which enables transparency and parity of expectation. Figure 14 shows that 26% of women are in teaching and research contracts (24% STEMM – Figure 15), compared to the HESA UK benchmark data (2015–16) of 44%.

Actions AP 4.1.4, AP 5.3.6 and AP 5.3.7 detail our plans to address the gender imbalance in AEF through implementation of career pathways, access to research development and inclusion of a career development discussion within the PDR (appraisal) process.

47

Figure 14 Analysis of academic employment function by gender – ALL5 R&A 2015–17

Figure 15 and Figure 16 show that the increase of females in teaching only compared to the decline of females in teaching and research roles has been greater in STEMM.

Figure 15 Analysis of academic employment function by gender – STEMM 2015–17

5 For visual ease Figure 16, 17 and 18 exclude R&A staff not in teaching, teaching & research or research, e.g. those working with partnership colleges.

48

Figure 16 Analysis of academic employment function by gender – AHSSBL 2015–17

We have developed a revised academic job description consistent across all three pathways which enables links to objectives, priorities and promotion criteria. This will enable a transparent and consistent approach to identifying the most appropriate career pathway (and AEF), and is being implemented in consultation with the UCU. ECU research has shown that female respondents perceive that they had more teaching, and administrative & pastoral responsibilities, compared to male respondents.6 Both genders felt that beneficial factors for career progression included being well-regarded as researchers, gaining research grants, and substantial research output.

AP 4.1.4, AP 5.3.5, AP 5.3.6, AP 5.3.7 and AP 5.5.5 show actions to address this imbalance through implementing career pathways, together with strategies to support research development, personal development reviews, and academic promotions.

WORD COUNT SECTION 4.1 (iii) SECTION 273

CUMULATIVE 2958

6 Asset 2016 Experiences of gender equality in STEMM academia and intersections with ethnicity, sexual orientation, disability and age

49

(iv) Academic leavers

Table 13 shows similar turnover rates for men and women, with a dip in women leavers in 2017 – 12% – compared to men – 15%.

Turnover in AHSSBL was higher for men than for women and in STEMM was higher for men in 2014–15 and 2015–16.

Table 13 Research/Academic staff turnover by grade and gender: ALL 2014–15 and 2016–17

Redacted to protect anonymity

50

Table 14 R&A leavers by reason for leaving and gender

Redacted to protect anonymity Figure 17 shows the leaver rates for females, broken down by faculty. Figure 18 shows the data for males. The spikes in data show higher numbers of females leaving the FoSE in 2015–16 and higher numbers of males leaving the FoB across all years.

Figure 17 Academic turnover by faculty – female

Figure 18 Academic turnover by faculty – male

Our turnover rates are low compared to HEI benchmark data7 (5%, increasing to 7.7% in 2017) for research/academic leavers in 2014–15 and 2015–16.

7 Benchmark carried out by DLA Piper

51

In 2016, an electronic exit survey was introduced as part of previous AS action plans. Figure 19 shows the reasons for leaving based on leavers between July 2016 and September 2017. In total, 106 respondents completed the questionnaire, representing approximately 50% of leavers.

Figure 19 Reasons for leaving, analysis based on all leavers8

We are concerned that push factors accounted for 35% of leavers and have identified actions to address this (AP 5.1.6, AP 5.3.2, AP 5.6.1 and AP 5.6.2).

AP 4.1.5 we will improve our data collection and understanding of issues raised by leavers (e.g. by gender and role).

WORD COUNT SECTION 4.1 (iv) SECTION 170

CUMULATIVE 3128

8 Excludes ALDs

52

(v) Equal pay audits/reviews

We carry out an equal pay analysis every two years and our 6th equal pay report was shared with the UEG and BoG in March 2017.

We use the Higher Education Role Analysis (HERA) grading scheme for grades 1 to 9. Our senior manager and executive roles are determined by reference to the size of the department, level of accountabilities and benchmark UCEA data. Our last equal pay review found the following:

= Variances of less than −2.5% were found when considered on a grade-by-grade basis in grades 1 to 9.

= Less than a −5% variance was found across grade 1 to 9 research and academic staff.

= A variance of −6.8% was found for executive and senior manager pay (including Professors as a role and a personal title), including allowances, and −5.87% without allowances.

= Separating out the role of Professor, a variance of −3.7% was found.

= We have taken steps to address the gaps identified within our last equal pay audit and implemented equality analysis for the annual reward and recognition process at the proposal stage to ensure that unbiased, consistent decision-making criteria are used across the University.

AP 4.1.6 we will continue to carry out equal pay analysis every two years and actions to reduce any equal pay issues.

= HERA grading is not used beyond grade 9 and we are developing a professorial banding scheme to ensure that the allocation and review of professors’ pay is determined consistently and objectively (AP 4.1.6).

Gender Pay Gap (GPG)9 compares the average hourly rate of pay for all women compared to the average hourly rate of pay for all men using both the median and mean calculations. Our GPG (published March 2018) showed that women earn on average 20.1% (mean) and 27.7% (median) less than men.

Our GPG is high because we have a higher proportion of women within lower graded roles than men and a slightly higher proportion of men in our senior, highest paid roles.

AP 4.1.7 we will reduce our GPG through a GPG working group to address the representation of woman across grades.

WORD COUNT SECTION 4.1 (v) SECTION 306

CUMULATIVE 3434

TOTAL WORD COUNT SECTION 4.1 SECTION 1647

CUMULATIVE 3434

4.2. PROFESSIONAL AND SUPPORT STAFF DATA (SILVER ONLY)

9 Based on statutory Gender Pay Gap Reporting requirements introduced in 2017.

53

5. SUPPORTING AND ADVANCING WOMEN’S CAREERS

5.1. Key career transition points: academic staff

(i) Recruitment

We have implemented numerous actions from our previous AS submission, including the following:

= requirements for gender balance on recruitment panels

= mandatory recruitment training for recruitment panel members and panel chairs training

= embedding AS logos into print, executive appointment packs, online and web forms for all job advertisements

= considering our gender representation in the media and website imagery

= auditing where applicants saw advertisements

= ensuring our equality and diversity commitments are included in agency contracts.

Table 15 shows an increase in women completing chairs training compared to men.

Table 15 Recruitment Panel training completion rate

Year Course Female

delegates Male

delegates Total

2014−1

5

Recruitment and Selection E-Learning 133 93 226

Interviewing with Confidence (optional) 24 10 34

Recruitment and Selection for Chairs 33 26 59

Total 190 129 319

2015−1

6




Total 211 145 356

2016/17




Total 90 62 152

The results of these actions can be judged from the data in Table 16, which summarises the recruitment10 − including applications from shortlist to accepted offer − by gender, for all roles.

Table 17 and Table 18 show the recruitment data split by AHSSBL and STEMM.

Whilst a small amount of data is included for ALD roles, this recruitment is currently undertaken at a local level. Equality data is not collected or monitored centrally for these roles.

AP 5.1.1 we will develop a formal recruitment process for ALDs that will include collection and monitoring equality data.

10 The columns show: number of applications, number shortlisted, % of those shortlisted against the number of applications, number offered, % of those offered against the number shortlisted, number acceptances, and finally, the % of acceptances against those offered.

54

More women have been offered R&A roles than men in each year. Fewer Research Fellow (RF) roles have been offered, with the decline being greater for men. The number of women offered RF roles has increased.

55

Table 16 R&A recruitment pipeline 2014–17

Category Grade Year

FEMALE MALE UNSPECIFIED

Ap

pli

ed

(H

C)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

(%

)

Off

ere

d

(HC

)

Off

ere

d

(%)

Accep

ted

(H

C)

Accep

ted

(%)

Ap

pli

ed

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

(%)

Off

ere

d

(HC

)

Off

ere

d

(%)

Accep

ted

(

HC

)

Accep

ted

(%)

Ap

pli

ed

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

(%)

Off

ere

d

(HC

)

Off

ere

d

(%)

Accep

ted

(H

C)

Accep

ted

(%

)

Research

Research Assistant

14/15 20% 32% 96% 18% 27% 82% 0% 0% 0%

15/16 23% 24% 100% 18% 30% 92% 67% 0% 0%

16/17 27% 24% 100% 17% 20% 100% 50% 0% 0%

Research Fellow

14/15 20% 44% 94% 19% 40% 89% 25% 0% 0%

15/16 29% 35% 100% 27% 40% 100% 0% 0% 0%

16/17 50% 34% 100% 25% 47% 100% 33% 0% 0%

Research Other

14/15 25% 0% 0% 50% 29% 100% 0% 0% 0%

15/16 40% 50% 100% 45% 40% 100% 0% 0% 0%

16/17 36% 21% 100% 17% 43% 100% 0% 0% 0%

Associate Lecturer/ Dem.

Associate Lecturer

14/15 73% 67% 100% 59% 77% 100% 0% 0% 0%

15/16 70% 38% 100% 80% 75% 100% 0% 0% 0%

16/17 79% 65% 94% 79% 67% 90% 0% 0% 0%

Academic

Lecturer

14/15 25% 35% 100% 16% 24% 97% 0% 0% 0%

15/16 31% 38% 96% 20% 33% 94% 50% 0% 0%

16/17 24% 37% 98% 17% 24% 97% 0% 0% 0%

Associate Professor

14/15 56% 11% 100% 17% 50% 100% 0% 0% 0%

15/16 24% 38% 100% 23% 29% 100% 0% 0% 0%

16/17 25% 25% 100% 36% 32% 100% 0% 0% 0%

Deputy/ Assoc. HoS

16/17 100% 100% 100% 100% 100% 100% 100% 0% 0%

Academic Other

14/15 67% 50% 100% 0% 0% 0% 0% 0% 0%

15/16 50% 67% 100% 67% 0% 0% 0% 0% 0%

16/17 0% 0% 0% 13% 100% 100% 0% 0% 0%

Clinical Lecturer

15/16 60% 100% 100% 40% 50% 100% 0% 0% 0%

16/17 56% 80% 100% 71% 40% 100% 0% 0% 0%

Clin. Other 16/17 77% 70% 100% 50% 33% 100% 0% 0% 0%


Professor

14/15 0% 0% 0% 50% 50% 100% 0% 0% 0%

15/16 11% 50% 100% 38% 38% 100% 0% 0% 0%

16/17 100% 100% 100% 44% 25% 100% 0% 0% 0%

Sen Mgr Acad Other

14/15 100% 100% 100% 100% 50% 100% 0% 0% 0%

15/16 20% 75% 100% 32% 8% 100% 0% 0% 0%

16/17 67% 100% 100% 100% 100% 100% 0% 0% 0%

OVERALL TOTAL

14/15 24% 38% 98% 18% 32% 94% 5% 0% 0%

15/16 29% 36% 98% 22% 33% 96% 38% 0% 0%

16/17 32% 38% 98% 21% 31% 98% 33% 0% 0%

Table 17 R&A STEMM recruitment pipeline 2014-17

Category Grade Year FEMALE MALE UNSPECIFIED

56

Ap

pli

ed

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

(%)

Off

ere

d

(HC

)

Off

ere

d

(%)

Accep

ted

(

HC

)

Accep

ted

(%)

Ap

pli

ed

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

(%)

Off

ere

d

(HC

)

Off

ere

d

(%)

Accep

ted

(HC

)

Accep

ted

(%

)

Ap

pli

ed

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

(%)

Off

ere

d

(HC

)

Off

ere

d

(%)

Accep

ted

(HC

)

Accep

ted

(%)

Research

Research Assistant

14/15 24% 34% 96% 19% 25% 86% 0%

15/16 25% 26% 100% 20% 30% 91% 100%

16/17 31% 23% 100% 21% 22% 100%

Research Fellow

14/15 20% 44% 94% 19% 40% 89% 25%

15/16 29% 34% 100% 27% 40% 100% 0%

16/17 52% 35% 100% 25% 46% 100% 33%

Research Other

15/16 100% 100% 100% 67% 100% 100%

16/17 23% 14% 100% 18% 40% 100%

Associate Lecturer/ Demonstrator

Associate Lecturer

14/15 73% 67% 100% 59% 77% 100%

15/16 70% 38% 100% 80% 75% 100%

16/17 79% 65% 94% 79% 67% 90%

Academic

Lecturer

14/15 36% 40% 100% 18% 24% 100% 0%

15/16 32% 46% 97% 22% 27% 100% 100%

16/17 25% 39% 97% 17% 20% 95% 0%

Associate Professor

14/15 44% 0% 14% 50% 100%

15/16 17% 50% 100% 20% 25% 100%

16/17 25% 33% 100% 37% 40% 100%

Academic Other

14/15 67% 50% 100% 0%

15/16 50% 67% 100% 67% 0%

16/17 13% 100% 100%

Clinical Lecturer

15/16 60% 100% 100% 40% 50% 100%

16/17 56% 80% 100% 71% 40% 100%

Clin. Other 16/17 77% 70% 100% 50% 33% 100%


Professor

14/15 0% 50% 50% 100%

15/16 7% 100% 100% 35% 33% 100%

16/17 100% 100% 100% 44% 25% 100%

Sen Mgr Acad Other

14/15 100% 100% 100% 100% 0%

16/17 100% 100% 100%

OVERALL TOTAL

14/15 29% 41% 98% 20% 34% 95% 8%

15/16 30% 39% 99% 24% 33% 98% 60%

16/17 34% 40% 98% 21% 30% 97% 13%

57

Table 18 R&A AHSSBL recruitment pipeline 2014–18

Category Grade Year


Ap

plied

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

%

Off

ere

d

(HC

)

Off

ere

d %

Ac

ce

pte

d

(HC

)

Ac

ce

pte

d

%

Ap

plied

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

%

Off

ere

d

(HC

)

Off

ere

d %

Ac

ce

pte

d

(HC

)

Ac

ce

pte

d

%

Ap

plied

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

%

Off

ere

d

(HC

)

Off

ere

d %

Ac

ce

pte

d

(HC

)

Ac

ce

pte

d

%

Research

Research Assistant

15/16 12% 0% 11% 50% 0%

16/17 40% 100% 25% 14% 100% 0%

Research Fellow

15/16 33% 100% 100% 0%

16/17 33% 100% 25% 25% 100% 50%

Academic

Lecturer

14/15 13% 27% 100% 14% 23% 92% 0%

15/16 29% 22% 89% 18% 41% 89% 0%

16/17 21% 100% 30% 20% 100% 36% 0%

Associate Professor

14/15 71% 20% 100% 33% 50% 100%

15/16 44% 25% 100% 29% 33% 100%

16/17 25% 100% 0% 35% 100% 27% 0%

Deputy/ Assoc. HoS

16/17 100% 100% 100% 100% 100% 100% 100% 0%


Professor 15/16 25% 0% 50% 50% 100%

Sen Mgr Acad Other

14/15 100% 100% 100%

15/16 100% 100% 100% 38% 0%

OVERALL TOTAL

14/15 15% 26% 100% 14% 25% 93% 0%

15/16 27% 23% 92% 19% 39% 91% 0%

16/17 24% 100% 30% 22% 100% 34% 56% 0%

Table 19 R&A OTHER recruitment lifecycle 2014–17

Category Grade Year


Ap

plied

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

%

Off

ere

d

(HC

)

Off

ere

d %

Ac

ce

pte

d

(HC

)

Ac

ce

pte

d

%

Ap

plied

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

%

Off

ere

d

(HC

)

Off

ere

d %

Ac

ce

pte

d

(HC

)

Ac

ce

pte

d

%

Ap

plied

(HC

)

Sh

ort

liste

d

(HC

)

Sh

ort

liste

d

%

Off

ere

d

(HC

)

Off

ere

d %

Ac

ce

pte

d

(HC

)

Ac

ce

pte

d

%

Research

Research Assistant

14/15 12% 20% 100% 16% 31% 75% 0%

15/16 21% 20% 100% 7% 0%

16/17 10% 25% 100% 5% 0% 50%

Research Other

14/15 25% 0% 50% 29% 100% 0%

15/16 33% 33% 100% 38% 0%

16/17 78% 29% 100% 14% 50% 100% 0%

Academic Lecturer

14/15 32% 17% 100% 14% 33% 100%

15/16

16/17 9% 50% 100% 22% 0% 0%


Other

14/15 100% 100% 100%

15/16 16% 67% 100% 30% 11% 100% 0%

16/17 50% 100% 100% 100% 100% 100%

OVERALL TOTAL

14/15 15% 22% 100% 20% 30% 86% 0%

15/16 21% 36% 100% 25% 8% 100% 0%

16/17 18% 36% 100% 12% 38% 100%

58

Overall, proportionally more women are shortlisted than men. Of those shortlisted, proportionally more women are offered than men. In AHSSBL and STEMM, the shortlisting rate for all posts, except Professor, was higher for women than for men. Proportionally more offers were made to women than men in STEMM.

The data show that we are not attracting as many women as men to apply for senior academic roles; however, those that do are proportionally more successful than men. We know from discussions with applicants and recruiting managers that relocation to Plymouth can be a challenge because of its relatively remote geographic location.

We analyse recruitment data by protected characteristics (gender, age, ethnicity, sexual orientation and disability) and report this with actions in our Annual Equality report. In our latest Annual Equality report (2016−17), there was a dip in the proportion of BME offers in the third of three years of data.

AP 5.1.3 outlines actions, including data monitoring reports, that enable us to establish trends and consider intersectionality to inform specific actions around issues identified.

We will continue to have gender-blind selection, with emphasis on attracting female applicants, and increasing acceptance rates.

PU PSMD identified an increase in female applicants when including an AS fact sheet in recruitment campaigns and increased external visibility of AS activities. We plan to emulate this success across the University and in actions AP 5.1.2 and AP 5.1.3.

AP 5.1.2 we will update recruitment information to demonstrate our commitment to equality, e.g. reference to Athena SWAN, Women’s Network and family friendly policies. We will also pilot initiatives to attract people from underrepresented groups to Plymouth.

AP 5.1.3 we will review panel chair training and improve our recruitment reports to consider BME representation and intersectionality in recruitment.

RECRUITMENT THROUGH EXTERNAL AGENCIES

Recruitment through external agencies is not included in the tables above. We have developed relationships with search agencies and include a contractual requirement that they will demonstrate commitment to E&D.

AP 5.1.2 and AP 5.1.4 we will continue to explore new approaches in order to attract applicants from underrepresented groups.

AP 5.1.2 we will include recruitment wording to encourage applications from underrepresented applicants.

Table 20 shows the recruitment between 2015 and 2017 for five Heads of School roles, two DVC roles (Research and Enterprise, and Education and Student Experience), Chief Financial Officer, Vice-Chancellor, University Registrar and Secretary.

59

Table 20 Analysis of executive recruitment by gender

Total overall applications

Longlisted as % of gender of applicants

Shortlisted as % of gender of applicants

Appointed as % of gender interviewed

Appointed as % of

applicants

Fe

ma

le

Fe

ma

le %

Ma

le

Ma

le %

Fe

ma

le

Fe

ma

le %

Ma

le

Ma

le %

Fe

ma

le

Fe

ma

le %

Ma

le

Ma

le %

Fe

ma

le

Fe

ma

le %

Ma

le

Ma

le %

Fe

ma

le %

Ma

le%

23% 77% 57% 33% 17% 17% 29% 21% 5% 4%

The data show that a higher percentage of female applicants were appointed than men. Agencies advised us that women were more likely to apply through an advertisement than as part of a search. There were significantly fewer female applicants than male.

We recognise that we need to increase the number of women applying for senior management and executive roles.

AP 5.1.4 we will work with external recruitment/search agencies to develop an action plan to attract women in the next recruitment campaign.


CUMULATIVE 3976

(ii) Induction

Heads of Schools are responsible for local induction. Templates and checklists are available including prompts for specific role requirements, alignment with strategic aims and priorities for the school, mandatory training, qualifications, and E&D E-learning. Information is also available on our website.

HR meet new staff to cover policies, benefits and pensions, conduct essential employment checks, and organise a ‘Welcome Event’, led by a DVC, outlining strategic objectives and priorities and opportunities to meet colleagues. Figure 20 shows positive feedback from attendees.

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Figure 20 Welcome Event feedback 2016–17

Figure 21 Research/Academic staff Welcome Event uptake by gender – 2014/15 – 2016/17

Feedback from exit questionnaires suggests that local induction is not as effective as it could be.

AP 5.1.5 we will review local and University-wide induction, incorporating feedback from welcome events, gender differences in attendance and reasons for non-attendance.


CUMULATIVE 4105

Interesting to hear about the

vision for a 'team' culture and the

strategy to take the University forward.

I now understand the importance of

the values

I have already put myself on some

courses.

61

(iii) Promotion

Our academic promotions process is designed to support colleagues’ understanding of the requirements and expectations for career progression and promotion on merit. The scheme was revised in 2017. The data show the last two years of the previous scheme and the first year of the new scheme.

Key changes:

= Transparent articulation to defined career pathways with bespoke promotion criteria.

= Move from an open call throughout the year to annually to ensure greater consistency of decision making and allow for a more managed system of support for applicants. It is noted that application rates, particularly from women, dropped in the open scheme. Feedback suggested the tendency, particularly from women, to put off an application because ‘there’s always next month’. The new process has resulted in an increase in female applications.

= External references are required before assessment of applications to capture a full range of evidence.

= Interviews were introduced for professorial candidates for a more rounded assessment process, reducing reliance on a written ‘pitch’.

= All involved have training in the new criteria, career pathways, and equality and diversity.

= A dedicated online resource – with guidance on criteria, career pathways, frequently asked questions (FAQs) and academic mentoring scheme signposting – was introduced in 2017.

= Drop-in sessions are provided for information and support for potential applicants.

= Local feedback reported that women were less likely to discuss possible promotion in PDR than men, so a prompt for a career development discussion and promotion was added to the PDR process, referred to in 5.3 (ii).

= A mentoring scheme was introduced in 2017 involving 23 mentors (48% female and 52% male). A survey of academic promotions applicants showed that 60% of respondents had accessed a mentor.

AP 5.1.6, AP 5.3.5 and AP 5.3.6 are actions to review the effectiveness of the revised PDR process to ensure a career development discussion takes place.

AP 5.1.6 we will review the mentoring process to ensure we have the right number of mentors and that they are equipped to carry out their responsibilities.

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Table 21 R&A staff promotion to Associate Professor: Application and success rates by full-time/Part-time status and gender: ALL 2015–17

Eligible

Applied (% of those eligible)

Promoted (% of those who applied)

No No % No %

FEMALE

Full-time

2015 6% 67%

2016 4% 57%

2017 11% 35%

Part-time

2015 0% n/a

2016 2% 50%

2017 2% 50%

Total

2015 4% 67%

2016 3% 56%

2017 8% 36%

MALE

Full-time

2015 8% 50%

2016 5% 42%

2017 11% 61%

Part-time

2015 0% n/a

2016 0% n/a

2017 5% 50%

Total

2015 7% 50%

2016 5% 42%

2017 10% 60%

Table 22 R&A staff promotion to Professor: Application and success rates by full-time/part-time status and gender: ALL 2015–17

Eligible

Applied (% of those eligible)

Promoted (% of those who applied)

No No % No %

FEMALE

Full-time

2015 6% 40%

2016 2% 50%

2017 8% 29%

Part-time

2015 0% n/a

2016 5% 100%

2017 0% n/a

Total

2015 5% 40%

2016 3% 67%

2017 7% 29%

MALE

Full-time

2015 3% 40%

2016 4% 71%

2017 9% 38%

Part-time

2015 0% n/a

2016 0% n/a

2017 5% 100%

Total

2015 3% 40%

2016 4% 71%

2017 8% 43%

63

The change to our process was designed not only to address gender. However, we recognise that it remains the case that proportionally more men than women have applied, and been promoted to, Associate Professor and Professor roles over the last three years. We expect to see an impact in the coming years following our actions (AP 5.1.6, AP 5.3.5 and AP 5.3.6).

While aware that the new process only includes one year of data, it is appropriate to reflect on this.

It is pleasing to see from Table 21 and Table 22 that application rates have increased, though we note not amongst PT females. The increases were across genders, as to be expected since the changes were collective rather than gender specific.

In STEMM over the three-year period, a greater proportion of men applied for, and were successful in, promotion for Associate Professor and Professor roles. In AHSSBL, proportionally more women than men applied and were promoted.

We have not yet seen an increase in success rates for women when considering percentage compared to success rate for men, although we have seen an absolute increase in females promoted (see AP 5.1.6).

Given the new process, we have undertaken an extensive review, including a survey of applicants with 66% respondents. Structured discussions took place with 21 women, including questions about time in role, what helped or would have helped with their application, and what barriers they perceive. Insights from these discussions are informing plans for interventions for women as part of the University’s HR action plan for 2018–19.

AP 5.1.6 we will use feedback to develop guidance and tools for academic promotions, including case studies of successful applications and dedicated forums for women to support career development and promotion trajectories.

Career pathways are new. We will continue to carry out equality analysis to determine the success of these in meeting the University’s strategic objectives, including gender equality (AP 5.1.2). However, we also recognise that this process is not a panacea: an objective process will only promote applicants with the appropriate achievements to their name, and our efforts to achieve appropriate gender balance at all levels of our organisation must also focus on addressing cultural and organisational practices to ensure we are enabling academics to achieve regardless of gender and individual circumstance.

Our equality analysis included all protected characteristics, and the proportion of BME successful applicants for academic promotions did not reflect the BME population. We will do more to understand the challenges and how to support women from ethnic minority backgrounds.

AP 5.1.6 includes an action to attract mentors from underrepresented groups, to provide diverse role models for promotion.


CUMULATIVE 4764

64

(iv) Staff submitted to the Research Excellence Framework (REF) by gender

Figure 22 shows the percentage of women out of the total of employees in each category compared to the percentage of men in the same category. Figure 22 Female staff eligible and submitted to the RAE 2008/REF 2014

In 2008 and 2014 there were fewer women eligible than men (as a percentage of the total workforce) and the proportion of women who were submitted declined by 12% and 13%, respectively. In RAE 2008, this gender imbalance was similar for STEMM and AHSSBL, but in REF 2014, the gap narrowed in AHSSBL and marginally widened in STEMM.

As part of our investigation of this we have considered the ratio of full- to part-time status by gender for staff eligible and submitted (Figure 23). This suggests that some of the difference may be attributed to part-time status.

65

Figure 23 Female RAE and REF return rates; comparison of full- and part-time status

At the time of the RAE and REF we did not systematically categorise academics into AEF codes, and therefore ‘eligible’ refers to all academic employees whether they were research active or not. Since 2015, there has been an effort to reconcile AEF and actual function, which has revealed that a higher proportion of women are on teaching-only AEF codes, and the gender difference for AEF codes is greater in STEMM than AHSSBL (Section 4.1 (iii; AP 4.1.4).

We are working through the implications of the revised process for REF 2021 as details emerge, and note the following:

= In 2008 and 2014 the University drew up a HEFCE-approved code of practice, covering matters including the representativeness of expert panels, and equality & diversity training, together with mechanisms for considering output limited by personal circumstances. In 2021, we will submit all staff with significant responsibility for research, which will negate the need for selection of individuals.

AP 5.1.7 we will comply fully with all guidelines and codes, for example special circumstances, and carry out an equality analysis.

= Our gender-balanced REF 2021 Steering Group will develop a submission strategy in line with the REF 2021 ‘Guidance on Submissions’ incorporating a process of review to assess progress against equality and diversity recommendations in relation to output selection and special circumstances.

= The University’s refreshed R&I strategy 2017–22 has, as one of its key priorities, the ‘creation of a research eco-system that values diversity, collaboration and inter-disciplinarily, removes barriers, and creates opportunities’. Our submission will be developed in accord with the refreshed R&I strategy, which will be implemented vigorously and transparently in the run up to, and delivery of, REF 2021. One-third of the 18 UoA coordinators appointed in 2017 for REF 2021 are female: two in STEMM and four in AHSSBL. As before, UoA coordinators will be provided with a briefing, including reference to equality and unconscious bias, to ensure that the peer review process in relation to the selection of outputs is gender blind.

66

Regular question-and-answer sessions have been held within faculties, chaired by the DVC R&E, in open-forum style during midday meetings. This enabled staff engagement in the REF 2021 process, providing opportunities for researchers to contribute to decision making regarding the process for the selection of outputs. There will be an external review of research outputs in all units.

It is recognised that this focuses on output submissions based on existing research. In terms of future performance.

AP 5.3.7 details actions to support researcher development.

AP 5.3.5 we will ensure staff have a conversation about career development within PDR.


CUMULATIVE 5275


CUMULATIVE 5275

5.2. KEY CAREER TRANSITION POINTS: PROFESSIONAL AND SUPPORT STAFF (SILVER ONLY)

5.3. Career development: academic staff

(i) Training

We offer formal programmed training, mentoring, coaching and e-resources to meet development needs. Specific training is delivered by experts within HR, Doctoral Training College, Teaching and Learning Support, Research and Innovation, TIS, and Finance.

Table 23 shows the engagement of R&A staff in at least one form of training activity.

AP 5.3.1 we will collect and analyse training data by protected characteristics to consider intersectionality, and ensure there are no barriers to accessing training.

Table 23 Academic staff training overview

Total number of staff

Number of staff completing at least one formal training activity

Percentage of staff engaged with training

Period Female % Male % Total Female Male Total Female Male

14/15 46% 54% 57% 52%

15/16 47% 53% 68% 64%

16/17 48% 52% 49% 42%

A higher percentage of women attended at least one training activity compared to men. Workload was cited as a reason for non-attendance, particularly by women. We introduced an e-learning toolkit package, ‘Good Practice’ (2017), to enable flexible access, whereby people can access relevant resources when they need them.

67

Figure 24 Staff Survey feedback in relation to training and development

Table 24 shows that more female than male delegates attended specific training, other than ‘Essentials for leaders’. Understanding the reason for this is important given the importance of such training for the career development of men and women (AP 5.3.1).

Table 24 R&A delegate attendance between 1 August 2016 – 31 July 2017

Course type Female % Female Male % Male Total

Educational development 60% 40%

IT training and skills development 70% 30%

Research development 58% 42%

Developing self and others 64% 36%

Essentials for leaders 45% 55%

Finance and system training 63% 37%

LEADERSHIP DEVELOPMENT

A review of academic leadership structures is under way to clarify roles and responsibilities together with the knowledge and skills needed.

AP 5.3.2 we will develop our leadership role and design and implement a leadership development programme.

LEADERSHIP COACHING

We offer executive coaching for existing senior and executive leaders. Figure 25 shows the numbers who have received coaching since 2013.

AP 5.3.3 we will continue to offer coaching and extend this to female academics as a development opportunity.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Q7‐1 Overall, the training and development opportunities I have had at the University have …

Q7‐2 I regularly seek feedback and reflect on my development

Q7‐3 I am satisfied with my current level of training and development

Q7‐4 I am able to access training, development and support opportunities that further improve my …




Q7‐8 In the past 12 months, I have taken part in external training or development paid for by the …

Q7‐9 In the past 12 months, I have taken part in training or development provided internally by the …

Prefer not to say Male Female

68

Figure 25 coaching training received 2013–17

MENTORING

We piloted a women’s mentoring scheme from July 2016, reviewed in September 2017 with 32 mentors (87% women, 53% academic) and 30 mentees (80% women, 36% academic):

Table 25 Feedback from mentors and mentees, 30% response rate (19)

AP 5.1.6 we will use feedback to develop interventions and support female academics in career and promotions development, including DVC led career forum, specific development aimed at women (e.g. Springboard), support for mentors and mentees and access to online development resources.

Figure 26 Quote from pilot evaluation

69

TEACHING QUALIFICATIONS

We provide Higher Education Academy (HEA) accredited routes for HE teaching qualifications or recognition, mapped against the UK Professional Standards Framework, and the Vitae Researcher Development Framework (RDF), and expect new academics to gain a Postgraduate Certificate in Academic Practice (PGCAP). In total, 75% of our academics hold a teaching qualification, placing us 15th nationally in relation to HESA data, with slightly more women than men completing the qualification (Table 26).

Table 26 Introduction to Teaching and Learning (ITL), Postgraduate Certificate in Academic Practice (PGCAP) and Teaching Development Framework (TDF)

Redacted to protect anonymity EQUALITY AND DIVERSITY TRAINING

Equality and diversity e-learning was introduced in 2007, and unconscious bias training in 2015. Unconscious bias training became mandatory in March 2017. Completion rates are reported to the University EDIC, shown in Table 27.

Table 27 Equality and diversity training – academic staff

Total Staff E&D Training Completed

Female Male Total Female Male Total

No. % No. % No. No. % No. % No. %

2015 45% 55% 33% 32% 33%

2016 45% 55% 65% 62% 64%

2017 46% 54% 85% 83% 84%

Table 28 Unconscious bias training – academic staff

Total Staff Unconscious Bias Training Completed

Female Male Total Female Male Total

No. % No. % No. No. % No. % No. %

2016 45% 55% 65% 62% 43%

2017 46% 54% 85% 83% 76%

The data show an increase in completion rates and no gender difference. Investigation of this data shows lower completion by ALDs than for other academics, particularly in AHSSBL.

AP 5.1.1 and AP 5.3.4 we will increase ALD completion rates for E&D training.


CUMULATIVE 5696

70

(ii) Appraisal/development review

We updated our Performance Development Review (PDR) in 2012 and 2017. Figure 27 shows the percentage of PDR completions at 75%11.

Figure 27 Year on year PDR completion rates

Table 29 PDR feedback from Staff Survey

Question areas Positive responses %

(all female staff) Positive responses %

(all male staff)

Was your PDR useful to you? 57 60

Did you agree objectives as part of your PDR? 91 92

Since your last PDR, have you and your manager/PDR reviewer reviewed progress of your agreed objectives?

36 47

Did you discuss your career aspirations with your manager/PDR reviewer?

60 66

Did the PDR leave you feeling your performance is valued by the University?

55 53

As part of your PDR, did you agree a training and development plan?

53 56

In the staff survey (2017), fewer women than men found the PDR useful, had discussed career aspirations, agreed a training plan and reviewed progress within their PDR (Table 29).

The PDR review in 2017 took into account this feedback. Updated guidance places an emphasis on career development discussions linked to academic promotions criteria; inclusion of a CV to inform discussion about trajectory, aspiration and goal-setting; and calibration and moderation to improve transparency, consistency and fairness of ratings. The revised process takes into account research suggesting that women may be less confident about applying for promotion

11 “Non-completions with reason” refers to employees in probation or contract less than 12 months

71

than men. The UEG oversee the results and equality analysis to ensure fairness and consistency across the University.

All reviewers undertake mandatory skills training to equip them for meaningful conversations about performance and development. The training provides opportunities for reviewers to observe the impact of their leadership style, work in small groups and share experiences. Feedback was very positive, particularly the use of role–play actors.

In total, 69% of the designated 234 academics – 81 women and 90 men – completed the training at November 2017, with the remaining 31% completing before the new cycle starts, (Figure 28).

Figure 28 Number of R&A staff completing PDR training


Table 30 Number of R&A staff completing PDR training 2017


72

The new process concluded in October 2017 with completion rates remaining high (Figure 29).

Figure 29 PDR completions 2017

Table 31 PDR completion and distribution of individual performance ratings 2017

PDR Rating by Gender Female Male

Expectations significantly exceeded 1.5% 1.8%

Expectations exceeded 23.4% 26.5%

Expectations delivered 73.5% 68.5%

Expectations partly delivered 1.5% 3%

Expectations not delivered 0% 0.2%

An equality analysis undertaken in November 2017 found no indication of gender or ethnicity bias in the ratings across the University. A subsequent review identified the value in promoting conversations about career aspirations and related development planning.

AP 5.3.6 we will encourage conversations about supporting career development together with an update of the toolkit, training and information.


CUMULATIVE 5968

(iii) Support given to academic staff for career progression

Career development is embedded in PDR (section 5.3 ii). New academics take the PGCAP, which offers a research module that supports pedagogic research. Research development options are available to all academics, with targeted courses aimed at Research Assistants/Fellows, Early Career Researchers (ECRs), and others interested in developing a research career. This includes data analysis and statistics, research methods, briefing of internal examiners, career planning and preparation, stress management, influencing skills, managing priorities, intellectual property, laboratory records, ethics and project management, leadership, writing and presentation skills.

73

AP 5.5.5 we will provide specific research development training for women returners.

Renewal of our HR Excellence in Research Award (2017) highlighted the following:

= increased provision of research development – 2,769 places across 119 sessions (2016–17)

= that 83.08% of Plymouth research staff, and 77.57% of the HE sector, accessed two or more training or CPD days in the previous 12 months (as evidenced by the Careers in Research Online Survey, CROS 2017)

= the Researcher Forum, with its networking and support opportunities

= that there were 2,400 followers on Twitter (@PlymUniResearch), and over 13,500 tweets; @ResearchSkills1 was established in 2016 to promote research training, development and support.

In 2017 we commissioned SERIO12 to survey postgraduate research students, early career researchers (–CROS) and research leaders (Principal Investigators and Research Leaders Survey – PIRLS) for quantitative and qualitative data. These identified similar patterns in perceptions of career progression support. Respondents indicated that training was accessible (more UoP respondents accessing training than UK respondents). CROS identified gender discrepancies in awareness and understanding of key initiatives designed to support researchers.

= 26% of males (6 of 23) were aware of the ‘Concordat on Open Research’ compared to 59% of females (24 of 41). AP 5.3.7 focuses on raising awareness of research development.

= PIRLS showed that more males (71%) than females (21%) had accessed 1 day or less on training or CPD in the previous 12 months.

= Both surveys showed a difference in perception about equal treatment in accessing career progression/promotion; 57% (CROS) and 73% (PIRLS) of males felt they were treated fairly compared to 39% (CROS) and 50% (PIRLS) of females.

AP 3.4 we will raise awareness of our commitment to gender equality and AS, including the research community.

AP 5.3.2 we will use the findings of the Research Leadership project initiated by the Arts Institute to feed into the wider leadership structures project.

AP 5.3.7 we will develop initiatives to support researchers’ career development activities and monitor attendance by gender to consider access to development opportunities and support.

12 SERIO - the University of Plymouth’s market research team

74

Figure 30 Gender differences in understanding and awareness of research initiatives


CUMULATIVE 6312


CUMULATIVE 6312

5.4. CAREER DEVELOPMENT: PROFESSIONAL AND SUPPORT STAFF (SILVER ONLY)

5.5. Flexible working and managing career breaks

Recognising that caring responsibilities impact on careers, we ran a survey of employees returning from maternity, adoption or shared parental leave in 2017. We explored experiences; access to information and support available before, during and after a career break; flexible working; and impact on research and workloads. The themes were informed by research carried out on behalf of the Leadership Foundation for Higher Education (LFHE), which examined carers in HE.13

Our survey response rate was 40% (n=41). We conducted focus groups to explore themes. The findings have been built into our actions below.

13 Carers and careers: Career development and access to leadership positions among academic staff with caring responsibilities. Dr Marie-Pierre Moreau & Murray Robertson, University of Roehampton

75

(i) Cover and support for maternity and adoption leave: before leave

In total, 90% of maternity survey respondents were satisfied with information and accessibility of policies, and specialist advice and guidance, from our Maternity Administrator.

Our maternity policy was revised and includes a section clarifying managers’ responsibilities in supporting employees, together with a checklist (2017).

Feedback from academics highlighted the need to clarify expectations for research and PhD supervision (AP 5.5.1).

AP 5.5.1 we will measure the impact of the newly introduced managers’ checklist.

AP 5.5.2 we will update and publish policy and guidance for post graduate students expecting a child or seeking a break.

WORD COUNT SECTION 5.5 (i) Includes intro at start

SECTION 151

CUMULATIVE 6463

(ii) Cover and support for maternity and adoption leave: during leave

During maternity leave, cover is provided through external temporary appointments or internal secondments. HR BPs provide advice to ensure consistency, taking into account teaching commitments, research projects and PhD supervision. Data on arrangements is not presently captured at a university level; Direct costs of maternity cover are met centrally.

AP 5.5.3 we will develop a system for identifying and monitoring data relating to maternity and adoption leave cover.

Positive experiences included involvement in the recruitment of a replacement, and opportunities for internal secondments. There was a need to update wording around Keeping in Touch (KIT) days (AP 5.5.4).


CUMULATIVE 6540

(iii) Cover and support for maternity and adoption leave: returning to work

In total, 77% of maternity survey respondents felt supported by their manager on return from a break, although there was a need for some managers to have a better understanding of the challenges, and some inconsistent experiences.

AP 5.5.5 we will update the manager’s guidance to support returners from maternity and adoption leave, e.g. recommendations for phased return or sabbatical to support research staff and provision of a named contact.

AP 5.5.5 we will introduce a training module and toolkit for bid applications aimed at those returning from a career break.

We will implement good practice from SoGEES, providing a named contact to support returners, and will include this in our guidance, together with a parents’ network (AP 5.5.5).

We have nursing mothers’ facilities at Derriford and on the main campus. Positive feedback was received about the main campus facilities: “Thank you for providing a comfortable, quiet and private space close to the nursery”. More facilities were requested, and we will action this (AP 5.5.6).

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CUMULATIVE 6647

(iv) Maternity return rate

Table 32 and Table 33 show a reduction in women taking maternity leave, although the proportion of returners has increased (which suggests that our policies are not contributing to a fall in leave taking). We noted that the percentage of Professional/Support staff returning from maternity leave was between 87% and 98%, higher than for R&A staff over the three years. We had a low response rate from a survey of non-returners.

AP 5.5.7 we will remind managers to prompt leavers to complete an exit survey to improve our understanding of reasons for not returning from maternity leave.

Table 32 UoP Research/Academic staff maternity return rate/contracts not renewed while on maternity leave: 2014–15 to 2016–17

Year

No. taking maternity

leave Returned

Temporary contracts not renewed

No. % No. %

RESEARCH & ACADEMIC – ALL

2014–15 77% 4%

2015–16 75% 5%

2016–17 100% 0%

RESEARCH & ACADEMIC – AHSSBL

2014–15 100% 0%

2015–16 80% 20%

2016–17 100% 0%

RESEARCH & ACADEMIC – STEMM

2014–15 70% 5%

2015–16 69% 0%

2016–17 100% 0%

RESEARCH & ACADEMIC – OTHER

2014–15 100% 0%

2015–16 80% 0%

2016–17 0 0%

Table 33 UoP Professional/Support staff maternity return rate/contracts not renewed while on maternity leave: ALL 2014–15 to 2016–17

Year No. taking

maternity leave

Returned Temporary Contracts not

renewed

No. % No. %

PROFESSIONAL & SUPPORT – ALL

14/15 87% 0%

15/16 98% 0%

16/17 96% 0%


CUMULATIVE 6714

77

(v) Paternity, shared parental, adoption, and parental leave

We reviewed and significantly enhanced our paternity, adoption and shared parental leave benefits in 2015 as part of previous AS action plans. However, over the three-year period, only 12 Research/Academic staff were recorded as having taken paternity leave. We believe this is low because of under-reporting.

AP 5.5.8 we will raise awareness of our family friendly policies.

Shared parental leave was introduced in April 2015, with a low take-up (one P&S female and two R&A males in STEMM). An NCT survey, conducted in April 201414, identified concerns about finances and continuing stereotypical attitudes about responsibilities. We aligned occupational shared parental pay with occupational maternity pay to recognise and support the needs of partners as carers in April 2017. Following this, we are aware of at least one male who took up shared parental leave to support his partner’s academic career.

AP 5.5.8 we will continue to raise awareness of our enhanced shared parental leave benefits.

Occupational adoption leave and pay were enhanced in 2015 and aligned with occupational maternity pay. Since then, two P&S women have taken adoption leave.

Few employees requested formal parental leave in the three-year period; this is likely to be due to informal flexible working arrangements section 5.5 (vi).


CUMULATIVE 6889

(vi) Flexible working

Our maternity survey found that 92% of respondents were aware of the University’s flexible working policy and their right to request flexible working (compared to 40% in the NCT survey). In total, 63% of respondents had a request to return to work on a flexible basis supported, and 7% not supported, and 29% had not made a request.

In our staff survey 136 respondents (8%) referred to flexibility or flexible working in response to the question, “Please note the thing you value most”, shown in a word cloud (Figure 31).

This is consistent with the findings of the carer research referred to in section 5.5 (i), with informal arrangements identified as beneficial for academics as such arrangements allow them to balance paid work with caring responsibilities.

Requests for variations in timetable, and both formal and informal flexible working requests, have been managed within the school or directorate and not recorded centrally. We have improved and clarified our Flexible Working policy amongst other responses to feedback. In addition, we have increased reporting

AP 5.5.9 we will include a question in the staff survey to gain feedback on opportunities for informal flexible working arrangements.

14Parental Leave Survey (carried out on behalf of the National Childbirth Trust) (25/04/2014) Survation.

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Figure 31 Word cloud representing the number of times flexible working and related was mentioned in the Staff Survey comments

Academics can request timetable constraints to restrict availability to meet caring commitments, a medical condition or disability. In 2016–17, 200 constraints were agreed; however, we are currently unable to analyse these and monitor for good practice and consistency. Our revised Flexible Working policy will enable us to collect, record and review requests and outcomes (AP 5.5.9).

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(vii) Transition from part-time work back to full-time work after career breaks

The revised Flexible Working Policy will include an annual review and reapplication to enable employees to return to standard working patterns.

AP 5.5.10 we will identify and remove barriers to career development following a break or return on reduced hours.

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(viii) Childcare

The University provides a workplace nursery, Freshlings, on the main campus. This is available for staff and students. It is open 8.15am–5.45pm Monday to Friday, for 49 weeks, and accommodates 83 children. In terms of the parents of the children who attend the nursery, 43% are currently students, 45% are staff and 6% public.

Feedback from the maternity survey asked us to coordinate information on childcare.

AP 5.5.11 we will include a link from our website to local childcare facilities.

To offset the costs of childcare, we will continue to offer childcare vouchers until they are replaced by the Government’s Tax-Free Childcare Scheme (TCS).

Crèche facilities for events within faculties are provided are very well received: “I thought the crèche was a brilliant idea. It was really great that staff with children could come along and not have to worry about childcare”.

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AP 5.5.11 we will provide advice and information to enable all faculties to share good practice about crèche facilities on their webpages.

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(ix) Caring responsibilities

Forty P&S staff took leave to care for dependents between 2014–15 and 2015–16, with more women than men taking this leave, mostly within STEMM. However, we recognise that there may be under-recording.

We have emergency ‘dependents’ and ‘compassionate leave’ policies which offer support for time off. Our Employee Assistance Programme provides information and guidance on a range of family, work and life issues, including sections for new parents, advice and guidance for elderly care, and information about health conditions. Information relating to children’s health and wellbeing, parenting and childcare, education and adoption was accessed over 400 times in 2016–17.

AP 5.5.8 we will improve data capture, raise awareness and promote family friendly policies to encourage people to take these up.

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5.6. ORGANISATION AND CULTURE

(i) Culture

The University endeavours to foster a culture that supports, and is supported by, our institutional strategy based around Quality, Sustainability and One Team. This means ensuring that we recognise the achievements of all staff, regardless of gender or other protected characteristics.

Gender equality and inclusivity are embedded in the University’s administrative, management and leadership activities through the USAT and UEDIC. These committees report to the Vice-Chancellor and BoG, respectively, via the University Executive Group (UEG). The USAT Co-Chair also chairs UEDIC, which enables institutional awareness of the issues. Being chaired by a member of UEG, the views of these important committees can be reported to and acted upon at the highest level. Every faculty is represented on each of these committees, thereby ensuring that they are a conduit for good practice and emerging issues shared across the institution. Local SATs and EDIC Chairs meet termly, providing schools and faculties with the opportunity to share and support each other and adopt good practice found in both internal and external organisations. This has led to a wide variety of interdisciplinary collaborative events including British Science Week and International Women’s Day events, celebrating diversity (Table 38). We have networks for LGBT, Women and Disability, providing opportunities for support, networking, informing policy and sharing good practice.

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In the Staff Survey (2017), 92% of P&S staff and 85% of R&A staff reported that the University is a good place to work, and 81% of P&S staff and 85% of R&A staff reported a sense of personal achievement. E&D staff survey reports showed no significant variances in responses by gender.


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(ii) HR policies

We are revising our recruitment, academic promotions, PDR, capability and disciplinary policies to support the University’s strategy, informed by research which highlights the effectiveness of informal resolution in enabling sustainable outcomes15. (Section 5.6 (vii) for E&D policies.)

AP 5.6.2 we will deliver skills training covering HR policies as part of mandatory ‘Management Basics’ to ensure managers are able to implement policies in a fair and unbiased way.


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(iii) Proportion of Heads of School/faculty/department by gender

Table 34 and Table 35 show female under-representation in faculty deans (20%) and Head of School (HoS) roles (35%). Female representation in STEMM HoS roles increased slightly, but in AHSSBL decreased. Our last three HoS appointments (one outside our data-reporting time) have been women.

The School of Management & Plymouth Business School is included as one school on the organisation chart and in the data because staff teach across both and are not separately coded, however, there were two HoS (one female and one male) in 2016 and 2017. Also in FoB, 2016 data included a female HoS for School of Government which was disbanded in 2017, so not included in the organisation structure chart.

We are reviewing academic leadership structures through a DVC-led steering group (AP 5.3.2). This review will ensure that roles, including HoS, are fit for purpose to deliver the University’s strategy through a leadership framework, based on the principle of rotating rather than permanent tenure (AP 5.3.2). This latter point increases opportunities for promotion to leadership roles for agreed tenures. The review is linked to leadership development for academics as well as a move to a more systematic approach to identifying emerging/future academic leaders as part of the University’s succession planning (AP 5.3.3).

15 Saundry, R; Wibberley, G (2014) Workplace Dispute Resolution and the Management of Individual Conflict – A Thematic Analysis of Five Case Studies

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Table 34 Research/Academic staff: Deans of Faculty by gender 2016–1716

All Research & Academic

Year Female Male

TOTAL No. % No. %

2016 20% 80%

2017 20% 80%

R&A AHSSBL

Year Female Male

TOTAL No. % No. %

2016 100%

2017 100%

R&A STEMM

Year Female Male

TOTAL No. % No. %

2016 33% 67%

2017 33% 67%

Table 35 Research/Academic staff: Heads of School by gender: 2016–17

All Research & Academic

Year Female Male

TOTAL No. % No. %

2016 33% 67%

2017 35% 65%

R&A AHSSBL

Year Female Male

TOTAL No. % No. %

2016 50% 50%

2017 43% 57%

R&A STEMM

Year Female Male

TOTAL No. % No. %

2016 20% 80%

2017 30% 70%

Table 36 shows that the proportion of men in director roles is higher than the proportion of women in these roles. Table 37 shows that there has been an increase in the proportion of women in Head of Department roles.

AP 5.1.2 and AP 5.1.4 we will encourage female applicants into leadership roles and AP 5.3.3 refers to actions to support women’s leadership development.

Table 36 Professional & Support Directors by gender: ALL 2015–17

Year Female Male

TOTAL No. % No. %

2016 29% 71%

2017 17% 83%

16 We have only been able to include two years of data for Deans, Directors and Heads of School/Department because of coding errors identified (and rectified) in the pre-2016 data.

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Table 37 Professional & Support Heads of Department by gender: ALL 2016–17

Year Female Male

TOTAL No. % No. %

2016 59% 41%

2017 64% 36%


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(iv) Representation of men and women on Senior Management Committees

Figure 32 Membership of Senior Management Committees (overview)

Figure 33 Senior Management Committees 2014/15 – 2016/17 (excluding Secretariat roles)

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Year

R&A Female

P&S Female

Non Exec Female

R&A Male

P&S Male

Non-Exec Male

2014–15 46% 4% 0% 46% 4% 0%

2015–16 48% 4% 0% 44% 4% 0%

2016–17 35% 2% 0% 60% 4% 0%

2014–15 19% 13% 0% 50% 19% 0%

2015–16 20% 13% 0% 47% 20% 0%

2016–17 17% 0% 0% 58% 25% 0%

2014–15 0% 6% 25% 6% 0% 63%

2015–16 0% 6% 38% 13% 0% 44%

2016–17 7% 7% 40% 7% 0% 40%

Senate replaced the Academic Board in 2016. This resulted in a significant increase in membership (72, from 30) and elected roles (50% of Senate roles are elected). Figure 33 shows the representation of women in the Senate and also that the UEG has declined between 2014–15 and 2017–18.

As these committees are constituted differently, actions to address gender imbalance upon them are necessarily differentiated.

AP 5.6.4 includes actions to encourage woman applicants to senior management and influential committees, e.g. Senate.

A transparent and objective process has been introduced in the appointment of BoG members, and the success of this can be seen in Figure 33.

AP 5.6.4 we will continue to appoint new members to the BoG through a formal process.

UEG offers a different challenge, and changes to its gender balance will be the result of manifold actions across all aspects of our institutional culture to ensure that there are no barriers to the appointment, retention and progression of outstanding academic leaders (AP 5.1.4, AP 5.3.2, AP 5.3.3, AP 5.3.7). We are committed to fairness, appropriate process and appointment based entirely on merit, and we are confident that the measures we are taking will both enhance this and ensure equality of opportunity.


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(v) Representation of men and women on influential institution committees

Figure 34 Membership of Influential Committees (overview)

Figure 35 Influential Committees Membership 2014/15 – 2016/17 (excluding Secretariat roles)

Committee Year

R&A Female

P&S Female

R&A Male

P&S Male

Academic Development and Partnerships

14–15 19% 13% 50% 19%

15–16 15% 23% 38% 23%

16–17 31% 19% 38% 13%

Equality, Diversity and Inclusion

14–15 27% 23% 18% 32%

15–16 36% 27% 14% 23%

16–17 36% 24% 18% 21%

Capital Projects Committee 15–16 15% 15% 15% 54%

16–17 13% 13% 25% 50%

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Committee Year

R&A Female

P&S Female

R&A Male

P&S Male

Research and Innovation Committee

14–15 25% 6% 50% 19%

15–16 24% 12% 53% 12%

16–17 22% 11% 56% 11%

Student Life Committee

14–15 31% 23% 31% 15%

15–16 42% 25% 25% 8%

16–17 33% 27% 33% 7%

Student Recruitment Fees and Scholarship Committee

15–16 4% 33% 25% 38%

16–17 4% 33% 25% 38%

Teaching, Learning and Quality Committee

14–15 38% 8% 50% 4%

15–16 54% 8% 33% 4%

16–17 50% 13% 38% 0%

Female R&A staff are under-represented on the Research and Innovation Committee (29% female representation) and the Graduate Sub-Committee (15% female representation), with under-representation of P&S males on the Teaching, Learning & Quality Committee (TLQC).

Membership of these committees is predominantly ex officio, or School Student Representative nominations without reference to gender.

AP 5.6.4 we will identify opportunities for staff to acquire committee skills and experience to allow them to fulfil senior roles.


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(vi) Committee workload

The distribution of senior staff to committees is, in the main, determined by their role and responsibilities. Committee work is referenced in section 5.6 viii.

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(vii) Institutional policies, practices and procedures

Policies are developed through working groups including union and relevant representatives, with equality analysis to avoid adverse impacts on groups with protected characteristics.

We reviewed our Equality and Diversity and Anti-bullying and Anti-Harassment policies in 2016, informed by expert advice17.

In our Staff Survey (2017):

= more than 95% of respondents were aware of our E&D policy, and:

= 73% felt the University was committed to equality of opportunity

= 83% confirmed they could access support through a network, e.g. the LGBT network

17 Professor Duncan Lewis, specialist in conflict and discrimination

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= 14% felt they had been discriminated against in the previous 12 months, with 41% citing gender, though only 32% of this group sought advice.

Despite the high level of awareness of our E&D policies, there is a perception of discrimination.

AP 5.6.5 we will train our leaders to understand E&D values and in AP 5.6.6 we will develop action plans to address E&D issues raised within the Staff Survey which will be embedded in the planning process.

Harassment and bullying statistics are reported annually to EDIC, drawing anonymous data from Harassment Advisors (HAs) (volunteers), HR, and student complaints teams. The recent report showed a small increase in cases reported to HAs from 18 in 2015–16 to 21 in 2016–17 (staff and students). Awareness of the HA network is 60% female, 55% male. Our actions include policy awareness and building & promoting an understanding, focusing on harassment & bullying, mental health and transgender issues (AP 5.6.1).

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(viii) Workload model

In 2014–15, we reviewed institutional workload allocation models and discovered significant variations in practice. Exit and staff surveys and union feedback revealed concerns about work–life balance. Comments indicate that women struggle to find time for research, particularly returning from a break, and a high proportion of cancellations for learning events were due to workload.

Workload planning is within the remit of school leadership teams. The principle is for workload discussions to take place before, during and after PDR meetings, with supportive discussions, balancing staff aspirations against the needs of the faculties. In October 2017, in consultation with trade unions, we introduced ten principles to guide faculties towards developing systems appropriate to their environment. These included the transparent use of ‘real’ hours (not notional ‘workload units’) and work-loading against full contracted hours, including teaching, research, leadership, and pastoral & administrative tasks, including committee work. Objectives for the year should be agreed within the PDR and align with anticipated workload models and promotion criteria to ensure colleagues are supported to succeed.

As part of the launch of the principles, a HoS survey (November 2017) revealed little explicit consideration of gender, or the rotation of duties in the operation workload models. Not all HoSs agreed that workload models were viewed as fair and transparent by the staff.

AP 5.6.7 we will revise our workload allocation principles to include gender balance of opportunity and rotation of duties.

Sections 5.1, 5.3 and 5.5 and associated actions will enable us to monitor the impact of the new workload model (AP 5.6.7) using employee Staff Survey responses to ascertain effectiveness. We will also repeat the survey for HoSs.

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(ix) Timing of institution meetings and social gatherings

We have evidence of good practice locally whereby research seminars, meetings and away-days are held between 9.30am and 4pm, outside school holidays. We will ensure that committee secretaries and other administrators arranging meetings are aware of this good practice, particularly for key University meetings.

A concern has been raised about increasing expectations to respond to emails outside core working hours.

AP 5.6.8 we will develop guidance for scheduling University meetings and recommendations regarding emails.

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(x) Visibility of role models

DIGITAL AND EVENTS We showcase achievements of women and men where they are under-represented across AHSSBL and STEMM, e.g. ‘Women in Science’ and ‘Women in Medicine’. We have also targeted workshops to help women promote their work and develop professional digital profiles.

We monitor gender balance of presenters and attendees at our broad range of events (Table 38). This shows that we ensure, as far as possible, that women and men are equally represented at our internal and external events, and we will continue to audit and adjust where necessary (AP 5.6.9).

Table 38 University events for 2017

MONTH EVENT Male

Presenters % M

Female Presenters

% F

January Rheumatology Study Day 67% 33%

SEI Polly Higgins Lecture 50% 50%

February

Bridges Conference 26% 74%

Secure South West 67% 33%

Ray Jones’ Dementia Technology Event 100% 0%

Global Challenges Research Fund - Awareness - Michael Paisey

40% 60%

Euromaster 12 83% 17%

March

Annual Linnean Lecture 33% 67%

Dementia Conference 50% 50%

Women in STEM 0% 100%

‘Mutiny’ - Evening talk by Conrad Humphreys 100% 0%

SEI Lecture by Sir Tim Smit 100% 0%

International Women’s Day Event in Marquee 0% 100%

May

National Storytelling Gathering 42% 58%

Environmental Science Alumni Event 60% 40%

School of Engineering Launch 67% 33%

The Practice of Managing Container Flows 75% 25%

Global Challenges Research Project Talk and Exhibition

100% 0%

June

Environmental Toxicology Symposium 69% 31%

Revalidation Seminar 0% 100%

Computing Conference Future Sync 45% 55%

20+ Years of Marine Biology Alumni Event 50% 50%

The Future of HR Practice – Time to Take a Stand 67% 33%

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MONTH EVENT Male

Presenters % M

Female Presenters

% F

UEG Informal Session 50% 50%

SEI Sustainable Earth Conference 62% 38%

July New Designers Alumni Event - London 50% 50%

SouthWest Global Trade Forum – Lord Green 80% 20%

August

eXXpedition Launch Event 20% 80%

SRRDG (Specialty Registrars in Restorative Dentistry Group) Conference

77% 23%

September Business Breakfast with PwC (PriceWaterhouseCoopers)

75% 25%

October

Biology Lecture 50% 50%

Secure South West 82% 18%

London Showcase 80% 20%

Marine Institute Autumn Lecture 100% 0%

Mayflower Lecture 0% 100%

November

Lord Caradon Lecture 100% 0%

PlyMSEF (Plymouth Marine Science and Education Foundation) Lecture

100% 0%

Environmental Question Time 60% 40%

Total No. of Speakers 54% 46%

Events through Peninsula Arts (Table 39 gives a sample of some events) show the focus on diversity in both the activity and audiences engaged, based on Arts Council England’s priority on the ‘Creative Case for Diversity’. We also work with a number of partners to target audiences not typically engaged with HE or culture. Whilst we do not currently have gender data for attendees (around 30,000), we will in future, as part of a large-scale ACE funding partnership (AP 5.6.11).

Table 39 Peninsula Arts events in 2016–17

Event Subject

Meredith Miller: Book launch Literary critic and fiction writer whose work focuses on gender, power and human cruelty (poetry reading)

Visions of agony, redemption and justice

Professional wrestling as a culturally valid art form, misunderstood by ‘white collar society’ (performance)

Meditation evening Guided meditation with Kadam Ben Seel, Resident Teacher at the Ashoka Buddhist Centre (gallery event)

Thinking Tantra Anonymous Tantric Drawings by Indian and international artists from 19th Century, 1960s, ‘70s and ‘80s (exhibition)

Joy Manesiotis: A short history of anger

Destruction of Smyrna, in 1922; poems dropped over Cyprus to foster peace in the city (talk)

Rachel Mars: Our Carnal hearts Original songs sung by four female singers (performance)

Contemporary Music Festival Gala Concert

Alt-classical piece composed for American female voice-percussionist (music)

Hagit Yakira: Free Falling Dance based on stories gathered through work as a therapist (dance)

Wendy Houstoun: Pact with Pointlessness

How it feels to be knocked sideways by death, renegotiate and then carry on (performance)

Dr Angela McShane: Women, power and popular song

Material culture in early modern England, encompassing popular music, politics and drinking culture (talk)

Joanna Norman The way the objects in the galleries 'Europe 1600–1800’ at the V&A showcase gender and power (talk)

Break Yourself Personas and alternative identities. Performed in male drag. Relationship between gender, power, and what it means to be someone else.

Company Chameleon Witness Spotlight on mental health and the things we choose to hide (dance)

Jamie Edgecombe and Rachel Gippetti Fiction author focusing on the Far East (predominately Japan) (talk)

Remembering & Memorialising West Country Captives of Barbary Piracy

British-Muslim contact with the West Country in C17th (talk)

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Event Subject

Mary Jacobs’ memorial lecture: Prof Lucy Bland

Britain’s Brown Babies: The children of black GIs and white women born in World War 2 (talk)

Dr Lucy Durneen, Wild Gestures Short stories, loss, desire and opportunities missed (talk)

Helen Chadwick: Harmony singing workshop

Helen Chadwick Song Theatre: War Correspondents

Interviews with journalists from world conflict zones transformed into songs. “I keep hoping that someday, if we keep telling the truth, it will be better for all of us.” (performance)

From the archive: Peninsula Arts film commission premiere

Frances Scott and Bryony Gillard, winners of the 2017 Peninsula Arts Film Commission (film)

Dr Jody Patterson, Rhapsodies in paint: modern art and jazz age

Impact of jazz music and the dynamics of improvisation on the development of modern art (talk)

Plymouth Contemporary 41 artists (nearly 800 submissions from 26 countries) (exhibition)

MEDIA AND COMMUNICATIONS Table 40 and Table 41 show the gender breakdown of articles as a proportion of headcount in STEMM. We will continue to monitor this data to ensure equal representation of men and women across all disciplines (AP 5.6.10).

Table 40 Comparison male v female STEMM news releases by faculty/subject area (excluding general news releases) November 2016–17

Faculty/ subject area

No. of releases

about men or women

No. of releases, women

Release % women

% of women in area

No. of releases,

men

Release % men

% of men in area

HHS 36 28 78% 68% 8 22% 32%

Marine 22 12 55% 34% 10 45% 66%

S&E 22 10 45% 28% 23 55% 72%

PU PSMD 92 39 42% 51% 53 58% 49%

Other 5 1 20% 29% 4 80% 71%

General STEMM

12 5 42% 47% 7 58% 53%

Table 41 STEMM Staff Bulletins (November 2016–2017) non-gender-specific/general releases excluded

Faculty/ subject area

Overall no. of items on women or

men

Number of items about

women

Items % women

% of women in

area

Number of items about

men Item % men

% of men in area

HHS 78 68 87% 68% 10 13% 32%

Marine 46 22 48% 34% 24 52% 66%

S&E 63 18 29% 28% 45 71% 72%

PU PSMD 54 20 37% 51% 34 63% 49%

General STEMM

9 7 78% 47% 2 22% 53%

AHSSBL (MAY–NOVEMBER 2017) AHSSBL were included in our data collection and analysis from May 2017 and the data are shown in Table 42 and Table 43.

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Table 42 AHSSBL News releases May–November 2017 (non-gender-specific/general releases excluded)

Faculty/subject area

No of releases

about men or women

No of releases

about women

Release % women

% of women in

faculty

No of releases

about men

Release % men

% of men in faculty

Arts & Humanities 36 12 33% 48% 24 66% 52%

Business 15 8 53% 51% 7 47% 49%

Table 43 AHSSBL Staff Bulletin items May–November 2017 (non-gender specific/ general releases excluded)

Faculty/subject area No of items about men or women

No of items about

women

Items % women

% of women in

faculty

No of items about men

Items % men

% of men in faculty

Arts & Humanities 31 16 52% 48% 15 48% 52%

Business 17 8 47% 53% 9 53% 47%

Social Sciences 1 1 100% 0 0%

Law 8 3 38% 48% 5 62% 52%

AP 5.6.10 we will present disaggregated data related to news releases so that specific areas can monitor gender balance.

MEDIA TRAINING: In 2016–17, Frances Scott and Bryony Gillard, winners of the 2017 Peninsula Arts Film Commission, trialled an all-female media training attended by 12 academics from STEMM. These were well received:

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(xi) Outreach activities

Activities are aimed at under-represented groups, providing support, guidance and information, and working with local support organisations, for example Fata He (a Plymouth social inclusion group). We support potential students from ethnic minority groups, adult returners, students with disabilities, and care leavers. We are the primary partner for the South West Regional National Collaborative Outreach Programme (NCOP) consortium, aimed at school years 9–13, encouraging children from disadvantaged backgrounds, ethnic minorities, and boys in under-represented schools to consider HE. Our outreach activities cover six regions, shown in Figure 36.

Academic staff and student ambassadors support events both on and off campus, including Girls into Geoscience and Girls into Chemistry for school years 11–12.

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Figure 36 Outreach coverage across UK by region (excluding primary schools)

DEVON AND CORNWALL CHILDREN’S UNIVERSITY

We host the Children’s University in the South West, offering learning activities aimed at 7- to 14-year olds outside normal school hours. Most workshop leads are women, to encourage girls into STEMM subjects (Table 44).

Figure 37 South West regional outreach coverage –schools and colleges and Children’s University

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Table 44 Summary of 2016–17 and 2017–18 campus-based lectures and workshops for Devon and Cornwall Children’s University by staff gender and discipline

Lecture title Conducts Average

Attendees Attendees

Workshop Lead Gender

Discipline New/Existing

Lecture

Mathematics with Bubbles Lecture 3 25 75 M STEMM Existing

Computing Workshop 8 25 200 F STEMM New for 17/18

English Literature 3 25 75 F AHSSBL New for 17/18

History Talk 5 25 125 F AHSSBL New for 17/18

Labplus 8 25 200 F STEMM Existing

Mathematics Workshop 3 25 75 F STEMM New for 17/18

Podiatry Workshop 3 25 75 F STEMM New for 17/18

Robotics Workshop 13 25 325 F STEMM Existing

Immersive Vision Theatre (Astronomy)

9 25 225 M AHSSBL Existing

Teddy Bear Hospital 2 25 50 F STEMM Existing

Geology 8 25 200 F STEMM Existing

Total 65 25 1625

We have identified action within our Access (OFFA) agreement (2017) to embed, monitor and evaluate activities, including systems to improve data collection, tracking the progression of academics and central staff delivering activities, as well as participants involved in the activities (AP 5.6.12).

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(xii) Leadership

Pan-institutional awareness and understanding of the AS principles were achieved through briefings and engagement sessions with UEG and SLF, and a half-day ECU workshop with local and University SAT members. Faculty/school submissions across all faculties means that leaders are engaged in developing, owning and ensuring the implementation of actions identified locally and University wide. AS is integrated into our Equality Scheme and referenced in our refreshed R&I Strategy. There has been investment in administrative resources centrally (2 FTE) and in all faculties (4.5 FTE). SAT membership is recognised in workload allocation, with an agreed 0.2 FTE for SAT Chairs.

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Figure 38 Professors Julian Chaudhuri, Deputy Vice-Chancellor, and Dafydd Moore, introducing and facilitating a discussion about Athena SWAN at the University’s Senior Leadership Forum in November 2017

REDACTED

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6. SUPPORTING TRANS PEOPLE

(i) Current policy and practice

Our E&D policy is clear that discrimination on the grounds of gender identity/trans status will not be tolerated. We reviewed our Trans policy in April 2017, using guidance from the ECU, in full consultation with Trans staff and students and other stakeholders, including:

= the Diversity Trust

= subject-specific academics

= HR

= the Students’ Union

= LGBT networks.

The revised policy provides practical information in terms of checklists to support staff, students and managers during transition, as well as highlighting our commitment and support for Trans colleagues and learners.

In launching the revised policy, we undertook training and awareness-raising events including:

= seven Trans Awareness training events delivered by the Diversity Trust, attended by 90 staff, feedback from which was >90% positive.

= ‘Out of Order’ Film Evening & Q&A session with Director/Producer Amanda Bluglass – on the reality of gender transition and lived sexual identity as a person of faith.

Analysis of training attendees’ data show strong participation for P&S staff.

AP 6.1 we will raise awareness of training and target academics, particularly personal tutors.

Figure 39 Uptake of Transgender Awareness Training

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Figure 40 Feedback from Transgender Awareness training

The policy launch provided a platform to increase awareness of the LGBT Student Society, LGBT Staff Forum, and our Harassment Advisor (HA) Service. In addition, we:

= increased support for Trans students in our residences by funding two staff to attend AMOSSHE training – 2017 Supporting Trans Students in HE (feedback from UPSU was an immediate improvement for our resident Trans students)

= worked with IT to introduce system fields for staff and students to utilise the prefix ‘Mx’ across HR and student records systems

= reviewed existing toilet provision on the main campus, changing signage to create >80 gender-neutral toilets, with location information added to the online student handbook and LGBT staff information pages (AP 6.2)

= HAs are a network of trained advisors available to support staff and students. Part of their initial training covers supporting members of the LGBT community that will now include Trans training, (AP 6.3).

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Figure 41 Screenshot of gender neutral toilet signage being installed across campus

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(ii) Monitoring

The effectiveness of our policies and support is regularly reviewed through qualitative feedback from:

= UPSU

= Harassment Advisors

= LGBT staff and student societies

= training evaluation feedback.

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(iii) Further work

Current planned actions to further support Trans staff and students include completion of the gender-neutral toilet facility plan, ensuring HAs are trained to provide support, and targeted trans awareness training for student-facing staff.

AP 6.4 we will seek opportunities to promote Trans awareness.


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96

7. FURTHER INFORMATION

We recognise that we have a gender imbalance in professional services across grades (Figure 42). AP 7.1 includes actions to address this.

Figure 42 Professional and Support staff by grade 2015–17

Benchmarking student data against the ECU’s latest statistical data18 (Table 3, page 17) indicates that UoP matches the national overall student profile at institutional level, and has greater balance in AHSSBL than the national profile, and also indicates that females form the majority in STEMM disciplines. The latter difference is a due to large female cohorts in the Faculty of Health and Human Sciences (FoHHS).

Table 45 Comparison of UoP 2017 all student (gender) data and ECU 2017 Statistics Report All Students Data Table 4.5 (15–16)

UoP ECU National Benchmark

Category Female Male Category Female Male

All subjects 57% 43% All subjects 56.5% 43.5%

All STEMM 58% 42% National STEMM 51.1% 48.9%

All AHSSBL 55% 45% National AHSSBL 61.1% 48.9%

Gender balance between academic staff and students is considered as part of ongoing programme reviews and action plans developed within local SAT teams as part of school Athena SWAN submissions. (AP 7.2)


CUMULATIVE 9741

18 ECU 2017 Student Statistical Report

97

8. ACTION PLAN

Action Plan Number

Objective Rationale (I.e. what evidence is there that has prompted this action/objective?)

Key actions and milestones to achieve the stated objective

Timeframes: start/end dates

Person responsible (role and individual)

Success criteria for the objective (how we will know we have achieved it)

SECTION 3. THE SELF-ASSESSMENT PROCESS

AP 3.1 UEG is able to monitor and appropriately intervene in order to ensure timely delivery of AS actions to achieve our objectives.

Executive and senior leadership oversight, support and ownership essential to enable delivery across the University.

Termly updates discussed by UEG for progress monitoring and decisions on amendments to actions where applicable.

Termly, commenced January 2018

Vice-Chancellor (overall responsibility) Members of UEG USAT Co-Chairs to provide the updates

95% AS actions delivered to schedule as per the AS action plan by 2022.

University Planning and Accountability Cycle includes area plans (including resourcing) for ED&I.

Annually, commencing April 2018

DVC (International and Planning) to provide guidance; deans and directors to implement

AP 3.2 Faculties/schools to have achieved Athena SWAN accreditation by Spring 2020.

AS process represents the most effective means of identifying, understanding and addressing equality issues at faculty/school level.

USAT and EDIC to provide specialist advice, create opportunities to share knowledge/best practice through formal and informal networks, discussion groups and meeting structure to help faculties/schools achieve submission deadlines.

April 2017 – April 2020

USAT EDIC Faculty/school SATs

Athena SWAN awards in place for all faculties/schools across the University by November 2020.

Timeline for local submissions: SNaM and SoHP submissions made and awards achieved

November 2017 – April 2018

Dean of Faculty/ Heads of School supported by local EDIC and Athena SWAN SATs

SoCEM, SoENG, SoPsych Bronze submissions achieved

April – November 2018


SoHPA, SoADA Bronze submissions achieved



PBS, PiOE Bronze submissions achieved April – November 2019


98

Action Plan Number






SoGEES Bronze renewal /Silver award achieved SoLC&G, SoBMS Bronze submissions achieved



PU PSMD Silver Award renewed November 2019 – April 2020


AP 3.3 USAT and faculty/school SATs are able to access and review accurate, relevant data, information, guidance and other resources to support successful submissions.

To achieve gender equality through AS submissions, data are needed to identify issues and develop relevant action plans.

Continuously review data quality for internal, external and regulatory changes in requirements. Taking into account feedback from users and ECU updates.

Commenced January 2016 and ongoing

Equality Manager and Digital Services Manager

Athena SWAN awards in place for all faculties/schools across the University by November 2020.

Update reports in the AS hub to meet needs internally and externally

Commenced November 2017 and ongoing

Equality Manager and HR Operations and Information/Systems Specialist

Communicate updates/changes to faculty/school SATs via USAT and EDIC meetings

Monthly

Equality and Diversity Lead Faculty/School Chair of SAT/EDIC

Continuously develop school and SharePoint site for SAT/EDIC teams to be able to access resources from one place and to share best practice and benchmarking with colleagues.

Commenced November 2017 and ongoing

Equality and Diversity Lead Faculty E&D Administrators

Monitor and feedback on availability and relevance of data for continuous improvement.

Monthly, commenced March 2018

Faculty E&D Administrators Chair of EDIC/SAT

Introduce process for collating and reporting data for Honorary and Visiting Specialist staff.

Commencing August 2018 and implemented by August 2019

HR Data Manager HR Equality Manager

99

Action Plan Number






AP 3.4 Staff and students are aware and have an understanding of the University’s commitment to gender equality through Athena SWAN and the University’s action plans.

To achieve equality engagement is needed across the University. Anecdotal feedback to SAT members suggests that awareness and understanding of AS are low, particularly amongst Professional & Support employees and staff in schools at an early stage of engagement in the process. The CROS and PIRLS identified low awareness of AS and other initiatives to support postgraduate research supervision and post-doctoral research staff.

Faculties and schools will share their AS plans at faculty/school Away days and other communication channels.

Commenced January 2018 and ongoing

Deans and Heads of Schools > 80% awareness and understanding by 2020 Staff Survey. >80% awareness and understanding of Athena SWAN by respondents by 2020 Student Perception Questionnaire.

School SATs and EDICs to raise awareness of Athena SWAN through E&D and AS communications.

Ongoing within individual SATs

Chair of school EDICs School SATs

School SATs and EDICs to develop a survey for students to measure awareness and understanding.

Ongoing within individual SATs

Chair of school EDICs School SATs

AS will be included in staff briefings and VC’s all staff briefing.

Commenced February 2018: all-staff briefing and ongoing

Deans and Directors Vice-Chancellor

Include a new question in the staff survey and student perception questionnaire to measure awareness and University commitment to Athena SWAN (also AP 5.3.5).

November 2019 – March 2020

Head of Performance and Change supported by Performance and Change Specialist

The 2018 Women’s Network annual conference will focus on AS led by the University AS SAT Chairs.

June 2018 Chair of the Women’s Network

Staff bulletin will include updates on the University’s AS activities and progress

Commencing May 2018 and monthly thereafter


Student Bulletins to include information and updates on Athena SWAN and information on ED&I for students.

Commencing May 2018 and ongoing


AP 3.5 We will be able to achieve AS at a Silver level by 2022

Our AS ambition is to have achieved sufficient progress in gender equality to be able to demonstrate the impact measurable through Athena SWAN at a silver level by 2022.

We will have achieved the actions within our University and faculties/schools AS action plans.

All actions completed/ achieved by 2022

Vice-Chancellor Chair of USAT

University awarded AS at Silver level by November 2022.

100

Action Plan Number






SECTION 4.1. ACADEMIC & RESEARCH STAFF DATA

4.1 (i) ACADEMIC AND RESEARCH STAFF BY GRADE AND GENDER

AP 4.1.1

The University will evidence its commitment to equality and diversity and will have a strong reputation internally and externally as an inclusive and diverse employer.

PRIORITY

Our Research/Academic BME (8%) is below the national benchmark (13% BME). In our University staff survey, a high proportion of respondents did not declare any ethnicity (8.3% of respondents). The percentage of respondents who declared BME ethnicity in the staff survey (3.67%) was lower than the BME staff population of the University (8%). Data collection on Honorary/Visiting Specialists not held.

Increase AS awareness and understanding of our commitments to equality and diversity (see AP 3.1.3).

Commenced March 2018 and ongoing

Chairs of Faculty EDICs

Increase in response to the staff survey question: “In your experience, do you believe the University is committed to equality of opportunity for staff” > 85% by 2020. BME of survey respondents to match BME population 2020. .

Provide reassuring messages about confidentiality and what we will do with staff survey data to encourage respondents to disclose protected characteristics.

November 2019 – March 2020

Head of Performance and Change Chairs of Faculty EDICs

Following increase in BME respondents, work with colleagues and the Black Female Professors Forum to address issues raised, e.g. barriers to career development and progression through Staff Survey action plan.

August 2020 – December 2020

Deans and Directors Chairs of Faculty EDICs/SATs

Develop, produce and update E&D calendar for use on University E&D web page that is inclusive for all under-represented demographics and includes links to University, and local, diversity groups. Includes a feedback button.

Commencing April 2018 and thereafter

Head of ERWI, supported by E&D Senior Administrator

Use the calendar of events to organise events and opportunities for social gatherings.

Commencing August 2018 and thereafter

Chairs of Faculty/ School EDIC/SAT

Work with Plymouth and Devon Racial Equality Council to support and promote the annual Plymouth “Respect Festival”, celebrating diversity and inclusion in the City.

Commencing May 2018 and annually thereafter

Head of ERWI. E&D Senior Administrator Recruiting Managers. Faculty Chair SAT/EDICs

Include links in recruitment advertising to faculty E&D websites.

September 2018 and thereafter

Recruitment Manager Marketing Services

101

Action Plan Number






4.1 (ii) ACADEMIC AND RESEARCH STAFF ON FIXED-TERM, OPEN-ENDED/PERMANENT AND ZERO-HOUR CONTRACTS

AP 4.1.2 Institutional Data reporting will reflect employment contract status of the employee (permanent or temporary) rather than the status of the role.

Senior leadership roles appointed on a temporary basis where employee is on a permanent contract are currently recorded on the HR system as temporary. This distorts reports on permanent and temporary contracts where it appears that the proportion of temporary to permanent contracts is lower than it actually is. This is misleading when making comparisons against benchmark data and in identifying any underlying issues.

Update the HR database to differentiate between staff on temporary contracts of employment compared to staff in a temporary role on a permanent contract.

Commencing September 2018 Completed by 31

December 2018

Head of HR Operations HR Data and Systems Manager

Data checks on a sample of records in an AS report will show 99% of records have the employment status (permanent or temporary) correctly reflecting the employment contract of the individual rather than the role.

AP 4.1.3 Men and women will have equal access to permanent research roles.

Although the figures are low, the percentage of men on permanent Research Assistant and Research Fellow contracts increased compared to the percentage of men on temporary contracts over the three years. The percentage of women on permanent Research Fellow contracts decreased in STEMM.

Continue to monitor data in relation to headcount for research assistants on permanent and temporary contracts to identify if this is an anomaly or a trend.

January 2019 data ongoing

Head of ERWI

Equality of opportunity is evident in percentages of men and women on permanent research roles by August 2021

If a trend is identified, investigate the decision making processes for the appointment of temporary vs permanent research roles.

April – June 2019

Heads of Schools, supported by HR BP

4.1 (iii) ACADEMIC STAFF BY CONTRACT FUNCTION AND GENDER

AP 4.1.4 Gender balance in academic career pathways will be improved in line with sector benchmarks.

Proportionally more women are in teaching only roles (AEF 1) - 73% compared to men – 57% and proportionally fewer women are in teaching and research

roles (AEF 3) – 26% compared

to men – 41%.

Sector benchmark shows 44% of women are in teaching and research roles.

Project introducing revised academic job descriptions are agreed and in place, with any appeals resolved.

Completed by May 2018

Head of Performance and Change Heads of School

Year on year monitoring of AEF will show that by 2020: Women in AEF 1 – 68%

Women in AEF 3 – 44% HR BPs and HoS will discuss workforce planning throughout the year and will monitor, manage and amend career pathway/AEF where work priorities change, taking into account equality analysis data. The majority of new posts will be teaching and research with aim of majority of staff occupying such posts.

Commencing May 2018 and then annually thereafter.

Head of School, supported by HR BP action School SAT/EDIC chair to monitor

102

Action Plan Number






4.1 (iv) ACADEMIC LEAVERS

AP 4.1.5 We will have significantly reduced the numbers of people leaving for negative (push) factor.

Completion of exit questionnaires is low, representing approximately 25% of all leavers. 35% of respondents cited negative reasons for leaving, e.g. workload, stress, relationships, however, we do not know groups of staff or where they work to be able to understand and address issues raised.

Review of exit process to increase data intelligence, including updating exit questionnaires to include equality monitoring and role information to improve EDI data capture.

August – October 2018

Head of HR Operations, owner HR Administration Manager to action

Reasons for leaving based on a push factor to decline to <15% by 2022.

All managers to be notified that they must proactively engage with leavers and ask them to complete exit questionnaires as part of the leaver process.

May –

September 2018

HR BPs Heads of School managers

Analyse exit data on an annual basis, together with other metrics, e.g. staff survey, absence levels, to identify issues and develop actions to address issues.

Commencing September 2019 and annually thereafter

Chairs of Faculty/ School SAT/EDIC to monitor

Any rectifying actions identified to be implemented in faculty/school.

Commencing October 2019

Deans/Directors

4.1 (v) EQUAL PAY AUDITS

AP 4.1.6 We will pay men and women the same rate of pay for the same (like) work (equal pay).

Our equal pay reviews have not identified equal pay issues when comparing pay for men and women within each grade. However, reviewing pay for roles outside national grades 1 to 9, e.g. executive and senior management showed a gender pay gap of -6.8% (with allowances); 5.87% without allowances. Our gap in pay for male and female professors reduced to 2.32% (median) and 1.25% (mean).

We will continue to monitor equal pay every two years and publish an Equal Pay report.

December 2018 and every two years thereafter

Chair of EDIC overall responsibility/Head of ERWI

Our Equal Pay Reports will show there are no differences of pay within each grade (1-9) +/-2% and reduced differential executive and senior management based on gender to <5% by December 2018 and <4% by 2020.

We will implement professorial banding to ensure that salaries allocated on appointment and during salary reviews are based on transparent, objective criteria.

By September 2018

Executive Dean A&H, HR Director Reward Manager

We will develop a job evaluation scheme for senior managers that ensures a fair and sustainable infrastructure using an approved, independent job evaluation scheme (e.g. HAY).

Commencing June 2019 for implementation by August 2020

HR Director Reward Manager

Reward and Remuneration Committee review of executive pay on an annual basis benchmarked against UCEA sector data.

November 2018 and annually

Chair of Reward and Remuneration Committee supported by the HR Director

103

Action Plan Number






AP 4.1.7 We will reduce our gender pay gap.

Our GPG is 20.14% (mean) and 27.65% (median) Our Gender Bonus Gap is 66% (mean) and 0% (median).

Review progress on our actions against our annually published GPG.

March 2019 and annually thereafter

UEG through planning process Head of ERWI Faculty/School EDIC chairs

Gender Pay Gap will reduce to 16% (M) 21% (Md) by 2022. Gender Bonus gap will reduce to 50% (M) by 2022 (currently 65.99% mean, 0% median).

Establish a working group to identify actions to reduce the disproportionate representation of men and women across the grades. Action plan to incorporate actions to support career development for women. We will implement AS actions to support women’s career development to address the imbalance of women in senior roles.

November 2018

University Registrar and Secretary supported by Head of ERWI

We will continue to carry out equality analysis on proposed bonus payments to identify and address any gender disparity.

Resuming November 2018 and annually thereafter

Head of ERWI HR Director to support relevant Reward and Remuneration Committee decisions

5.1 (i) RECRUITMENT

AP 5.1.1 The appointment and employment of Associate Lecturers and Demonstrators (ALDs) will be transparent and inclusive.

Table 9 shows proportionally more female Associate Lecturers (54%) than males (46%) and that the majority of these are on part-time, temporary contracts. These contracts do not go through our normal recruitment processes, and no equality data is available for monitoring purposes.

We will develop and implement an ALD recruitment policy, guidance and process that also enables us to capture equality data.

In place by July 2019

Head of Performance and Change/Head of HR Operations

95% of ALD appointments made through an auditable recruitment process by 2020. ALD female/male on temporary

contracts – 50% (2020)

ALD female/male on permanent contracts – 50% (2020)

Recruitment panels for ALDs appointments will have gender balance.

Commencing January 2019

Chair of Faculty/ School EDIC/SAT to review equality data Hiring Managers

We will continue to review the use of the ALD role, including job description and person specification with union and academic colleagues.

Commencing May 2018

Head of Performance and Change/Head of HR Operations

Include ALD in workforce planning data and monitor equality data for ALD appointments.

Commencing January 2019

Head of Performance and Change with HR BPs EDIC Chair

104

Action Plan Number






AP 5.1.2

We will increase applications from under-represented groups.

PRIORITY

There are proportionally fewer female applicants for Lecturer (35%), Associate Professor (19%), and Professor (10%) roles than male applicants. BME representation in our research and academic staff (8%) is lower than the HESA benchmark (13%).

Update information on the recruitment website showing our commitment to gender equality, through AS, Women’s Network, family friendly policies.

In place by August 2018

Head of HR Operations Supported Team Leader (Recruitment)

Lecturer – % female applicants

2021 >45%

Associate Professor – % female

applicants 2021 >28%

Professor – % female applicants

2021 >20% % successful applicants BME ethnicity 2021 >13%

Include a flyer with information about AS for all candidates.

Commencing September 2018

Head of ERWI with Team Leader (Recruitment)

Develop and produce an information pack with useful local information for applicants outside the South West, including local schools, Estate Agents, childcare, etc.

Pack developed by September 2018 and in place by January 2019

Head of ERWI with Team Leader (Recruitment)

Offer opportunities for flexible working/work from home to attract applicants from under-represented groups who may be unable to relocate to the South West.

Commencing April 2018

Head of HR Operations Team Leader (Recruitment) and HR BPs

Include wording in advertisements welcoming applications from underrepresented groups.

Commencing May 2018

Team Leader (Recruitment)

Review the use of internal and external advertising to ensure that the pool is sufficiently broad to attract a diverse, representative field. In 2017 23% of academic roles were advertised internally only.

September 2018 Head of ERWI with Team Leader (Recruitment)

Monitor recruitment data to measure progress against actions and an increase in applications from underrepresented groups.

Commencing September 2018 and annually thereafter

Chair of School SAT/EDIC to monitor

Pilot positive action in under-represented roles (where accommodation would normally be offered) and include an option for female applicants to have a family room in overnight accommodation when invited for interview from outside the South West.

September –

December 2018

Chair of School SAT/EDIC to monitor with Hiring Manager D&I Lead supported by Team Leader (Recruitment)

105

Action Plan Number






AP 5.1.3 Our recruitment processes ensure appointment of best candidate regardless of BME ethnicity across all grades.

Our BME population does not represent the regional or national BME population Our last recruitment report showed a dip in the proportion of BME applicants who were offered (5%) compared to those who were shortlisted (9%).

Review panel chair training to ensure all panels are well trained and that panels are balanced.

Develop review reports by May 2018

Head of HR Operations/Head of Performance and Change Chair of School SAT/EDIC to monitor

Proportion of BME applicants who are offered will be similar to the proportion of BME applicants who are shortlisted by March 2019.

Develop improved data reports for recruitment that enable monitoring at a faculties and directorates level, by grade and job type.

August 2019 improvements in place.

Head of HR Operations/Head of ERWI Chair of School SAT/EDIC to monitor

Review the data reports to identify where BME applicants are not represented equally through the process.

Completed by August 2019


Develop improved data reports for consideration of intersectionality across protected characteristics to enable identification of any issues.



AP 5.1.4 An increased number of women apply for senior manager and executive leader roles, both internally and externally.

Over the three-year period, there were fewer female applicants (23%) than male applicants (77%) to senior and executive roles.

Recruitment/search agencies to provide evidenced based plans on actions to attract female senior and executive leaders to the South West.

Next senior/ executive recruitment campaign

Vice-Chancellor Head of Performance and Change

Increase in the proportion of female applicants to senior/executive leadership roles to 2021 – 35% female applicants (or benchmark if greater).

Recruitment materials updated to include information about our commitment to equality and diversity and information about living and working in Plymouth, including schools and employment opportunities.


Head of Performance and Change recruiting executive leader

Pilot family friendly visits to Plymouth, pre-application and interview (AP 5.1.2).

September –

December 2018

Develop succession plans that identify talent, and support females with coaching/mentoring so that they are able to be in a position to apply for senior leadership roles (AP 5.1.6 and 5.3.7)

April 2018

– August 2018

106

Action Plan Number






5.1 (ii) INDUCTION

AP 5.1.5 Our induction process will enable all new staff to be effectively welcomed and supported in their new roles to enable them to settle and perform effectively.

Proportionally more women than men attended University Welcome Events over the last three years (82% in 14/15, 65% 15/16 and 70% 16/17 compared to males (78% 14/15, 52% 15/16, 65% 16/17). Feedback from these events suggests inconsistencies in local induction. 86% of respondents in the 2017 Staff Survey stated they have had a local induction. 43% of respondents were very satisfied, 42% satisfied, 2% not satisfied and 12% did not have a local induction at all.

Review University-wide induction and local induction using feedback from the Welcome Event and Staff Survey.

Commencing September 2018 All areas completed by end July 2019

Head of Performance and Change

University wide events attended by at least 80% of male and female new joiners by July 2019. Next staff survey shows 50% very satisfied and 45% satisfied with local induction (i.e. all new staff report being supported and feel able to perform well in their first year). By 2021 no staff report that they did not have a local induction.

Develop and implement revised induction processes for University wide and local induction.

In place by September 2019

Head of Performance and Change. Managers of new staff responsible for implementing local induction

Provide training for managers on induction and probation as part of the future leadership basics.

In place by September 2019 and ongoing


5.1 (iii) PROMOTIONS

AP 5.1.6 We will achieve an increase in successful female promotions.

PRIORITY

Proportionately fewer women were successful in academic promotion to Associate Professor (36%) and Professor (29%) than men for Associate Professor (60%) and Professor (43%). Feedback was gained from confidential conversations with women that identified improvements in the academic promotions process to support career development and promotion trajectories. These included developing confidence (Aurora and Springboard schemes were mentioned).

Continue to review and develop our academic promotions process using the equality analysis and feedback from participants.

Annually Deans and Heads of School/Head of Performance and Change

% female success rate Associate Professor:

2021 – 55%

% female success rate Professor

2021 – 50%

Remind managers/reviewers before next PDR cycle of the importance and benefits of holding a conversation about career development within the PDR process (AP 5.3.5).


Head of Performance and Change and HR BPs

Improve the mentoring process informed by feedback, through support and communications, together with online resources for mentors and mentees.

April 2018 – June 2018


Expand our mentoring network and ensure that mentors have adequate time to carry out this responsibility. We will promote the scheme at the Women’s Network Conference. We will aim to attract mentors from underrepresented groups, for example,

Launch at Women’s Network Conference June 2018


107

Action Plan Number






BME and LGBT as role models who understand the challenges. We will offer mentoring for returners from a career break.

Include peer mentoring as an expected norm via revised academic job descriptions.

Completed by 2018


Introduce a career development forum for female academics to discuss and share experiences, insight and information.

In place by July 2019


We will pilot Springboard development sessions for women initially aimed at early career academics, and then extend to all (including PS).

October – December 2018


Sponsor 10 places on the LFHE leadership development programme aimed at females and 5 executive places for senior leaders.

September 2019 Head of Performance and Change

Introduction of a DVC led career forum for women, including speakers and role models.

Commencing August 2018 ongoing

DVC – R&E/Head of

Performance and Change

Improve institutional approach to succession planning so that it systematically supports the identification of female talent as part of the annual talent management cycle.

April – August 2018

DVC – R&E/Head of Performance and Change Heads of School

5.1 (iv) STAFF SUBMITTED TO THE RESEARCH EXCELLENCE FRAMEWORK

AP 5.1.7 Our REF 2021 submission will be made in full compliance with all Research England requirements for a code of practice that ensures a fair approach to the selection of outputs.

The proportion of men and women submitted in the RAE 2008 and REF 2014 did not reflect the proportion of men and women in the eligible population. Changes in the REF rules shift emphasis from people to outputs

REF 2021 Steering Group will develop a submission strategy in line with REF 2021 “Guidance on Submissions” incorporating a process of review to assess progress against equality and diversity recommendations in relation to output selection and special circumstances.

Mid 2018 onwards (or as soon as guidance scheduled for summer 2018 becomes available)

DVC – R&E/ REF Steering

Group

Institutional code of practice signed approved by REF Equality and Diversity Advisory Panel.

108

Action Plan Number






5.3 (i) TRAINING

AP 5.3.1 Staff will be accessing training regardless of protected characteristics.

Academic staff have not engaged in centrally delivered training as much as professional services staff (49% female, 42% male engagement in training activity). Where employees have not attended booked training events, they are more likely to give the reason of workload. Anecdotal evidence that academics are unable to access training where this clashes with teaching. We do not have data relating to the take up of courses by ethnicity to enable us to consider intersectionality.

We will implement the Good Practice toolkit, communicate this to employees who need to access it, and establish a usage monitoring process

Commencing August 2018 and annually thereafter


Increasing access to Good Practice toolkit by men and women to > 40% by 2020. % female academic staff accessing training increases to >70% by 2021. Equality reports in relation to training show training is equally accessed, regardless of protected characteristics.

We will review usage data and raise awareness amongst groups not using the toolkit.

Commencing August 2019

Resourcing and Development Manager

We will review the scheduling of training events to ensure they are offered at variable times.

August 2019

Resourcing and Development Manager

We will review our training attendance reports and add protected characteristics into the analysis of attendees.

August 2018 Organisational Development team Resourcing and Development Manager

AP 5.3.2 Equality of opportunity for leadership roles will be provided through the refreshed leadership structures within faculties.

PRIORITY

Leadership structures, outlining responsibilities and delegated authority within faculties are unclear and inconsistent below the HoS level. Without the clarity of roles and responsibilities it has been difficult to develop a leadership development programme that will meet the needs of academic leaders.

Our executive team, supported by HR, will review and redefine the distributed academic leadership structure including Heads of School resulting in clearly defined roles and authority levels for all formal roles in a school.

Commenced November 2017. Completed by January 2019

DVC - P&I supported by the Head of Performance and Change

100% leadership roles filled by skilled leaders with a gender balance that reflects eligible population. Participation in leadership essentials programme (academic leaders): 2021 – 90%

The findings of the Task and Finish group, as part of the research leadership project initiated by the Arts Institute, will help inform the University review.

December 2018

DVC – R&E

The future leadership and management training and development framework informed by this review will be designed and implemented for staff in academic leadership roles. This will include aspects on developing an inclusive leadership style as well as training and information around equality and diversity policies.

Commencing October 2018


109

Action Plan Number






Phased rollout enables investment in all current and future academic leaders over a planned period of time Roll out and participation is monitored and managed to ensure 100% of staff in formal academic leadership role participate.

Monthly, commencing December 2019


AP 5.3.3 The number of applications for senior leadership roles from appropriately qualified women will increase.

Women may have less confidence than men to apply for roles for which they do not believe they have all of the skills.

In addition to actions under AP 5.3.2, we will offer leadership coaching as a development opportunity for female academics.

Commencing July 2019 .

Head of Performance and Change Deans/HoS/HR BPs

Increase in female applications for senior/executive roles (AP 5.1.4) to >=35% female applicants by 2021.

AP 5.3.4 All employees will have completed mandatory E&D training.

University completion rates for E&D and unconscious bias training are at 90% without ALDs. This drops to 66% when ALDs are included.

We will include the requirement for mandatory training within the revised local induction policy/procedure.

Commencing September 2018, completed by end of July 2019

Head of Performance and Change responsible for the induction review, training and reporting.

eLearning completion rates including ALDs to increase to >95% by October 2019.

HR will provide monthly eLearning completion rates to Deans and Heads of School, with details of non-completion.

Commencing August 2018 and thereafter

Organisational Development team

HoS will remind employees to complete the mandatory eLearning.

Commenced March 2018 and thereafter

HoS

E&D eLearning completion rates monitored and reviewed at EDIC.

Termly, commencing August 2018

Chair of EDIC

5.3 (ii) APPRAISAL/DEVELOPMENT REVIEW

AP 5.3.5 All staff will have a conversation about their career development within the PDR process (see also AP 5.1.6).

PRIORITY

Staff Survey feedback indicated that career development conversations were not always taking place, with fewer women reporting that the conversation had taken place. 53% of women and 56% of men confirmed they agreed a training

As part of an online resource kit we will provide an additional toolkit for managers/reviewers about how to approach and structure a career development conversation within PDRs (undertaken from May 2018).

Commencing May 2018 and thereafter

Dean of Science and Engineering with responsibility for PDR

>80% of women confirm in the 2020 Staff Survey they discussed their career aspirations with their manager/PDR reviewer (previous response 60%). >80% of women confirm in the 2020 Staff Survey they had agreed a training and

We will provide online guides for all staff preparing for PDR meetings so that they can prepare for their part in a career aspiration conversation.

Commencing May 2018 and thereafter


110

Action Plan Number






and development plan as part of their PDR. Women do not apply or succeed in the academic promotions process in the same proportions as men.

We will monitor the effectiveness of the additional toolkit as an aid (using questions in the next staff survey and feedback from managers who have used the toolkit) to inform their PDR processes.



development plan (previous response 53%). >95% of managers to have accessed the training toolkit for PDR development conversations by August 2019.

AP 5.3.6 We will ensure Research Assistants/Fellows complete a meaningful PDR review.

Fewer research assistants/fellows completed a PDR review (88%) compared to completion for all employees (90%). Of those research staff that had PDRs only 40% of respondents to the CROS said they found that their PDR was useful/meaningful.

HR will notify HoS and Deans of PDR completion rates by role on an annual basis.


Head of Performance and Change, owner

>95% of eligible Research Assistants/Fellows to complete a PDR review by June 2019. >95%% of eligible research assistants/fellows to complete a PDR review by June 2020. CROS to show increased levels of a useful PDR to >60% by 2021.

HoS will ensure each employee has a reviewer and that they have a PDR review.


Heads of School

Where still on a probation period or on a very short-term contract, staff will have a discussion about their research development needs.

Commencing September 2020 and thereafter

Heads of School

Managers to be trained on how to conduct a developmental conversation within PDRs.

Commencing May 2018


5.3 (iii) SUPPORT FOR CAREER PROGRESSION

AP 5.3.7 All research staff will be aware of and can access support and development to enable equal access for career progression and promotion.

PRIORITY

CROS identified a discrepancy in awareness and understanding of key initiatives to support researchers (26% males were aware, 59% females were aware – CROS 2017). However, in CROS and PIRLS there was a discrepancy in the perception of whether males and females were treated equally in career progression/promotion (57% males CROS and 73% males PIRLS thought they were, compared to 39% females CROS and 50% females PIRLS thought they were)

We will signpost information for research development as part of local induction.


Director of the Doctoral College/Head of Research Support and Development Managers provide information through local induction

CROS and PIRLS to show increase in awareness of researcher development by both genders to > 75% by 2021. CROS and PIRLS response to question about equal treatment for career development to have reached 80% by 2021).

We will improve operational processes for enrolling on research development to gathering equality data and provide equality reports to review participation by gender.

Commencing July 2019

Director of the Doctoral College

Participation rates by gender to be monitored and reviewed within the faculties.

Commencing July 2019 and thereafter

Faculty/School Chairs of SATs

111

Action Plan Number






We will increase training resources, including the increased use of webinars for PGRs, Research Assistants/Fellows (increasing from 4).


Head of Research Support and Development

Introduction of a course and toolkit to support bid development.



We will add a flyer on research development, AS and HREiR module “Every Researcher Counts” in induction packs for researchers.


Head of Research Support and Development Head of HR Operations for new starter packs

5.5 (i) MATERNITY/ADOPTION LEAVE – BEFORE

AP 5.5.1 Our managers are aware of their responsibilities in relation to a member of their team taking maternity leave.

Women reported concerns that managers were not aware of the maternity and adoption policy and they felt unsupported. Women reported concerns that they did not know how some of their work would be allocated, and the impact, e.g. PhD supervision.

We will sample managers who have been sent the check list to ask for feedback in relation to information provided and what else they might need.

Checklist implemented November 2017, to be reviewed August 2018

Head of HR Operations Maternity Administrator

Maternity survey – 90% of

women who return maternity leave confirm their manager was informed and supportive. December 2019

Maternity survey – 80% of

women who took maternity leave confirm they had an opportunity to discuss handover/cover arrangements for their maternity leave.

We will carry out an annual survey of women who have returned from maternity leave and add a question about the extent to which their manager was informed and supportive.

Commencing December 2018 and annually thereafter

Head of ERWI.

We will add a prompt in the maternity checklist to confirm discussion has taken place in relation to research handover/cover arrangements, for example, PhD supervision.


Head of HR Operations Maternity Administrator

AP 5.5.2 Postgraduate research students (PGR) will be aware of what to expect if they take a career break for maternity, adoption or paternity reasons.

Feedback from PGR community are currently not always clear as to whether they are covered by UoP staff or student maternity policies when planning for leave and understanding financial entitlements.

We will update and publicise Maternity/Paternity Adoption leave policy for students internally and reference in the PGR prospectus to ensure that postgraduate students are clear of what they can expect and what they need to do if they are taking a career break.

Included in the postgraduate prospectus by May 2018 and in the Student Handbook by December 2018

Academic Registrar and Director of Doctoral College

>95% PGR who are pregnant confirm that they are aware of the availability of guidance. >95% of Directors of Study are familiar with PGR guidance.

Policy updated and communicated via Student Services/UPSU/Faculty Registrars, School PGR Coordinators and Senior Personal Tutors.

Policy in place and communications commenced by August 2018

Academic Registrar

112

Action Plan Number






5.5 (ii) MATERNITY/ADOPTION LEAVE - DURING

AP 5.5.3 We will ensure maternity cover arrangements do not have an adverse impact on the person taking a career break.

During maternity leave, cover is provided through external temporary appointments or internal secondments. Data on arrangements is not captured at a University level.

Develop a coding for costs associated with maternity cover to enable tracking and monitoring.


Head of HR Operations owner. HR Administration Manager

Maternity survey – 95% confirm

they were satisfied with their career progress, e.g. research output / productivity one year after returning from career break by 2020.

AP 5.5.4 All employees on maternity leave will be able to access keeping in touch days (KIT) days.

Employees on maternity leave were unclear about the financial implications of coming to work for a KIT day.

Review the wording of the KIT form with example scenarios to ensure employees are aware of the financial implications of coming to work on a KIT day.

August 2018 Head of HR Operations, owner Maternity Administrator to action

Question in maternity survey to include “I was aware of how to access KIT days” to be >95% “agree” by December 2018

Provision of information to support returners in planning their return.

August 2018 Head of HR Operations, owner Maternity Administrator to action

Add information about KIT days into manager’s checklists to provide information about what these are and when they can be accessed, including impact on pay and travel.


Head of HR Operations, owner Maternity Administrator to action

5.5 (iii) MATERNITY/ADOPTION LEAVE - RETURNING

AP 5.5.5 Careers of women returning to work following maternity leave are not adversely impacted in any way.

Women returners from maternity leave reported difficulties in reintegrating into the team and feelings of disorientation and isolation. Women returners reported managers do not fully understand challenges facing an employee returning to work from maternity leave. Women reported that they have struggled to get their career path back on track on a return from maternity leave.

We will review the checklist for managers to help them support returners and effectively prepare and plan the return.

August 2018 Head of HR Operations, supported by Maternity Administrator

Maternity survey – 95% confirm

they were satisfied with their career progress, e.g. research output/productivity one year after returning from career break by 2021.

We will include recommendations around return to work, e.g. phased return, induction, reduced teaching load, or sabbatical and a named contact for support.

August 2018

Head of HR Operations, supported by Maternity Administrator

Managers will discuss options for returning to work with the employee to help them integrate.


Staff Managers

We will refresh and update our welcome back to work process, including an email to returners with information and links.



113

Action Plan Number






We will implement a parent’s network for all staff and PGs, including virtual and face to face support. Link to the internet to enable access, facilitated by the Maternity Administrator.



We will target development for researcher returners and offer training on bid applications with supporting materials for those who have taken a career break.



A link to the information about the training to be included on the checklist for managers.



AP 5.5.6 Additional, accessible nursing mother’s facilities will be provided.

Feedback from the maternity survey requested consideration for an additional nursing mother’s room at the other end of the campus.

Investigate the availability of additional nursing mothers’ facilities across campus. Identify whether there is available space and who can manage access.

Completed by September 2018

Head of Employee Relations and Wellbeing and Director of Estates.

Additional site(s) provided or reasons for non-availability of room fed back to staff and students.

AP 5.5.7 We will have an increased understanding of why women don’t return from maternity leave.

We have no information to understand why women do not return from maternity leave.

Add a requirement in the manager’s checklist to contact women who confirm they are not returning to capture reasons and send to HR for monitoring.

August 2018 Checklist in use by managers September 2018

Head of HR Operations to determine a process, Maternity Administrator to administer the process. HoS to implement.

Feedback from women who do not return from maternity leave available to inform action plans.

Managers to identify any problems in their area and produce an action plan to address issues.


HoS Departmental managers

5.5 (v) PATERNITY/SHARED PARENTAL/ADOPTION/PARENTAL LEAVE UPTAKE

AP 5.5.8 We will raise awareness of our family friendly policies, including reporting and monitoring processes.

Decrease in the number of women taking maternity leave over the three years. Information about parental leave is not collected by HR. Additional clarity is needed in relation to timetable constraints, their approval and review.

Revised, supportive, flexible working policy implemented and accessible for employees and managers.

In place by April 2018

Head of ERWI, supported by Maternity Administrator

Increased recorded take up of paternity leave by 20%. Question in maternity survey that “flexible working request was supported” for >95% of employees. December 2018.

Workshops to raise awareness of the University’s family friendly policies across the University, including flexible working, maternity, adoption leave,



As referred to in AP 5.1.2 – we will include family friendly information in our recruitment information.


114

Action Plan Number






5.5 (vi) FLEXIBLE WORKING

AP 5.5.9 Employees will be able to work flexibly when they need to wherever possible.

Anecdotal examples of both good and bad practices of flexible working arrangements from the maternity survey and other sources. Without information, it is difficult to identify and address areas where this is not working or to share good practice. Information about flexible working opportunities is not available to consider trends and issues. Employees report difficulties in consideration of flexible working at senior roles.

Review and revise flexible working policy to include mechanisms for capturing and reporting on flexible working and timetable constraints requests and outcomes.

In place by April 2018

Head of ERWI, in conjunction with the Director of Teaching and Learning

85% of flexible working/timetable constraints requests supported. Increase in the proportion of flexible working requests made at a senior level. (Increase from baseline established 2018.) % of employees who have requested and had approved a request for flexible working (formal or informal) is consistent across all faculties and professional services areas. Staff Survey shows satisfaction at informal flexible working arrangements from a baseline to be determined. (By 2020)

Communicate the policy. April 2018 Head of ERWI

Produce report on flexible working/timetable constraint requests.

April 2019

Head of HR Operations to develop processes to capture data and produce report

Monitor the consistency of approach and application of good practice across the University.

Commencing April 2019 and thereafter

Head of ERWI and Chairs of Faculty/School SAT/EDICs

Raise awareness of flexible working through school staff handbooks and in new staff induction programmes.

Commencing May 2018

Chairs of Faculty/School SAT/EDICs

Add question into the Staff Survey about informal and formal flexible working arrangements to help inform trends and issues.

Before next Staff Survey


5.5 (vii) TRANSITION FROM PT TO FT

AP 5.5.10 We will remove barriers to career development associated with staff returning from a career break on a part-time basis.

It was identified in research and noted as part of our maternity survey that career breaks are perceived to impact on the momentum of research careers.

We will identify and analyse data to determine the number of people returning from a career break on a part-time basis.

1–2 years commencing 2019

Head of ERWI, supported by HR Operations

By 2020 >=90% of respondents in the maternity survey confirm their career development was not impacted by working part time. By 2020 >=90% respondents confirm they were able to return to a full-time contract when they requested this.

Identify data to determine the number of people moving from part time to full time.

1– years commencing 2019


Conduct an analysis of career development progress and service after a return from maternity leave part time compared to employees who return from maternity leave full time.

1–2 years commencing 2019


Identify support needed to enable carers to attend conferences


Chairs of Faculty EDIC

115

Action Plan Number






5.5 (viii) CHILDCARE

AP 5.5.11 Women returning from maternity leave will have access to childcare information.

Returners from maternity leave struggled to access information about childcare. The nursery is popular and oversubscribed. Lack of childcare prevents women returning from maternity leave. Ensure adequate provision through a combination of in-house and access to external nursery provision to support returners from maternity, adoption or shared parental leave.

We will provide a link on the HR intranet to Plymouth City Council approved childcare providers within Plymouth and the surrounding area.

By July 2018

Head of ERWI Maternity Administrator

By October 2019 maternity survey shows 90% positive response to provision of information about childcare facilities.

Share information from faculties and directorates who have used crèche facilities on their staff away days.

By July 2018

Faculty E&D Senior Administrators

We will provide links to information on crèche facilities for departments and faculties to book when arranging away days or conferences and event.

By July 2018 Faculty E&D Senior Administrators

5.6 (ii) HR POLICIES

AP 5.6.1 We will ensure individuals who perceive they are experiencing bullying or harassment are aware of, and have access to, support through the Harassment Advisor network.

49% of academics who responded confirmed they were aware of the Harassment Advisors Network in the University Staff Survey.

Distribute posters to be displayed in faculty and directorate offices.

On display by August 2018

Head of ERWI By 2021 >80% of academic and professional services employees confirm in the next staff survey that they are aware of the Harassment Advisor network. (No gender bias to this response.)

Faculties where staff survey results show higher proportions of employees reporting discrimination or harassment and bullying will be highlighted to HoS for specific actions.

Commencing May 2018

Deans, HoS

AP 5.6.2 Bullying and harassment of any sort is recognised to be unacceptable and managers will take immediate action.

In our Staff Survey 14% of employees responded yes to: “Have you felt discriminated against at work in the last 12 months?”.

We will ensure all of our revised HR policies include an equality analysis to determine any detrimental impact on employees with a protected characteristic.


Head of Performance and Change and Head of ERWI.

>95%% managers attended training on new and revised HR policies.by 2019. By 2021 Staff Survey results will show a decrease to <5% of employees responding “yes” to

116

Action Plan Number






And 4% said responded yes to: ”Do you feel you are currently being harassed or bullied at work?”.

We will include training on new policies (disciplinary, capability & PDR), together with existing E&D policies included within the “Management basics”, to ensure leaders are able to implement policies in a fair and unbiased way.

Completed by July 2019


“Have you felt discriminated against in the last 12 months?”. By 2021 Staff Survey results report a reduction in employees responding “yes” to the question “Do you feel you are currently being bullied or harassed?” to <1%.

5.6 (iii) PROPORTION OF HEADS OF SCHOOL/FACULTY/DEPARTMENT BY GENDER

AP 5.6.3 We will increase the number of female senior leaders.

Females are under-represented in Dean (20%) and Head of School (36%) roles.

Continue to offer roles on a temporary secondment basis to provide opportunities to develop leadership skills and experience. See AP 5.1.6, 5.3.2, 5.3.5.

In place and ongoing.

Vice-Chancellor and Deans A demonstrable increase in total % of females across all executive and senior leadership roles (including Dean/Head of School/Director roles) by 2021.

5.6 (iv) SENIOR MANAGEMENT COMMITTEES and 5.6 (v) INFLUENTIAL COMMITTEES

AP 5.6.4 We will have addressed gender balance across senior management and influential committees

Committee membership data show an under-representation of women on UEG, Senate, Capital Projects, Research and Innovation and Student Recruitment committees and an underrepresentation of men on Equality, Diversity and Inclusion, Student Life and Teaching, Learning and Quality Committees.

Committee Chairs consider gender balance in reviewing Committee ToR/ constitution.


Committee Chairs Terms of membership for senior committees identify opportunities to achieve appropriate gender representation beyond role-related membership.

Committee Chairs meet Deans/ Directors as appropriate to discuss representation and agree actions to improve committee gender balance in context of ex officio membership (e.g. opposite gender alternates; role shadowing and other developmental opportunities).


– September

2019

Committee Chairs

USAT provided with gender data for influential committees for review.

Commencing January 2019 and annually thereafter

Equality Manager

Senate Election notices to faculties revised to include explicit reference to welcoming nominations from under-represented/female candidates.

In place by May 2018

Academic Registrar

117

Action Plan Number






Establish with Committee Chairs appropriateness and feasibility of introducing additional general member roles to give greater flexibility.

August –October 2018

University Registrar and Secretary supported by Academic Registrar (depending on committee)

Annual summary report of actions and impact integrated into UEG formal schedule of business.

Commencing January 2019 and annually thereafter

USAT Co-Chairs

Focus group conducted to identify any further unknown barriers to female staff putting themselves forward for committee membership.

May 2018 Academic Registrar supported by Head of ERWI

Link to online staff profiles of Senate members integrated into Senate Election communications.

May 2018, then updated as and when thereafter

Academic Registrar

Continue to use a transparent and objective process for appointing members to the BoG. Monitor and review success.

In place and ongoing.

University Registrar and Secretary

Actions to attract females to executive roles are included in AP 5.1.4.

5.6 (vii) INSTITUTIONAL POLICIES, PRACTICES AND PROCEDURES

AP 5.6.5 Our leaders will be trained to understand fully issues of equality, diversity and inclusion and that this is fully embedded in their leadership style and practices.

EDI training embedded into leadership development programme.

In place by start of new academic year 2018/19


>95% leaders completed leadership development programme by September 2019. Feedback from staff shows >95% of feel that their manager understands and role models equality and inclusion.

Leaders to complete training. Commencing August 2018

DVC – P&I

Faculty Deans

AP 5.6.6 We will address equality, diversity and inclusion and feedback from the staff survey that will be monitored on an annual basis.

Staff Survey shows 14% of all staff said that they were discriminated against in the last 12 months.

Senior leaders to develop action plans to address issues raised within the staff survey. Plans developed as part of the annual business planning process.

By May 2018 Faculty Deans and Directors

100% senior leaders will have a plan that identifies concerns and outlines SMART actions to address these. Action plans will evidence clear progress being made against the planned actions.

Actions will be put into effect and progress reported in subsequent planning cycles.

May 2019 and annually thereafter

HoS

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Action Plan Number






5.6 (viii) WORKLOAD MODEL

AP 5.6.7 Workloads will be fairly allocated in relation to gender equality.

SAT has identified that the new 10-point principles document does not make explicit enough reference to areas of concern in relation to gender equality. SLF workshop identified barriers to career progression because of perception that research dies with leadership role.

Revised principles pay explicit regard to question of rotation of duties; gender balance of opportunities within distribution of tasks; and safeguarding of research time in leadership roles

By end of May 2018

DVC – P&I

>90% agreement from academics, with no gender differential in response that their workload is fairly allocated. (Staff Survey July 2020)

5.6 (ix) TIMING OF INSTITUTIONAL MEETINGS

AP 5.6.8 We will ensure that employees are able to maintain a positive work/life balance.

Concerns have been raised about the timing of meetings/social gatherings, with the request that the University provides guidance to ensure meeting organisers consider accessibility. Staff Survey (2017) response rate to “I feel I have a good

work–life balance” was 53% for

academics compared to 71% for whole University. A concern has been raised about increasing expectations to respond to emails outside core working hours.

Guidance developed through consultation with employees and unions.

By June 2018 University Registrar and Secretary

Response in next Staff Survey to “I feel I have a good work life balance” increase to 70% by 2020. Random sample to show 60% emails include a message on email usage by 2019, increasing to 70% by 2020 and 85% by 2021.

Convene a discussion group to consider institutional recommendations for core meeting times within 9.30am and 4pm to avoid the impact for those with caring responsibilities.

June 2018


Consultation to get input into guidance on email usage, for example inclusion of a message used by PU PSMD: “You may receive this email outside office hours. Please be assured that there is no expectation for you to reply until normal working hours.”

Guidance agreed by August 2018

Director of TIS/HR Director

5.6 (x) VISIBILITY OF ROLE MODELS

AP 5.6.9 We will be an institution that promotes and celebrates the achievements of women in areas where they are under-

Women do not have enough aspirational role models within “male” subjects, and men do not have enough aspirational role models within “female” subjects that they can relate to.

Bespoke sections of the website to be promoted to employees with reminders in the Staff Bulletins, and front page of the intranet staff portal. E.g. Women in Science” and “Women in Medicine”.

January 2018 and thereafter

Head of Media and Communications supported by Co-Chairs of AS SAT/EDIC

Web audits show the visibility of under-represented role models by discipline increased by 20% year on year, until the representation is equal.

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Action Plan Number






represented and men where they are under-represented.

Most recent gender audit shows that there is an imbalance in representation by gender across the disciplines

Digital Team complete annual AS webpage review with Local SAT Chairs and agree web plan to highlight under-represented groups.


Digital Services Manager

Gender audits will show that successful women and men at the University are identified and celebrated equally by 2022. Specific targets for: FoHHS –incremental increase achieved in representation of males in HHS releases from 22% by 5% each year to achieve >40% by April 2022. Improve gender balance for FoAH from 33% female to 50% female by November 2021. Improve gender balance for FoB from 47% female to 50% female by November 2019.

Editorial team to carry out monthly gender audit of news releases and write more news releases to celebrate men or women to address specific challenges of under-representation.

Commencing January 2018 and monthly thereafter

Head of Media and Communications supported by Co-Chairs of AS SAT/EDIC

Meet with Associate Deans Research to understand research pipeline to identify under-represented staff for news articles.

August 2018 Head of Media and Communications

AP 5.6.10 We will present data relating to news releases clearly for all disciplines to enable accurate reporting and monitoring to develop targets.

Disaggregation of data required to support discipline-specific representation to ensure they are not subsumed in overall faculty data, e.g. Social Science and Law.

Discipline specific data reported to support gender audit analysis and targeting of articles.

Commenced March 2018 and annually thereafter


Reports will be available that show the breakdown of news releases by discipline in AHSSBL.

AP 5.6.11 We will have data relating to Peninsula Arts events to enable accurate reporting and monitoring

We do not currently have gender data for attendees

We will use ACE funding partnership to develop data collection systems.


Director of Peninsula Arts Reports will be available that show the breakdown of attendees by gender.

5.6 (xi) OUTREACH ACTIVITIES

AP 5.6.12 We will have comprehensive and complete information on outreach activities carried out centrally and within faculties/ schools to monitor the

Data is not currently collected in a consistent way across faculties/schools. A uniform recording approach needs to be implemented to support our OFFA agreement

System development work to implement new recording procedure completed. Ability to record who is involved in outreach activities (PS and R&A) by gender, as well as participants.


Head of Recruitment and Outreach

Outreach reports will include a breakdown of protected characteristic and data from the Outreach team and faculties/schools.

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Action Plan Number






effectiveness of activities in targeting under-represented students.

requirements to support widening participation and social mobility actions.

Business case for Faculty Outreach Officers to deliver uniform support and capture of evaluation data submitted.

By August 2018


Revised outreach support approach operational.

By August 2020


Implementation of an app (Gecko) that enables members of the Outreach team and faculties to support data collection.

August 2018 Head of Recruitment and Outreach

6.0 SUPPORTING TRANS PEOPLE

AP 6.1 All staff will be aware of trans policy, practices and support.

Trans awareness course was added to our portfolio in 2017. Only 6% of attendees were research and academic staff compared to 94% of professional and support staff. However, it is important that academics working with students have this awareness.

Raise awareness of course and its objectives by advertising in the Staff Bulletin and targeting R&A staff and Faculty E&D Senior Administrators to provide information for academics.

January – June

2018

Faculty E&D Senior Administrators

>95% staff are aware of trans policy by 2021. Increase in proportion of R&A attendees from 6% to 30% by July 2020. Embed into annual staff development

programme. February 2018


Online locations list added to Student Handbook and other relevant intranet pages.

In place by June 2018

Facilities Officer

AP 6.2 Gender neutral toilets will be available with information and signage across the campus. All new buildings will include gender-neutral provision.

Make information available on location of gender neutral facilities and ensure that new buildings incorporate facilities as a standard requirement.

Standard protocol to include gender neutral facilities incorporated into building specification requirements for all new buildings.

January–June

2018

Facilities Officer

Completed list of facilities available and accessible for staff and students by start of 2018/19 academic year. Campus provision increases incrementally with addition of new buildings. Feedback from UPSU/LGBT Societies confirms continual Trans community are aware of on- campus facilities.

Support International Transgender Day of visibility and other Trans events.

March 2019 Chair of LGBT Staff Forum Equality and Wellbeing Officer UPSU LGBT Staff Forum

AP 6.3 All HAs will have a detailed understanding of the University’s

HAs require training to deal with any issues (including bullying and harassment) arising for trans

Identify which HAs still need to attend and email them to ensure they book onto training.

By August 2018 and as new HAs are appointed

Equality and Wellbeing Officer/OD Administrator

100% of HAs will have completed the training before starting the role.

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Action Plan Number






Trans policy and relevant legislation.

staff/students to enable them to deal with it in a sympathetic and understanding manner.

AP 6.4 Identify opportunities to raise awareness.

There is a continuing need to raise awareness of transgender to enable our employees to understand issues facing trans staff and students.

Link activities and communications into national events through articles in the staff/student bulletins and website updates. .

EDI agenda item January 2018 (termly)

Equality and Wellbeing Officer

Qualitative feedback from staff and students confirms awareness of institutional policies.

7.0 FURTHER INFORMATION

AP 7.1 Equality and diversity is embedded into the University planning process with action plans to address gender balance in Professional services directorates.

Females make up two thirds of professional and support employees. Data show females are represented in larger numbers in lower graded roles.

We will ensure Professional Services Directors have regular equality reports for their area based on grade.

Commencing November 2018 and annually thereafter

Head of Employee Relations and Wellbeing, supported by HR BPs

100% of business plans produced within the business planning process will include actions to improve the gender balance in the directorate. E&D discussions will be evidenced in the minutes of the SLF meetings. EDI actions in the 2017/18 business plans for 100% of Professional Services Directors. EDIC will receive reports from 100% of professional services directorates with data demonstrating progress against actions. 20% increase in proportion of males in professional services grades 2–5, and 20% increase in females in professional services

grades 6–8.

Professional Services Directors to include equality and diversity action plans, incorporated into the annual business planning process.


University Registrar and Secretary overall responsibility Professional Services Directors, supported by HR BPs

Professional Services Directors to provide annual equality reports to EDIC for monitoring and review.

Commencing October 2018 and annually thereafter

Registrar and Secretary overall responsibility Professional Services Directors, supported by HR BPs

University Registrar and Secretary to include EDI as an item at senior leadership team meetings (termly).

Commenced January 2018 and termly thereafter


AP 7.2 Continuous review of gender equality within student body across all areas of the University.

Ongoing programme of reviews and action plans to ensure equality of opportunity for all genders.

Faculty/School SAT action plans include actions to address under-representation of students by gender across all disciplines.

AS submission timeline for the faculty/school

Chair of faculty/school SAT 100% action plans developed as part of University Submission strategy (AP 3.5) include action addressing under-representation

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Action Plan Number






Annual profile reviews reported to University SAT and UEG. UEG to ensure strategy targeting under-representation of gender in student body is embedded in student recruitment campaigns.

In place and ongoing In place and ongoing

Chair of Faculty/School SAT Chief Marketing Officer, supported by the Head of Marketing and Admissions

by gender/discipline where this has been identified, Itemised and reported on University SAT and UEG minutes. Growth in equality of representation of student body across all faculties >5% year on year.

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