department application - university of manchester
TRANSCRIPT
Department Application
Bronze and Silver Award
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ATHENA SWAN BRONZE DEPARTMENT AWARDS
Recognise that in addition to institution-wide policies, the department is working to promote
gender equality and to identify and address challenges particular to the department and discipline.
ATHENA SWAN SILVER DEPARTMENT AWARDS
In addition to the future planning required for Bronze department recognition, Silver department
awards recognise that the department has taken action in response to previously identified
challenges and can demonstrate the impact of the actions implemented.
Note: Not all institutions use the term ‘department’. There are many equivalent academic
groupings with different names, sizes and compositions. The definition of a ‘department’ can be
found in the Athena SWAN awards handbook.
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 department 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.
WORD COUNT
The overall word limit for applications is 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 recommendations as a guide.
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Department application Bronze Silver
Word limit 10,500 12,000
Recommended word count
1.Letter of endorsement 500 500
2.Description of the department 500 500
3. Self-assessment process 1,000 1,000
4. Picture of the department 2,000 2,000
5. Supporting and advancing women’s careers 6,000 6,500
6. Case studies n/a 1,000
7. Further information 500 500
To Note:
Alliance Manchester Business School has been awarded 1,000 additional words (please see email
below).
The additional words were used in Sections 1, 4 and 5. The word count is 11,412, distributed as
follows: Section 1: 477; Section 2: 547; Section 3: 960; Section 4: 2,762; Section 5: 7,344; Section
7: 346.
From: Patrick Johnson [mailto:[email protected]] Sent: 14 September 2018 10:51 To: Athena Swan <[email protected]> Subject: Request to extend word limit Hello I would like to request to extend the word limit for the Alliance Manchester Business School at the University of Manchester. The reason for the request: Alliance Manchester Business School (AMBS) is a large full-service business school. The fields of business and management are comprised of many different concepts and approaches which need to be studied in their wider social, economic and political contexts. Due to the scale and breadth of our research and teaching, AMBS is organised into four divisions: Accounting and Finance; Innovation Management and Policy; People, Management and Organisations; and Management Sciences and Marketing. Our divisions are also home to a number of research groups, centres and institutes that work collaboratively across the School, the Faculty of Humanities and the wider University of Manchester. This results in a unique and complex structure that requires a specific separate analysis of the School’s different units, which are very heterogeneous not only in size but also in the composition of their staff and student bodies. Thank you Patrick Johnson Head of Equality, Diversity and Inclusion
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From: Athena Swan <[email protected]> Date: 21 September 2018 at 10:24:56 BST To: Patrick Johnson <[email protected]>, Athena Swan <[email protected]> Subject: RE: Request to extend word limit Hi Patrick, Thank you for your email, and apologies for the delay in my response. Given the complex structure described below, we are happy to allow an additional 1,000 words for the Alliance Manchester Business School application in the November 2018 round. Please include a copy of this email at the beginning of your application, along with your original request, and state clearly throughout the application where the additional words have been used. With best wishes, Jess Jessica Kitsell Equality Charters Adviser E [email protected] T +44 (0)20 3870 6022
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Name of institution The University of Manchester
Department Alliance Manchester Business School
Focus of department AHSSBL
Date of application November 2018
Award Level Bronze
Institution Athena SWAN award Bronze held since 2009
Contact for application
Must be based in the department
Dr Isabel Tavora
Email Isabel. Tavora @manchester.ac.uk
Telephone 0161 2768489
Departmental website https://www.mbs.ac.uk/
1. LETTER OF ENDORSEMENT FROM THE HEAD OF DEPARTMENT
Recommended word count: Bronze: 500 words | Silver: 500 words (500 words)
An accompanying letter of endorsement from the head of department should be included. If the
head of department is soon to be succeeded, or has recently taken up the post, applicants should
include an additional short statement from the incoming head.
Note: Please insert the endorsement letter immediately after this cover page.
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Application for an Athena SWAN Award, Alliance Manchester Business School (AMBS), University
of Manchester (UoM).
The AMBS Strategic Plan 2017/18 states that the School aims to ensure that “Alliance MBS is a fair
and diverse place to work and study and its external engagement and impact activities capture the
diversity of the Business School”.
I fully endorse the application by the School for the Athena SWAN Bronze Award and have ensured
that the information presented in the application, including the qualitative and quantitative data, is
an honest, accurate and true representation of the School.
As Head of School (HoS), I have initiated the process that led to the creation of an Equality and
Diversity Committee (E&DC) in 2015 with representation across the School that would help us
identify ways to advance gender equality among staff. This has led to the development of a
number of initiatives to support women’s careers, including an annual Promotion Workshop open
to all but particularly aimed at encouraging and assisting promotion applications from women and
BAME employees. The E&DC, now the Athena SWAN Self-Assessment Team (SAT), proposed the
creation of a fund to cover childcare expenses incurred by the participation in conferences and
other career-relevant events of parents of young children. I fully supported this initiative by
allocating £10,000 per year to this fund. The Carer Support Fund, as it is referred, was seen as best
practice and is now being adopted by other Schools and Departments in the Faculty of Humanities.
Despite women being well represented in the School’s Senior Leadership Team (SLT), the data in
the application shows that they are under-representated in senior academic grades, especially at
Professor level and that progress in this area has been very slow in recent years. In turn, women
are over-represented in lower academic grades and researcher roles. As research posts tend to be
fixed-term, women are also more affected by employment insecurity. There are also imbalances
amongst students, especially in the Master of Business Administration (MBA) and Doctor of
Business Administration (DBA) programmes, where women are under-represented. These are the
main gender equality challenges that AMBS is faced with but we are determined to address them.
The Athena SWAN Bronze Award application provided an opportunity and offered guidance to help
identify the areas that need to improve in order to address these inequalities.
I have been personally involved in the application through working closely with the SAT, reviewing
the Athena SWAN application, advising and providing feedback at the different stages of the
process. I have supported the development of an ambitious Action Plan to ensure visible and
timely improvements are made towards greater gender equality in all areas of the School.
I am committed to ensuring that the implementation the Action Plan is fully resourced. I will be
fully engaged in the implementation of the Action Plan and will be working with the AMBS
community to ensure that we embed gender equality in everything that we do.
Yours sincerely,
Fiona Devine Head of School, AMBS
Word Count: 477
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Acronyms list
Acronym Meaning
AACSB Association to Advance Collegiate Schools of Business
AHoSR Associate Head of Social Responsibility
A&F Accounting and Finance Division
AMBS Alliance Manchester Business School
DBA Doctor of Business Administration
DSR Director of Social Responsibility
E&DG Equality and Diversity Group
FTC Fixed Term Contract
FTRS Fixed Term Research Staff
HoD Head of Division
HoS Head of School
HoSA Head of School Administration
M/F Male/Female
MBA Masters of Business Administration
IMP Innovation, Management and Policy Division
MSM Management Sciences and Marketing Division
PDR Performance and Development Review
PGR Postgraduate Research
PGT Postgraduate Taught
PMO People, Management and Organisations Division
PS Professional Services
R Research-Only Contract
RG Russell Group
SAT Self-Assessment Team
SG Self-Assessment Team Steering Group
SLT Senior Leadership Team
T&R Teaching and Research Contract
TF Teaching-Focused Contract
UG Undergraduate
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2. DESCRIPTION OF THE DEPARTMENT
Recommended word count: Bronze: 500 words | Silver: 500 words
Please provide a brief description of the department including any relevant contextual information.
Present data on the total number of academic staff, professional and support staff and students by
gender.
AMBS is one of the five Schools of the Faculty of Humanities of the UoM. The School’s teaching and
research encompasses all areas of Business & Management, organised across four Academic
Divisions (three of which are led by women), each with approximately 70 Academic and Research
staff:
Accounting and Finance (A&F) – 32% Female
Innovation, Management and Policy (IMP) – 39% Female
Management Sciences and Marketing (MSM) – 33% Female
People, Management and Organisations (PMO) – 48% Female
The Academic Divisions are disciplinary based and have cognate areas for organising teaching and
facilitating research. The School is also home to three Research Institutes and five Research
Centres. In addition to the Academic Divisions there are two small teaching-focussed areas
supporting teaching with approximately six staff in each group: the Manchester Enterprise Centre
and the Executive Education Centre. AMBS has been until now situated across four buildings within
5-10 minutes walking distance but, from January 2019, all staff will be based in the newly
refurbished building (pictured below), which includes a new library, teaching, research, personal
study and social spaces.
Figure 2.1 AMBS Newly Refurbished Building
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The School’s student and staff breakdown is summarised in the table below:
Table 2.1 AMBS Staff and Students
Total number % Female
Students 3,298 54%
Part-time Global MBA students 1,409 34%
Academic and research staff 302 38%
Professional Services staff 209 70%
Senior Leadership Team (SLT)
The School’s SLT (75%F) is the School’s senior decision-making committee, advising the HoS and
shaping the School’s strategy and vision. It includes Academic and Professional Services (PS)
colleagues in senior leadership positions including Heads of Division (HoDs), Directors of Activity
areas and PS leads. All the academic staff report to their HoD.
Figure 2.2 AMBS Senior Leadership Team
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There are seven main Professional Services (PS) activity areas which organise the delivery of
professional services; six of these are led by women. Together with the HoSA, they constitute the
Senior Administrative Team (88%F). They are responsible for the effective operation and line-
managing all PS staff of their respective department.
Figure 2.3 AMBS Senior Administration Team
Professional Services
Across PS, women hold 70% of all posts, 68% of posts at Grades 2-5 (clerical), and 73% of posts at
Grades 6-9 (managerial), though this proportion declines to 60% at the highest Grades (8/9), as
shown below.
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Figure 2.4 Professional Services Staff by Grade 2017/18
Academic Staff
The School’s Academic staff are on contracts which are either Teaching and Research (T&R),
Teaching Focussed (TF) or Research only (R). There is equivalence across the contract types to
grades on the national pay scale.
Table 2.2: Contract Type to Grade Equivalence for Academic and Research Staff
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
Research Assistant (R)
Research Associate (R) Lecturer (T&R) Lecturer (TF)
Lecturer (T&R) Lecturer (TF) Research Fellow (R)
Senior Lecturer (T&R) Senior Lecturer (TF) Senior Research Fellow (R)
Professor (T&R) Professor (TF) Professor (R)
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7Grade
8/9Total
Female 0 4 12 42 37 27 15 9 146
Male 2 1 8 18 15 10 3 6 63
100%
20%
40% 30% 29% 27%
17%
40% 30%
80%
60% 70% 71% 73%
83%
60% 70%
0%
25%
50%
75%
100%
% M
ale
/Fe
mal
e
All Professional Services Staff by Grade 2017/18
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Figure 2.5 Academic and Research Staff by Grade and Role 2017/18
It is clear that as seniority increases, the proportion of female Academic and Research staff
decreases incrementally from a high of 59% at Grade 6, to only 23% female at Grade 9. This will be
further discussed and analysed in Section 4.2.
Students
AMBS offers a range of undergraduate (UG), postgraduate taught (PGT) and postgraduate research
(PGR) programmes. Overall, there is a good gender balance in AMBS, with males comprising 53%,
and females comprising 47% of the student population, but there are imbalances at programme
level as shown in Figure 2.6 (overall UG: 49%F, PGT: 48%F, PGR: 39%F). It is noted that the vast
majority of the students on the part-time PGT programmes are Global MBA students, and are
based at the UoM’s International Centres in Dubai, Shanghai, Hong Kong and Singapore, and at
partner institutions in Brazil and the USA. Administrative staff working in the International Centres
are employed by University of Manchester Worldwide Limited, a subsidiary company. Therefore,
only Global MBA students are within the remit of AMBS’ Athena SWAN application (and not the
associated staff).
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Total
ResearchAssistant
Lecturer,ResearchAssociate
Lecturer,Research
Fellow
SeniorLecturer,
Senior ResFellow,Reader
Professor,Professorial
ResearchFellow
All
Female 1 29 38 27 21 116
Male 1 20 43 52 70 186
50% 41%
53%
66% 77%
62%
50% 59%
47%
34% 23%
38%
0%
25%
50%
75%
100%
% M
ale
/Fe
mal
e
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Figure 2.6 AMBS Student Profile 2016/17
Word count: 547
Full Time Part Time Full Time Part Time Full Time Part Time
Undergraduate Postgraduate (Taught) Postgraduate (Research)
Female 875 0 797 482 66 34
Male 912 0 452 931 81 77
49%
64%
34%
45% 31%
51%
36%
66%
55% 69%
0
200
400
600
800
1000
No
. of
Stu
de
nts
AMBS Student Profile 2016/17
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3. THE SELF-ASSESSMENT PROCESS
Recommended word count: Bronze: 1000 words | Silver: 1000 words
– The self-assessment process
Recommended word count: Bronze: 1000 words | Silver: 1000 words (x words)
Describe the self-assessment process. This should include:
(i) A description of the self-assessment team
The Self-Assessment Team (SAT) is the School’s Equality and Diversity Committee (E&DC), which
was first established in 2015 to bring about a more balanced representation of female and BAME
colleagues and contribute to improve the School’s understanding of how to support their career
development and promote greater equality.
The E&DC and SAT is currently chaired by Dr Isabel Tavora who leads the application for Athena
SWAN accreditation. Gender inequality is one main area of Dr Tavora’s expertise and her research
main aim is to contribute to a better understanding of inequalities and how to reduce them. Dr
Tavora is a member of the AMBS Work and Equalities Institute. The SAT Chair has a 10% work
allocation allowance.
There is also a Steering Group (SG) contributing more directly to the application comprising Dr
Isabel Tavora, Joanne Couling (HR Business Partner), Andrew Peet (Planning & Information
Analyst), Deborah Cox, (Research Institute Manager) and Dianne Connah (Senior Marketing
Officer). As the SG they have been more involved in gathering data and writing the application.
To develop the membership of the SAT/E&DC colleagues’ interest was canvassed to self-nominate
through the School e-Newsletter, PS and Academic managers were invited to self-nominate, staff
were asked to nominate themselves and a PhD student representative was invited. The School
aimed to represent the diversity of AMBS staff, including members of each Division, PS and
Academic staff, senior management and people are at different stages of their careers with a range
of experiences and working patterns.
The SAT currently comprises 21 members (17F, 4M), with nine academic staff, three research staff,
eight PS staff and one PGR student. The SAT has an over-representation of women which reflected
their greater interest and concern with gender equality. SAT plans to improve the representation
of men in the SAT through Action 1. The table below summarises the members profile.
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Table 3.1 SAT Members Profile
SAT member Job Title Gender FT/PT
Brief Profile PSS/ Academic
Ilma Nur Chowdhury
Lecturer in Marketing
F FT Work experience in both industry and academia. Originally from Bangladesh. Mother of 2 year old child and carer of elderly parent.
Academic
Dianne Connah
Senior Marketing Officer
F FT Recent experience of promotion and acting up; Wellbeing Champion, Manchester Gold Mentor and volunteer peer mentor for Self-Help Services.
PS
Joanne Couling
HR Business Partner
F FT Member of SLT, responsible for E&D HR policies within the School.
PS
Deborah Cox
Research Institute Manager and SAT Secretary
F FT Member of UoM staff 23 years, initially part-time fixed-term researcher. Background in social sciences.
PS
Susanne Espenlaub
Professor of Accounting and Finance
F FT Professor in AMBS in Corporate Finance. UCU contact for A&F and active organising member. Mother of 14 year old.
Academic
Julia Handl
Senior Lecturer in Decision Sciences
F FT Started working at UoM through fixed-term contracts. Currently Associate Head of Teaching in MSM division. Two children (12 and 8).
Academic
Greg Holmes
Communications Officer
M FT Supports the SAT by writing articles for the School’s newsletter, creating posters, organising events.
PS
Robyn Jelley Doctoral Researcher & Teaching Assistant
F PT Research focus on gender inequality and knowledge work. Practitioner background as HRM specialist - IT consultant.
Student
Helen Jennings
Resource Co-ordinator
F PT Staffing and HR resourcing. Mother of three year old and carer of elderly relative. Wellbeing Champion; Member of Parent’s Network
PS
Julia Kasmire
Research Associate F FT Research focus on industrial and urban regeneration. Contributor to mental health, equality and sustainability initiatives. Co-chairs the Women Researchers Network.
Research
Sarah Knowles
Senior Research Fellow
F FT Researcher in one of the School’s Health Service Research Centres. Her research explores patient and public involvement in Learning Health Systems.
Research
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SAT member Job Title Gender FT/PT
Brief Profile PSS/ Academic
Joel Loutfi
PGT Administrator M FT MSc Programme Administrator. Experience as Occupational Health administrator, MSc/UG Assessment and PGT administration.
PS
Anne McBride
Professor Employment Studies and PGR Director
F FT Expertise in healthcare management and gender equality Chaired panel that created Code of Practice for Diversity and Inclusion (BS 76005).
Academic
Kate McNamee
Head of Marketing & Communications
F FT Ensures equality is embedded in marketing, communications and recruitment activity. Active role in mentoring events for girls in local schools.
PS
Kenneth Mcphail
Professor of Accounting
M FT Previously Vice Dean Social Responsibility, Faculty of Humanities and current Deputy Head of AMBS.
Academic
Andrew Peet Planning & Information Analyst
M FT At UoM since 2009. Started as a student before becoming a member of staff. Andy gathers and analyses student and staff data for Athena SWAN.
PS
Veronica Sanchez Romaguera
Lecturer in Enterprise and Sustainability
F FT Over 10 years’ experience in University-Industry knowledge transfer and commercialisation of academic research. Lecturer at AMBS since 2013.
Academic
Pam Stapleton
Professor of Accounting
F FT Chartered Accountant with research expertise in public sector accounting and accountability. Highly committed to pushing forward the careers of female junior colleagues.
Academic
Isabel Tavora
Lecturer in Human Resource Management
F FT Chairs the SAT. Academic expertise in employment and social inequalities, gender and work family reconciliation. Isabel has a hearing disability.
Academic
Abigail Tazzyman
Research Associate F FT Fixed-term researcher focusing on workforce within health services. Research expertise on gender focused social research. Co-chairs the Women Researchers Network.
Research
Elvira Uyarra
Co-director (MIOIR) & Reader (AMBS)
F FT Joined AMBS 2002 as fixed-term researcher. Scholarly interest in innovation/regional inequalities.
Academic
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(ii) an account of the self-assessment process
The E&DC has met 4-5 times per year (see summary Table 3.2 below). AMBS submitted a previous
application in April 2017 which was not successful. This triggered a process of reflection but did not
preclude the implementation of actions that had been planned during the initial process.
Ultimately, it led to the realisation that AMBS had to develop additional efforts to identify issues
and devise initiatives to address them. In this context, the process of data gathering had two
phases:
The period leading to the April 2017 application, in which a staff survey (Athena SWAN
Survey), where 60% response rate was achieved: 147 academic (51%F) and 144 PS staff
(66%F). In this period, focus groups led by E&DC members were also conducted with staff,
UG students, PGT students and PGR students. In some instances, the School also made
complementary use of 2017 AMBS data from the staff survey conducted by the UoM.
The period preceding this application in which E&DC sought further and updated views of
staff through qualitative consultation with staff. The methodology used was that several
SAT members (one PS, one academic member from each Division, the lead of the women
researchers network, and the PGR director) consulted with their respective groups (and PGR
students), in some cases by email and in others in person, on a number of items relevant for
Athena SWAN. These were then sent to and collated by the SAT Chair.
The quantitative analysis of staff and student profiles in this application is based on data provided
by the UoM’s central student services and HR, as well as data locally gathered by the School.
Appropriate E&D budgets have been made available to support the application and related E&D
activities such as events.
The SAT started planning for the Athena SWAN application in 2016 and a summary of meetings and
topics are presented Table 3.2.
Table 3.2 SAT Meeting Dates and Major Discussion Points
Year Number of meetings
Key issues discussed
2016 4 Athena SWAN aims and objectives; wider engagement; communication plans; survey planning; focus group planning.
2017 5 Staff survey and focus groups findings; Athena SWAN application and action planning; action plan implementation: reconstitution of the SAT; promotion workshop, induction programme, role models, visibility of women leaders, transgender workshop. Discussions on failed Athena SWAN submission and feedback, plans for resubmission.
2018 5 Action plan implementation: poster showing school’s women leaders as role models; Carer Support Fund, Women’s Researcher Network. Athena SWAN application and action planning; consultation with staff.
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The self-assessment process sought to involve senior leadership firstly through the involvement in
committee meetings of the Deputy HoS. The School will seek to further increase participation of
senior leadership the future through Action 2.5. The involvement of SLT in the application process
was also ensured through the participation of the SAT Chair in a number of SLT meetings. The SAT
Chair also met individually with the HoS and HoSA and other senior managers to discuss and agree
actions to address issues identified in the Athena SWAN application. E&D issues and Athena SWAN
have become a regular item in the agenda of senior management meetings and from now on they
will become a formal standing item in the agenda of the SLT, which the Chair of the E&DC will
attend regularly (Actions 2.4 and 2.5).
(iii) Plans for the future of the self-assessment team
To ensure the continuity of the SAT/E&DC, AMBS will conduct an annual review of membership
with the aim that the SAT represents male and female staff with diverse characteristics, grades,
from different divisions as well as students (Action 1). Throughout the consultation the School has
realised that there is limited awareness among staff of the significance of and limited engagement
with the E&D activities of the SAT/E&DC and so AMBS needs better channels of communication. To
this end, the School has developed Actions 2.1 and 2.2. AMBS also needs a better integration of
the E&DC with the governance structures of the School, which it is hoped will be achieved with
Actions 2.3-2.5. The SAT will hold a minimum of four meetings per year. The Athena SWAN Survey
will be undertaken every two years, which will help track progress towards greater equality (Action
2.6). It is recognised that time and resources are needed to support the implementation of the
Action Plan. At the moment, the role of SAT Chair is allocated 10% WAM (Workload Allocation
Model) hours. The input from other academic members is currently accounted for within the
citizenship allowance. This will be reviewed as part of Action 3.
Action 1 - Establish an annual review of E&DC (SAT) membership to ensure that it represents
male and female staff with diverse characteristics, grades and students. This will involve
targeting invitations to staff from under-represented groups.
Action 2.1 -Annual E&D lunch event open to all staff. In the next few years themes addressed
will include the gender pay gap, the gender imbalances of staff participating in outreach
activities, transgender issues and Athena SWAN progress.
Action 2.2 - Two page annual activity report of the E&DC of to be shared with all staff via
email and intranet.
Action 2.3 - The Director of Social Responsibility to become a member of the E&DC.
Action 2.4 - Chair of the E&DC to participate in two SLT meetings per semester and advise on
equality initiatives and on potential equality impact of policies.
Action 2.5 - Establish E&D as a standing item in SLT agenda.
Action 2.6 - Run the Athena SWAN survey every two years, which will help track progress
towards greater equality.
Action 3 - WAM Management Group to consider additional WAM hours for E&DC
participation and tasks undertaken.
Word count: 960
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4. A PICTURE OF THE DEPARTMENT
Recommended word count: Bronze: 2000 words | Silver: 2000 words
4.1. Student data
If courses in the categories below do not exist, please enter n/a.
(i) Numbers of men and women on access or foundation courses
AMBS has no foundation courses but participates in the Manchester Access Programme (MAP).
The MAP allows us to target and support talented students from backgrounds currently under-
represented in Higher Education. We offer reduced entry tariff on completion of a portfolio of
work.
Table 4.1 Recent UG Entrants Through MAP
Year of Entry Female Male Total % Female
2014/2015 5 3 8 63%
2015/2016 11 3 14 79%
2016/2017 11 4 15 73%
Total 27 10 37 73%
(ii) Numbers of undergraduate students by gender
Full- and part-time by programme. Provide data on course applications, offers, and acceptance
rates, and degree attainment by gender.
AMBS has six BSc (Hons) full-time programmes:
Accounting
International Management
International Management with American Business Studies (IMABS)
Information Technology Management for Business (ITMB)
International Business, Finance & Economics (IBFE)
Management
AMBS does not offer any UG part-time programmes.
In this section detailed data of UG programmes is provided and compared to student profile HESA
benchmarking data for all UK institutions (% Female All), and for Russell Group institutions (%
Female Russell Group). In each case, the most relevant subject group(s) has been used as a
comparison as shown below (Table 4.2). The analysis is provided in the end of the sub-section.
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Figure 4.1 Total Registered UG Student Numbers by Year
Table 4.2 UG Benchmarking HESA Subject Groups
Programme Benchmark Subject Grouping
BSc (Hons) Accounting Accounting
BSc (Hons) International Management Management Studies
BSc (Hons) International Management with American Business Studies Management Studies
BSc (Hons) Information Technology Management for Business Information Systems
BSc (Hons) International Business, Finance and Economics
Economics, Business Studies & Finance
BSc (Hons) Management Management Studies
49% 50% 49%
0%
10%
20%
30%
40%
50%
60%
0
200
400
600
800
1000
1200
2014/15 2015/16 2016/17
% F
em
ale
Stu
de
nt
Nu
mb
ers
Female Male % Female
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Table 4.3 Total Registered UG Student Numbers by Programme and Year
UG Admissions Data
The application data for UG programmes is presented below. Registrations have been provided in
place of acceptances. As not all acceptances lead to registrations, the latter provides a better
indication of the actual number of students joining the programme each year.
2014/15 2015/16 2016/17
Female 56 69 74
Male 65 63 74
Total 121 132 148
% Female 46.3% 52.3% 50.0%
% Female (Russell Gp) 50% 50% 50%
% Female (All) 45% 45% 44%
Female 82 71 62
Male 88 73 59
Total 170 144 121
% Female 48.2% 49.3% 51.2%
% Female (Russell Gp) 50% 49% 49%
% Female (All) 47% 47% 48%
Female 69 71 57
Male 65 71 74
Total 134 142 131
% Female 51.5% 50.0% 43.5%
% Female (Russell Gp) 50% 49% 49%
% Female (All) 47% 47% 48%
Female 27 40 50
Male 51 58 88
Total 78 98 138
% Female 34.6% 40.8% 36.2%
% Female (Russell Gp) 28% 30% 31%
% Female (All) 22% 21% 21%
Female 114 108 131
Male 150 160 169
Total 264 268 300
% Female 43.2% 40.3% 43.7%
% Female (Russell Gp) 42% 41% 41%
% Female (All) 41% 41% 41%
Female 475 510 501
Male 430 435 448
Total 905 945 949
% Female 52.5% 54.0% 52.8%
% Female (Russell Gp) 50% 49% 49%
% Female (All) 47% 47% 48%
BSc (Hons) Information
Technology Management
for Business
BSc (Hons) International
Business, Finance and
Economics
BSc (Hons) Management
Year GenderYear
BSc (Hons) Accounting
BSc (Hons) International
Management
BSc (Hons) International
Management with
American Business Studies
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Tables 4.4 UG Student Admissions Data by Programme: Applications, Offers and Registrations by
Year
Table 4.4.1 BSc (Hons) Accounting
Year Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f ap
plic
ants
mad
e o
ffe
rs
Pro
po
rtio
n o
f th
ose
mad
e
off
ers
re
gist
eri
ng
Pro
po
rtio
n o
f ap
plic
ants
regi
ste
rin
g
2014/15
Female 160 107 22 67% 21% 14%
Male 157 103 23 66% 22% 15%
% Female 50% 51% 49%
2015/16
Female 214 129 27 60% 21% 13%
Male 199 108 23 54% 21% 12%
% Female 52% 54% 54%
2016/17
Female 181 126 23 70% 18% 13%
Male 181 114 23 63% 20% 13%
% Female 50% 53% 50%
Overall
Female 555 362 72 65% 20% 13%
Male 537 325 69 61% 21% 13%
% Female 51% 53% 51%
Table 4.4.2 BSc (Hons) International Management
Year Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f ap
plic
ants
mad
e o
ffe
rs
Pro
po
rtio
n o
f th
ose
mad
e
off
ers
re
gist
eri
ng
Pro
po
rtio
n o
f ap
plic
ants
regi
ste
rin
g
2014/15
Female 182 113 24 62% 21% 13%
Male 133 77 27 58% 35% 20%
% Female 58% 59% 47%
2015/16
Female 164 91 19 55% 21% 12%
Male 140 76 20 54% 26% 14%
% Female 54% 54% 49%
2016/17
Female 151 102 18 68% 18% 12%
Male 135 74 14 55% 19% 10%
% Female 53% 58% 56%
Overall
Female 497 306 61 62% 20% 12%
Male 408 227 61 56% 27% 15%
% Female 55% 57% 50%
23
23
Table 4.4.3 BSc (Hons) International Management with American Business Studies
Year Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f ap
plic
ants
mad
e o
ffe
rs
Pro
po
rtio
n o
f th
ose
mad
e
off
ers
re
gist
eri
ng
Pro
po
rtio
n o
f ap
plic
ants
regi
ste
rin
g
2014/15
Female 92 63 20 68% 32% 22%
Male 94 53 19 56% 36% 20%
% Female 49% 54% 51%
2015/16
Female 82 51 20 62% 39% 24%
Male 111 64 20 58% 31% 18%
% Female 42% 44% 50%
2016/17
Female 93 53 16 57% 30% 17%
Male 92 59 18 64% 31% 20%
% Female 50% 47% 47%
Overall
Female 267 167 56 63% 34% 21%
Male 297 176 57 59% 32% 19%
% Female 47% 49% 50%
Table 4.4.4 BSc (Hons) Information Technology Management for Business
Year Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f ap
plic
ants
mad
e o
ffe
rs
Pro
po
rtio
n o
f th
ose
mad
e
off
ers
re
gist
eri
ng
Pro
po
rtio
n o
f ap
plic
ants
regi
ste
rin
g
2014/15
Female 76 46 10 61% 22% 13%
Male 144 70 22 49% 31% 15%
% Female 35% 40% 31%
2015/16
Female 111 53 21 48% 40% 19%
Male 218 97 25 44% 26% 11%
% Female 34% 35% 46%
2016/17
Female 132 87 18 66% 21% 14%
Male 231 118 37 51% 31% 16%
% Female 36% 42% 33%
Overall
Female 319 186 49 58% 26% 15%
Male 593 285 84 48% 29% 14%
% Female 35% 39% 37%
24
24
Table 4.4.5 BSc (Hons) International Business, Finance & Economics
Year Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f ap
plic
ants
mad
e o
ffe
rs
Pro
po
rtio
n o
f th
ose
mad
e
off
ers
re
gist
eri
ng
Pro
po
rtio
n o
f ap
plic
ants
regi
ste
rin
g
2014/15
Female 242 151 41 62% 27% 17%
Male 321 179 47 56% 26% 15%
% Female 43% 46% 47%
2015/16
Female 271 155 42 57% 27% 15%
Male 387 224 63 58% 28% 16%
% Female 41% 41% 40%
2016/17
Female 279 180 52 65% 29% 19%
Male 427 258 64 60% 25% 15%
% Female 40% 41% 45%
Overall
Female 792 486 135 61% 28% 17%
Male 1135 661 174 58% 26% 15%
% Female 41% 42% 44%
Table 4.4.6 BSc (Hons) Management
Year Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f ap
plic
ants
mad
e o
ffe
rs
Pro
po
rtio
n o
f th
ose
mad
e
off
ers
re
gist
eri
ng
Pro
po
rtio
n o
f ap
plic
ants
regi
ste
rin
g
2014/15
Female 1059 648 154 61% 24% 15%
Male 1053 618 129 59% 21% 12%
% Female 50% 51% 54%
2015/16
Female 1254 758 172 60% 23% 14%
Male 1219 659 140 54% 21% 11%
% Female 51% 53% 55%
2016/17
Female 1247 807 157 65% 19% 13%
Male 1275 766 170 60% 22% 13%
% Female 49% 51% 48%
Overall
Female 3560 2213 483 62% 22% 14%
Male 3547 2043 439 58% 21% 12%
% Female 50% 52% 52%
25
25
Table 4.5 UK National UG Student Ethnic Diversity by Year
Year Ethnicity
Fem
ale
% F
emal
e
Mal
e
% M
ale
Tota
l
Stu
den
ts
% T
ota
l
Stu
den
ts
White 212 69% 313 74% 525 72%
Asian 33 11% 57 14% 90 12%
Black 23 8% 11 3% 34 5%
Chinese 9 3% 6 1% 15 2%
Mixed 20 7% 20 5% 40 6%
Other 9 3% 14 3% 23 3%
Unknown 0 0% 0 0% 0 0%
Total 306 - 421 - 727 -
% BAME 31% - 26% - 28% -
White 218 69% 297 74% 515 72%
Asian 35 11% 57 14% 92 13%
Black 25 8% 13 3% 38 5%
Chinese 13 4% 7 2% 20 3%
Mixed 17 5% 17 4% 34 5%
Other 7 2% 13 3% 20 3%
Unknown 0 0% 0 0% 0 0%
Total 315 - 404 - 719 -
% BAME 31% - 26% - 28% -
White 198 64% 309 71% 507 68%
Asian 47 15% 70 16% 117 16%
Black 21 7% 13 3% 34 5%
Chinese 16 5% 8 2% 24 3%
Mixed 13 4% 20 5% 33 4%
Other 12 4% 18 4% 30 4%
Unknown 0 0% 0 0% 0 0%
Total 307 - 438 - 745 -
% BAME 36% - 29% - 32% -
White 628 68% 919 73% 1547 71%
Asian 115 12% 184 15% 299 14%
Black 69 7% 37 3% 106 5%
Chinese 38 4% 21 2% 59 3%
Mixed 50 5% 57 5% 107 5%
Other 28 3% 45 4% 73 3%
Unknown 0 0% 0 0% 0 0%
Total 928 - 1263 - 2191 -
% BAME 32% - 27% - 29% -
Overall
2015/16
2016/17
2014/15
26
26
21%
28%
29%
16%
20%
19%
50%
50%
51%
50%
50%
53%
24%
14%
16%
24%
23%
23%
4%
8%
4%
11%
8%
5%
0% 25% 50% 75% 100%
2014/15
2015/16
2016/17
2014/15
2015/16
2016/17
Fem
ale
.M
ale
Un
de
rgra
du
ate
First 2.1 2.2 3rd/Pass
Figure 4.2 UG Degree Class Attainment by Gender
Discussion:
The data above shows an overall gender-balanced UG cohort (49%F, 51%M) in the represented
period (Table 4.1) but some variation between programmes exists (Table 4.3). Where there are
imbalances (IMBAS, ITMB and IBFE), AMBS tends to compare favourably with benchmark
institutions, particularly with respect to ITMB.
With regard to admissions, in the reported period, an average of 48% of applications were from
female students across all programmes. There was a 50:50 split of offers made, and 49% of
students registering on courses were female. Again, there are differences between programmes as
shown by Tables 4.4, with female share of applications being lower for the ITMB (Table 4.4.4) and
International Business, Finance & Economics (Table 4.4.5). These imbalances are likely to reflect
gendered norms of occupational choice. Admissions data indicates that women are not
disadvantaged in the recruitment process as offer rates tend to be higher for female applicants in
both programmes (though these differences are not always significant). Attainment data also
shows that female students perform slightly better than males (80%F, 72%M achieved a “good”
degree in 2016/17).
The School’s UG cohort is ethnically and culturally diverse. For the reported period, around 58% of
students were non-UK nationals (not shown graphically). In addition, 29% of UK national UG
students were from black, Asian, or minority ethnic backgrounds (BAME) (Table 4.5). Overall, a
higher proportion of women than men came from BAME backgrounds with 32% and 27%
respectively.
27
27
Gender and cultural diversity are key considerations in all marketing, communications, and
recruitment activity to encourage diversity across all programmes. During the previous admissions
cycle, a mix of bloggers (five female, one male) and Student Ambassadors (23 female, 14 male)
assisted with recruitment activities such as Visit Days.
Action 4.1 - Conduct regular checks to deepen our understanding of how promotional materials,
social media and recruitment activities can contribute to improve gender balance of our UG
Programmes.
Action 4.2 - Ensure that there is one student ambassador of each gender in each programme to
promote gender-balanced applications for all UG programmes. We will take particular care to
ensure that we have female ambassadors and bloggers for the programmes where women are
under-represented: ITMB and International Business, Finance & Economics
(iii) Numbers of men and women on postgraduate taught degrees
Full- and part-time. Provide data on course application, offers, and acceptance rates and degree
completion rates by gender.
PGT degrees at AMBS consist of MSc and MBA programmes.
Full and Part-time MSc Programmes
The School has 15 MSc programmes, with two offering part-time variants. Detailed data on the
student profile on MSc programmes is provided and discussed below.
Figure 4.3 shows the total number of registered students by gender across the reported period.
The data represents the total number of MSc students each year, including those for some
programmes which have since been discontinued.
28
28
Figure 4.3 Total Registered MSc Student Numbers by Year
Registration data for all programmes is presented in Tables 4.7 and 4.8. Aforementioned
benchmarking data has been included for PGT students (Table 4.6).
Table 4.6 MSc benchmarking HESA Subject Groups
66% 67% 70%
0%
10%
20%
30%
40%
50%
60%
70%
80%
0
100
200
300
400
500
600
700
800
2014/15 2015/16 2016/17
% F
em
ale
Stu
de
nt
Nu
mb
ers
Male Female % Female
Programme Comparison
MSc Accounting and Finance Accounting and Finance
MSc Finance Finance
MSc Quantitative Finance Finance
MSc Innovation, Management & Entrepreneurship (Ful l Time) Bus iness Studies
MSc Bus iness Analytics : Operational Research and Risk Analys is Bus iness Studies
MSc Corporate Communications and Reputation Management Marketing
MSc Marketing Marketing
MSc Operations , Project and Supply Chain Management Management
MSc Bus iness Analys is and Strategic Management Management
MSc Human Resource Management & Industria l Relations Human Resource Management
MSc International Bus iness & Management Bus iness & Management
MSc International Human Resource Management & CIR Human Resource Management
MSc Management Management
MSc Organisational/Bus iness Psychology Psychology
MSc Innovation, Management & Entrepreneurship (Part Time) Bus iness Studies
MSc Organisational/Bus iness Psychology (Part Time) Psychology
29
29
Table 4.7 Full-Time MSc Student Numbers and Benchmarking Data
2014/15 2015/16 2016/17
Female 74 73 60
Male 17 24 15
Total 91 97 75
% Female 81% 75% 80%
% Female (Russell Gp) 60% 61% 62%
% Female (All) 52% 53% 53%
Female 18 27 32
Male 12 17 21
Total 30 44 53
% Female 60% 61% 60%
% Female (Russell Gp) 56% 57% 59%
% Female (All) 49% 51% 51%
Female 9 24 17
Male 11 8 8
Total 20 32 25
% Female 45% 75% 68%
% Female (Russell Gp) 56% 57% 59%
% Female (All) 49% 51% 51%
Female 44 43 47
Male 47 39 32
Total 91 82 79
% Female 48% 52% 59%
% Female (Russell Gp) 57% 59% 56%
% Female (All) 50% 52% 52%
Female 47 47 76
Male 29 23 24
Total 76 70 100
% Female 62% 67% 76%
% Female (Russell Gp) 52% 54% 53%
% Female (All) 47% 48% 47%
Female 67 84 68
Male 35 30 32
Total 102 114 100
% Female 66% 74% 68%
% Female (Russell Gp) 70% 75% 72%
% Female (All) 63% 66% 66%
Female 26 34 56
Male 26 25 36
Total 52 59 92
% Female 50% 58% 61%
% Female (Russell Gp) 57% 59% 56%
% Female (All) 50% 52% 52%
MSc Marketing
Year Gender
MSc Finance
MSc Quantitative
Finance
MSc Innovation,
Management
& Entrepreneurship
(Full Time)
MSc Business
Analytics:
Operational Research
and Risk Analysis
MSc Operations,
Project and
Supply Chain
Management
Year
MSc Accounting and
Finance
30
30
Table 4.7 (continued) Full-time MSc Student Numbers and Benchmarking Data
2014/15 2015/16 2016/17
Female 69 68 75
Male 24 39 20
Total 93 107 95
% Female 74% 64% 79%
% Female (Russell Gp) 57% 59% 56%
% Female (All) 50% 52% 52%
Female 39 51 46
Male 9 4 7
Total 48 55 53
% Female 81% 93% 87%
% Female (Russell Gp) 81% 83% 85%
% Female (All) 73% 73% 75%
Female 62 55 77
Male 44 62 55
Total 106 117 132
% Female 58% 47% 58%
% Female (Russell Gp) 55% 57% 55%
% Female (All) 48% 50% 50%
Female 32 31 34
Male 9 3 6
Total 41 34 40
% Female 78% 91% 85%
% Female (Russell Gp) 81% 83% 85%
% Female (All) 73% 73% 75%
Female 67 58 69
Male 39 38 38
Total 106 96 107
% Female 63% 60% 64%
% Female (Russell Gp) 57% 59% 56%
% Female (All) 50% 52% 52%
Female 24 32 28
Male 10 13 9
Total 34 45 37
% Female 71% 71% 76%
% Female (Russell Gp) 77% 78% 79%
% Female (All) 78% 80% 81%
MSc International
Business &
Management
MSc Business Analysis
and Strategic
Management
MSc Human Resource
Management &
Industrial Relations
MSc Management
Year GenderYear
MSc International
Human Resource
Management
& Comparative
Industrial Relations
MSc
Organisational/Busine
ss Psychology (Full
Time)
31
31
Table 4.8 Part-time MSc Student Numbers and Benchmarking Data
Table 4.9 below shows the consolidated admissions data for MSc programmes. Due to the high
number of programmes, applications, offers and registrations for the reported period these have
been combined. The School offers two of the MSc degree programmes (Organisational/Business
Psychology and IME) as part-time options but intake numbers are lower than five so are not
presented here.
2014/15 2015/16 2016/17
Female 1 0 0
Male 1 2 1
Total 2 2 1
% Female 50% 0% 0%
% Female (Russell Gp) 50% 52% 48%
% Female (All) 47% 45% 43%
Female 7 4 2
Male 0 0 1
Total 7 4 3
% Female 100% 100% 67%
% Female (Russell Gp) 78% 77% 80%
% Female (All) 79% 78% 80%
MSc Innovation,
Management
& Entrepreneurship
(Part Time)
MSc
Organisational/Busine
ss Psychology (Full
Time)
Year GenderYear
32
32
Table 4.9 Admissions Data for MSc Programmes: Applications, Offers and Registrations
Programme Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f
app
lican
ts m
ade
o
ffe
rs
Pro
po
rtio
n o
f
tho
se m
ade
off
ers
acce
pti
ng
Pro
po
rtio
n o
f
app
lican
ts
acce
pti
ng
off
ers
MSc Accounting and Finance
Female 2609 619 205 24% 33% 8%
Male 1258 193 58 15% 30% 5%
% Female 67% 76% 78%
MSc Finance & Business Economics
Female 945 119 36 13% 30% 4%
Male 553 52 14 9% 27% 3%
% Female 63% 70% 72%
MSc Finance
Female 1668 295 77 18% 26% 5%
Male 1260 165 51 13% 31% 4%
% Female 57% 64% 60%
MSc Quantitative Finance
Female 653 177 49 27% 28% 8%
Male 630 145 27 23% 19% 4%
% Female 51% 55% 64%
MSc Innovation, Management & Entrepreneurship (Full-time)
Female 985 505 134 51% 27% 14%
Male 1046 417 118 40% 28% 11%
% Female 48% 55% 53%
MSc Business Analytics: Operational Research and Risk Analysis
Female 1228 628 170 51% 27% 14%
Male 676 259 76 38% 29% 11%
% Female 64% 71% 69%
MSc Corporate Communications and Reputation Management
Female 1056 411 127 39% 31% 12%
Male 204 63 23 31% 37% 11%
% Female 84% 87% 85%
MSc Marketing
Female 2288 659 219 29% 33% 10%
Male 993 262 98 26% 37% 10%
% Female 70% 72% 69%
MSc Operations, Project and Supply Chain Management
Female 900 367 115 41% 31% 13%
Male 915 285 89 31% 31% 10%
% Female 50% 56% 56%
MSc Business Analysis and Strategic Management
Female 1325 747 209 56% 28% 16%
Male 983 335 86 34% 26% 9%
% Female 57% 69% 71%
MSc Human Resource Management & Industrial Relations
Female 1262 454 137 36% 30% 11%
Male 352 84 19 24% 23% 5%
% Female 78% 84% 88%
MSc International Business & Management
Female 2000 622 191 31% 31% 10%
Male 1431 422 166 29% 39% 12%
% Female 58% 60% 54%
MSc International Human Resource Management & Comparative Industrial Relations
Female 619 244 95 39% 39% 15%
Male 163 57 18 35% 32% 11%
% Female 79% 81% 84%
MSc Management
Female 1551 731 192 47% 26% 12%
Male 1087 391 116 36% 30% 11%
% Female 59% 65% 62%
Organisational/Business Psychology
Female 560 203 82 36% 40% 15%
Male 228 79 32 35% 41% 14%
% Female 71% 72% 72%
33
33
Figure 4.4 MSc Degree Attainments by Gender
34
34
Table 4.10 UK National MSc Student Ethnic Diversity by Year
Year Ethnicity
Fem
ale
% F
emal
e
Mal
e
% M
ale
Tota
l
Stu
den
ts
% T
ota
l
Stu
den
ts
White 33 80% 29 76% 62 78%
Asian 5 12% 3 8% 8 10%
Black 1 2% 1 3% 2 3%
Chinese 1 2% 4 11% 5 6%
Mixed 1 2% 1 3% 2 3%
Other 0 0% 0 0% 0 0%
Unknown 0 0% 0 0% 0 0%
Total 41 - 38 - 79 -
% BAME 20% - 24% - 22% -
White 32 70% 30 68% 62 69%
Asian 5 11% 4 9% 9 10%
Black 5 11% 3 7% 8 9%
Chinese 2 4% 5 11% 7 8%
Mixed 0 0% 1 2% 1 1%
Other 2 4% 1 2% 3 3%
Unknown 0 0% 0 0% 0 0%
Total 46 - 44 - 90 -
% BAME 30% - 32% - 31% -
White 24 65% 27 69% 51 67%
Asian 5 14% 4 10% 9 12%
Black 6 16% 2 5% 8 11%
Chinese 2 5% 2 5% 4 5%
Mixed 0 0% 2 5% 2 3%
Other 0 0% 2 5% 2 3%
Unknown 0 0% 0 0% 0 0%
Total 37 - 39 - 76 -
% BAME 35% - 31% - 33% -
White 89 72% 86 71% 175 71%
Asian 15 12% 11 9% 26 11%
Black 12 10% 6 5% 18 7%
Chinese 5 4% 11 9% 16 7%
Mixed 1 1% 4 3% 5 2%
Other 2 2% 3 2% 5 2%
Unknown 0 0% 0 0% 0 0%
Total 124 - 121 - 245 -
% BAME 28% - 29% - 29% -
2014/15
2015/16
2016/17
Overall
35
35
Discussion:
The majority of students on MSc courses are women: between 66% and 70% in the period 2014/15
to 2016/17 (Figure 4.3). International students comprised the majority of MSc cohorts during the
reported period, with UK nationals only making up around 8% (data not shown graphically). Of
those, approximately 29% are from BAME backgrounds (Table 4.10). Asian students comprise the
second largest group at 11%, following only those from white backgrounds (Table 4.10).
The data in Table 4.7 shows that women are over-represented in most MSc programmes and,
while this partly reflects gendered norms of occupational choice (e.g. Marketing; Human Resource
Management & Industrial Relations; and International Human Resource Management &
Comparative Industrial Relations; and Organisational/Business Psychology), this is not always the
case and is not the sole explanation. There are several programmes where AMBS has an over-
representation of women that does not exist, or is much higher than in benchmark institutions
(namely, Accounting & Finance, Business Analytics: Operational Research & Risk Analysis; Business
Analysis & Strategic Management). It is noted that offer rates also tend to be lower for men
although in most cases the differences are low or not significant, but nevertheless the School will
keep monitoring and take action if it appears necessary.
It is partly known why women are so over-represented in MSc programmes. AMBS has a high
proportion of Chinese students, who comprised 51% of MSc students for the reported period, with
over 80% of these being female. This contrasts with 54% proportion of female students among
other nationalities. Since the introduction of a new, staged applications process (referred to as the
Diversity Project), the School has successfully sought to increase cultural and national diversity
across its MSc programmes. Good students from under-represented nationalities, who tend to
apply later in the admissions cycle, now have a greater chance of being accepted due to offers
being made on a staged basis. Since the inception of the project, the range of nationalities
represented on MSc courses has increased from 65 to 71, and the gender balance has improved
from 70%F/30%M to 63%F/37%M in 2018/19. The School expects that over time, staged
recruitment will further improve both cultural and gender diversity of MSc programmes. AMBS will
develop the following additional actions to improve the gender balance of our programmes.
Action 4.3 - Conduct regular checks to deepen the understanding of how promotional materials,
social media and recruitment activities can contribute to improve gender balance of MSc
Programmes.
Action - 4.4 - Ensure that there is one student ambassador of each gender in each programme to
promote gender-balanced applications for all MSc programmes.
MBA Programmes
AMBS offers two MBA programmes:
Full-Time MBA based in Manchester
Global MBA programme offered part-time, in which students are based in different centres
around the world which are located in Manchester, at the UoM’s International Centres in
Dubai, Shanghai, Hong Kong and Singapore, and at partner institutions in Brazil and the USA.
36
36
Benchmarking data for MBA programmes has been taken from the Financial Times (FT) Global MBA
rankings, which AMBS enters each year. Due to the different nature of the MBA programme, this
benchmarking data provides a better comparator for MBA students. The FT Global MBA rankings
includes the highest ranked 14 UK academic institutions. Detailed data on MBA programmes are
below and discuss at the end of the sub-section.
Figure 4.5 Total Registered Full-Time MBA Student Numbers
Table 4.11 Full-Time MBA Admissions Data
32% 33% 33%
32% 34% 34%
37% 38%
36%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
0
20
40
60
80
100
120
140
160
2014/15 2015/16 2016/17
Stu
de
nt
Nu
mb
ers
Total Registered Full Time MBA Student Numbers by Year
Male Female
% Female % Female (FT Worldwide)
% Female (FT UK)
Year Gender
Ap
plic
atio
ns
Off
ers
Reg
istr
atio
ns
Pro
po
rtio
n o
f
app
lican
ts m
ade
off
ers
Pro
po
rtio
n o
f
tho
se m
ade
off
ers
regi
ster
ing
Pro
po
rtio
n o
f
app
lican
ts
regi
ster
ing
Female 135 63 35 47% 56% 26%
Male 363 139 69 38% 50% 19%
% Female 27% 31% 34%
Female 126 66 34 52% 52% 27%
Male 253 129 75 51% 58% 30%
% Female 33% 34% 31%
Female 107 72 33 67% 46% 31%
Male 238 134 66 56% 49% 28%
% Female 31% 35% 33%
Female 368 201 102 55% 51% 28%
Male 854 402 210 47% 52% 25%
% Female 30% 33% 33%
2014/15
2015/16
2016/17
Overall
37
37
Table 4.12 UK National Full-Time MBA Student Ethnic Diversity by Year
Figure 4.6 Full-Time MBA Degree Attainment 2014/15 to 2016/17
Year Gender
Wh
ite
BA
ME
Tota
l
% B
AM
E
Female 2 2 4 50%
Male 9 5 14 36%
Total 11 7 18 39%
Female 4 0 4 0%
Male 9 6 15 40%
Total 13 6 19 32%
Female 5 1 6 17%
Male 14 5 19 26%
Total 19 6 25 24%
Female 11 3 14 21%
Male 32 16 48 33%
Grand Total 43 19 62 31%
2014/15
2015/16
2016/17
Overall
3%
12%
9%
8%
4%
21%
97%
88%
84%
88%
94%
66%
6%
4%
1%
13%
0% 25% 50% 75% 100%
2016/17
2015/16
2014/15
2016/17
2015/16
2014/15
Fem
ale
Mal
e
MBA Degree Class Attainment by Gender
Distinction Merit Pass
38
38
Global MBA
Figure 4.7 Total Registered Global MBA Student Numbers by Year
Table 4.13 Global MBA Admissions Data
31% 31%
34%
30% 31% 33%
27% 28%
29%
0%
5%
10%
15%
20%
25%
30%
35%
40%
0
200
400
600
800
1000
1200
2014/15 2015/16 2016/17
% F
em
ale
Stu
de
nt
Nu
mb
ers
Male Female
% Female % Female (FT Worldwide)
% Female (FT UK)
Year Gender
Ap
plic
atio
ns
Off
ers
Reg
istr
atio
ns
Pro
po
rtio
n o
f
app
lican
ts m
ade
off
ers
Pro
po
rtio
n o
f
tho
se m
ade
off
ers
regi
ster
ing
Pro
po
rtio
n o
f
app
lican
ts
regi
ster
ing
Female 321 241 218 75% 90% 68%
Male 714 671 451 94% 67% 63%
% Female 31% 26% 33%
Female 249 217 200 80% 87% 80%
Male 654 540 383 83% 71% 59%
% Female 28% 29% 34%
Female 279 239 212 86% 89% 76%
Male 608 509 380 84% 75% 63%
% Female 31% 32% 36%
Female 849 697 630 80% 82% 74%
Male 1976 1720 1214 87% 71% 61%
% Female 30% 29% 34%
2014/15
2015/16
2016/17
Overall
39
39
Figure 4.8 Global MBA Attainment by Gender
Discussion:
Women are under-represented in MBA programmes with their proportions varying between 32%
and 33% in the Full-Time MBA and between 31% and 34% in the Global MBA (Tables 4.4 and 4.6).
The majority of students on the Full-Time MBA programme are international. UK nationals make
up only around 10% (data not shown graphically). Overall, 31% of UK nationals are from BAME
backgrounds and comprised of a higher proportion of the 33% of registered males compared to the
21% of registered females (Table 4.12).
Women do not appear disadvantaged in the recruitment process, being more slightly more likely
(Full-Time MBA) or as likely (Global MBA) to be made offers in the reported period. Data on
attainment levels show no significant gender differences (Tables 4.11 and 4.13).
While it is true that the under-representation of women in the MBA reflects the industry pattern,
the gender balance would improve if more women applied and accepted offers. In order to
encourage applications from women, AMBS has:
Ensured female case studies feature prominently in promotional and social media content
Generated media coverage profiling career progression of female MBAs
Secured a discussion on Radio 4 about gender pay gap involving female MBAs
Involved female alumni ambassadors at recruitment taster sessions
In order to improve female acceptance of offers, AMBS has:
Paid all expenses for two female offer holders to attend the Forté Foundation Annual
Conference in the U.S.
Developed the Alliance MBS Women in Business Scholarships programme
Partnered up with the 30% Club Female Business Leaders and with the Forté Foundation to
offer further scholarships for women
10%
7%
6%
10%
10%
4%
74%
64%
43%
74%
57%
43%
16%
29%
51%
16%
33%
52%
0% 25% 50% 75% 100%
2016/17
2015/16
2014/15
2016/17
2015/16
2014/15
Fem
ale
Mal
e
Global MBA Degree Class Attainment by Gender
Distinction Merit Pass
40
40
These efforts have already led to improvements in the gender balance of the Full-Time MBA, with
the 2017/18 intake having the highest ever female proportion at 40%, and the 2018/19 intake at
39%. In order to extend these improvements to the Global MBA programme and try and improve
the gender balance even further, the School will continue to offer generous female-only
scholarships and to develop female-focused campaigns and events. In addition AMBS will include
MBA programmes in the checks discussed in Action 4.3 and:
Action 4.5 Ensure that there is one student ambassador of each gender in the Full-Time MBA
and in each of the international centres of the Global MBA to promote gender-balanced
applications
(iv) Numbers of men and women on postgraduate research degrees
Full- and part-time. Provide data on course application, offers, acceptance and degree completion
rates by gender.
AMBS offers two main PGR programmes: Doctor of Philosophy (PhD) and Doctor of Business
Administration (DBA). The latter is a part-time programme whereas the former can be undertaken
on a part-time or full-time basis. The School has 258 PGR students, of which 39% are female, a
figure that remained static in the reported period (Figure 4.9). Around 80% of the students on PGR
programmes are international. Of the UK nationals 19% of the students for the reported period are
from BAME backgrounds.
Figure 4.9 All registered PGR Student Numbers by Year
39% 39% 39%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
0
20
40
60
80
100
120
140
160
180
2014/15 2015/16 2016/17
% F
em
ale
Stu
de
nt
Nu
mb
ers
All Registered PGR Student Numbers by Year
Male Female % Female
41
41
Figure 4.10 All Registered Full-Time PGR Students by Year
Figure 4.11 All Registered Part-Time PGR Student Numbers by Year
51% 48%
45%
0%
10%
20%
30%
40%
50%
60%
0
10
20
30
40
50
60
70
80
90
2014/15 2015/16 2016/17
% F
em
ale
Stu
de
nt
Nu
mb
ers
All Registered Full Time PGR Student Numbers by Year
Male Female % Female
24%
28%
31%
0%
5%
10%
15%
20%
25%
30%
35%
0
10
20
30
40
50
60
70
80
90
2014/15 2015/16 2016/17
% F
em
ale
Stu
de
nt
Nu
mn
be
rs
All Registered Part Time PGR Student Numbers by Year
Male Female % Female
42
42
PhD Programmes
Figure 4.12 Registered PhD Student Numbers by Year
The School funds a large number of PhD scholarships (see Table 4.14). From 2014/15 to 2016/17,
gender distribution of scholarships was as follows:
Table 4.14 Number of PhD Scholarships Awarded 2014/15 to 2016/17
Intake Women Men Total %Female
2014/15 22 9 31 71%
2015/16 11 29 40 28%
2016/17 14 19 33 42%
Total 47 57 104 45%
The School also make available ad hoc funding for students who find themselves in hardship. These
funds are allocated on a case-by-case basis.
DBA Programme
DBA specific benchmarking has been taken from AACSB data and shows registered students at 10
other UK institutions.
52% 51%
46% 46%
48% 48%
44% 45% 45%
0%
10%
20%
30%
40%
50%
60%
0
10
20
30
40
50
60
70
80
90
2014/15 2015/16 2016/17
% F
em
ale
Stu
de
nt
Nu
mb
ers
Registered PhD Student Numbers by Year
Male Female % Female % Female (Russell Gp) % Female (All)
43
43
Figure 4.13 Registered DBA Student Numbers by Year
Table 4.15 PhD Recruitment Data
Year Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f
app
lican
ts m
ade
off
ers
Pro
po
rtio
n o
f th
ose
mad
e o
ffe
rs
regi
ste
rin
g
Pro
po
rtio
n o
f
app
lican
ts
regi
ste
rin
g
2014/15
Female 208 40 29 20% 73% 14%
Male 364 44 24 12% 55% 7%
% Female 36% 48% 55%
2015/16
Female 189 36 21 19% 58% 11%
Male 373 59 31 16% 53% 8%
% Female 34% 38% 40%
2016/17
Female 226 23 12 10% 52% 5%
Male 362 41 23 11% 56% 6%
% Female 38% 36% 34%
Overall
Female 616 99 62 16% 63% 10%
Male 1090 144 78 13% 54% 7%
% Female 36% 41% 44%
19% 19%
25%
30% 29% 30%
0%
5%
10%
15%
20%
25%
30%
35%
0
10
20
30
40
50
60
70
80
2014/15 2015/16 2016/17
% F
em
ale
Stu
de
nt
Nu
mb
ers
Registered Part Time DBA Student Numbers by Year
Male Female % Female DBA (UK)
44
44
Table 4.16 DBA Recruitment data
Year Gender
Ap
plic
atio
ns
Off
ers
Re
gist
rati
on
s
Pro
po
rtio
n o
f
app
lican
ts m
ade
off
ers
Pro
po
rtio
n o
f
tho
se m
ade
off
ers
regi
ste
rin
g
Pro
po
rtio
n o
f
app
lican
ts
regi
ste
rin
g
2014/15
Female 5 4 4 80% 100% 80%
Male 34 27 21 79% 78% 62%
% Female
13% 13% 16%
2015/16
Female 5 5 5 100% 100% 100%
Male 30 22 17 73% 77% 57%
% Female
14% 19% 23%
2016/17
Female 9 8 7 89% 88% 78%
Male 29 14 11 48% 79% 38%
% Female
24% 36% 39%
Overall
Female 19 17 16 89% 94% 84%
Male 93 63 49 68% 78% 53%
% Female
17% 21% 25%
PGR Completion Data
Table 4.17 Full-Time PhD Completions in the Period 2008-2011
Entry Year
Gender Not
Complete % Not
Complete
Over 5
Years
% Over
5 Years
Within 5
Years
% Within
5 Years
Total
Ph
D (
Full-
Tim
e)
2008
Female 3 13% 6 25% 15 63% 24
Male 6 21% 8 29% 14 50% 28
Total 9 17% 14 27% 29 56% 52
2009
Female 4 16% 6 24% 15 60% 25
Male 10 25% 5 13% 25 63% 40
Total 14 22% 11 17% 40 62% 65
2010
Female 2 7% 6 21% 21 72% 29
Male 2 10% 3 15% 15 75% 20
Total 4 8% 9 18% 36 73% 49
2011
Female 7 24% 2 7% 20 69% 29
Male 4 13% 3 10% 23 77% 30
Total 11 19% 5 8% 43 73% 59
45
45
Table 4.18 Part-time PhD Completions in the Period 2008-2010
Entry Year
Gender Not
Complete % Not
Complete Within 8 Years
% Within 8 Years
Total
Ph
D (
Par
t -t
ime
) 2008 Female 1 100% 0 0% 1
Male 2 67% 1 33% 3
Total 3 75% 1 25% 4
2009
Female 4 100% 0 0% 4
Male 1 100% 0 0% 1
Total 5 100% 0 0% 5
2010
Female 2 100% 0 0% 2
Male 2 100% 0 0% 2
Total 4 100% 0 0% 4
Table 4.19 Part-time DBA Completions in the Period 2008-2010
Entry Year
Gender Not
Complete % Not
Complete
Within 6
Years
% Within
6 Years
Within 7
Years
% Within
7 Years
Within 8
Years
% Within 8 Years
Total
DB
A
2008
Female 1 25% 1 25% 0 0% 2 50% 4
Male 15 68% 3 14% 2 9% 2 9% 22
Total 16 62% 4 15% 2 8% 4 15% 26
2009
Female 1 17% 0% 3 50% 2 33% 6
Male 15 54% 8 29% 4 14% 1 4% 28
Total 16 47% 8 24% 7 21% 3 9% 34
2010
Female 5 83% 1 17% 0 0% 0 0% 6
Male 13 62% 7 33% 1 5% 0 0% 21
Total 18 67% 8 30% 1 4% 0 0% 27
Discussion:
Full-Time PGR programmes have a gender balance across the reported period (51%-45%F – see
Figure 4.10). Although the data shows a declining trend of the female share in the reported period,
data from the most recent 2018/19 intake suggests the trend has reversed, with 55% female
intake, and 50% of total registered students being female.
The lower representation of women among part-time PGR students is due to their under-
representation in the DBA programme, which is part-time and male-dominated.
The DBA is strongly male-dominated. Figure 4.13 shows women comprised only 19% to 25% of
registered students for the reported period, although female proportion improved in 2016/17.
Women are also under-represented in DBA programmes in benchmark with around 30% female
students, and the School falls below this level. Admissions data suggests that that the issue is at the
initial application stage. In the last few years, AMBS has ensured that marketing has been gender-
balanced and that female PhD and DBA students and alumni are equally featured in on-line
marketing and brochures and events. In addition to this, we will:
Action 5.1 – Ensure a gender-balanced mix of alumni whom prospective DBA applicants can talk
to in their home countries/regions
46
46
Action 5.2 - Seek feedback from PGR recruitment team, MSc students and PhD students,
applicants and PhD supervisors to improve understanding of annual variation on gender balance
of PhD students and how this impacts on the gender balance of the overall PhD studentship.
(v) Progression pipeline between undergraduate and postgraduate student levels
Identify and comment on any issues in the pipeline between undergraduate and postgraduate
degrees.
Figure 4.14 Progression Pipeline at AMBS
AMBS has:
A gender balanced population at UG (49%F)
A high population of female MSc students (70% in 2016/17), although the Diversity Project
is showing signs of making the programmes more gender balanced. Women are under-
represented in MBA programmes but recent trends suggest improvements.
A reasonable balance amongst PGR population (45%F) despite the acknowledged
imbalances in the DBA
While profiles broadly reflect the national picture there are variations at programme level; the
leaky pipeline between PGT and PGR is noted and the School will investigate this as part of Action
5.2 stated above.
49%
65%
50%
19%
50%
67%
49%
19%
49%
70%
46%
25%
0%
10%
20%
30%
40%
50%
60%
70%
80%
UG PGT PGR (ex. DBA) DBA
Pro
po
rtio
n o
f Stu
de
nts
wh
o a
re F
em
lae
2014/15 2015/16 2016/17
47
47
4.2 Academic and research staff data
(i) Academic staff by grade, contract function and gender: research-only, teaching and research
or teaching-only
The School’s staff profile shows a leaky pipeline, with women representing 59% of staff at Grade 6,
but only 23% at Grade 9 (Figure 4.15). This is observed across Divisions but while in PMO the
gender balance is somewhat better (Figure 4.19), in MSM there is a worse gender imbalance
already at lecturer level (Figure 4.16). The AMBS staff profile seems to match the gender pattern of
academic staff in the subject area and, similarly, the gender balance has not improved in the last
four years (Table 4.20 and Table 4.21). The School will develop a series of inter-related actions to
better understand why this is the case and to better support the recruitment and career
advancement of women (Actions 5 to 18). These actions emerge from the discussion of the
School’s policies and practices in section 5.
Figure 4.15 Academic and Research Staff by Grade 2017/18
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Total
ResearchAssistant
Lecturer,ResearchAssociate
Lecturer,Research
Fellow
SeniorLecturer,
Senior ResFellow,Reader
Professor,Professorial
ResearchFellow
All
Female 1 29 38 27 21 116
Male 1 20 43 52 70 186
50% 41%
53%
66% 77%
62%
50% 59%
47%
34% 23%
38%
0%
25%
50%
75%
100%
% M
ale
/Fe
mal
e
48
48
Figure 4.16 Academic and Research Staff by Grade 2017/18, Management Sciences and
Marketing Division (MSM)
Figure 4.17 Academic and Research Staff by Grade 2017/18, Accounting & Finance Division (A&F)
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
ResearchAssistant
Lecturer,ResearchAssociate
Lecturer,Research Fellow
Senior Lecturer,Senior Res
Fellow, Reader
Professor,Professorial
Reasearch Fellow
Female 0 8 2 6 2
Male 1 5 12 11 8
100%
38%
86% 65%
80%
62%
14% 35%
20%
0%
25%
50%
75%
100%
% M
ale
/Fe
mal
e
Management Sciences & Marketing (MSM)
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
ResearchAssistant
Lecturer,ResearchAssociate
Lecturer,Research Fellow
Senior Lecturer,Senior Res
Fellow, Reader
Professor,Professorial
Reasearch Fellow
Female 0 1 10 7 6
Male 0 5 12 11 24
83%
55% 61% 80%
17%
45% 39% 20%
0%
25%
50%
75%
100%
%M
ale
/Fe
mal
e
Accounting & Finance (A&F)
49
49
Figure 4.18 Academic and Research Staff by Grade 2017/18, Innovation, Management and Policy
Division (IMP)
Figure 4.19 Academic and Research Staff by Grade 2017/18, People, Management and
Organisations Division (PMO)
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
ResearchAssistant
Lecturer,ResearchAssociate
Lecturer,Research Fellow
Senior Lecturer,Senior Res
Fellow, Reader
Professor,Professorial
Reasearch Fellow
Female 0 10 10 6 5
Male 0 3 12 16 15
23%
55% 73% 75%
77%
45% 27% 25%
0%
25%
50%
75%
100%
% M
ale
/Fe
mal
e
Innovation, Management and Policy (IMP)
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
ResearchAssistant
Lecturer,ResearchAssociate
Lecturer,Research Fellow
Senior Lecturer,Senior Res
Fellow, Reader
Professor,Professorial
Reasearch Fellow
Female 1 10 15 8 8
Male 0 7 7 10 22
41% 32%
56% 73%
100%
59% 68%
44% 27%
0%
25%
50%
75%
100%
% M
ale
/Fe
mal
e
People, Management and Organisations (PMO)
50
50
Figure 4.20 Academic and Research Staff by Grade 2017/18, Executive Education
Benchmarking
HESA benchmarking (Administrative and Business Studies) has been used to contextualise the
gender profile of academic staff of AMBS (Table 4.20)
Table 4.20 Female Share of Academic Staff 2014/15 to 2016/17
Table 4.21 shows the gender split by role across AMBS between 2014/15 and 2017/18 broken down
by grade and contract function. This data reveals that:
Women are better represented among Research staff than Teaching-Focused and Teaching
& Research staff.
Research only staff tend to be concentrated into lower grade roles.
Women’s representation improved among Research-Only staff, from 51% to 57%. The
numbers of female Research Associates increased significantly between 2014/15 and
2015/16 but female representation drops in moving to higher grades.
Grade 5 Grade 6 Grade 7 Grade 8 Grade 9
ResearchAssistant
Lecturer,ResearchAssociate
Lecturer,Research Fellow
Senior Lecturer,Senior Res
Fellow, Reader
Professor,Professorial
Reasearch Fellow
Female 0 0 1 0 0
Male 0 0 1 3 1
50%
100% 100%
50%
0%
25%
50%
75%
100%
% M
ale
/Fe
mal
e
Executive Education
Non-Professor Professor Researcher
UK 46% 30% 77%
Russell Group 43% 20% 75%
AMBS 39% 21% 51%
UK 46% 22% 77%
Russell Gr. 43% 20% 77%
AMBS 42% 21% 56%
UK 46% 24% 76%
Russell Gr. 43% 21% 74%
AMBS 38% 24% 63%
UK 46% 22% 77%
Russell Gr. 43% 20% 75%
AMBS 40% 22% 57%
2015/16
2016/17
Overall
2014/15
51
51
In response to this, the School will develop:
Action 6: Workshops for early career Academics and Researchers on Fixed Term Contracts (FTCs)
to help them develop their careers, locate opportunities and secure permanent positions.
See also Actions 12.5, 13 and 14.1 discussed in response to specific issues identified in Section 5
but which will also help addressing this issue.
Table 4.22 shows the same data but for part-time staff and reveals that men are over-represented
among the 45 members of Academic and Research Staff who are part-time (M=32; F=13), which
seems to be because Professors form the majority of part-time staff. In turn, this is partly due to
part-time working being associated with semi-retirement and a few fractional strategic
appointments. However the School needs a better understanding of the process and gender profile
of strategic and part-time appointments; and a better understanding of the movements from full-
time to part-time working and vice-versa - as well as the reasons justifying these requests and
movements from full-time to part-time and vice-versa.
Action 7 - Record and examine figures of strategic Academic appointments broken down by
gender and working-time status (part-time versus full-time) and type of contract (permanent or
fixed-term); gather qualitative data to ascertain whether and understand why these tend to be
predominantly male; devise a strategy to improve the gender balance of strategic appointments
(both fractional and full-time).
Action 8 - Start to systematically record and monitor female and male requests and movements
from full-time to part-time and vice versa as well as the reasons underlying these moves.
52
Table 4.21 Academic Staff Changing Gender Demographic Through Academic Years 2014/15 to 2017/18 (All Staff)
*2014/15 anonymised source data. Data from 2015/16 onward comes from School records.
Function Occupancy Type Grade(s) Female%
FemaleMale
%
MaleTotal Female
%
FemaleMale
%
MaleTotal Female
%
FemaleMale
%
MaleTotal Female
%
FemaleMale
%
MaleTotal
Lecturer 6&7 12 35% 22 65% 34 8 36% 14 64% 22 8 33% 16 67% 24 7 50% 7 50% 14
Senior Lecturer 8 3 33% 6 67% 9 6 33% 12 67% 18 4 25% 12 75% 16 4 21% 15 79% 19
Professor 9 2 33% 4 67% 6 2 33% 4 67% 6 3 60% 2 40% 5 2 67% 1 33% 3
17 35% 32 65% 49 16 35% 30 65% 46 15 33% 30 67% 45 13 36% 23 64% 36
Lecturer 6&7 28 47% 31 53% 59 44 49% 45 51% 89 37 46% 43 54% 80 30 44% 38 56% 68
Senior Lecturer 8 15 32% 32 68% 47 19 37% 33 63% 52 19 35% 35 65% 54 20 40% 30 60% 50
Reader 8 2 50% 2 50% 4 0 0% 2 100% 2 0 0% 1 100% 1 1 33% 2 67% 3
Professor 9 15 20% 59 80% 74 19 20% 74 80% 93 21 22% 76 78% 97 19 22% 68 78% 87
60 33% 124 67% 184 82 35% 154 65% 236 77 33% 155 67% 232 70 34% 138 66% 208
Research Assistant 5 4 67% 2 33% 6 1 50% 1 50% 2 0 0% 0 0% 0 1 50% 1 50% 2
Research Associate 6 9 69% 4 31% 13 19 68% 9 32% 28 26 68% 12 32% 38 23 68% 11 32% 34
Research Fellow 7 5 29% 12 71% 17 6 40% 9 60% 15 10 59% 7 41% 17 8 50% 8 50% 16
Senior Research Fellow 8 3 60% 2 40% 5 1 33% 2 67% 3 1 25% 3 75% 4 1 20% 4 80% 5
Professorial Res. Fellow 9 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 1 100% 1
21 51% 20 49% 41 27 56% 21 44% 48 37 63% 22 37% 59 33 57% 25 43% 58
98 36% 176 64% 274 125 38% 205 62% 330 129 38% 207 62% 336 116 38% 186 62% 302
2017/182016/172015/16
Reseach Only Subtotal
Grand Total
All Staff
Teac
hin
g
On
ly
Teac
hin
g &
Res
earc
h
Res
earc
h
On
ly
Teaching & Research Subtotal
2014/15*
Teaching Only Subtotal
53
Table 4.22 Academic Staff Changing Gender Demographic Through Academic Years 2014/15 to 2017/18 (Part-time)
*2014/15 anonymised source data. Data from 2015/16 onward comes from School records.
Function Occupancy Type Grade(s) Female % Female Male % Male Total Female % Female Male % Male Total Female % Female Male % Male Total Female % Female Male % Male Total
Lecturer 6&7 0 0% 2 100% 2 0 0% 1 100% 1 0 0% 1 100% 1 0 0% 0 0% 0
Senior Lecturer 8 0 0% 1 100% 1 1 50% 1 50% 2 0 0% 1 100% 1 0 0% 1 100% 1
Professor 9 0 0% 3 100% 3 0 0% 3 100% 3 0 0% 2 100% 2 0 0% 1 100% 1
0 0% 6 100% 6 1 17% 5 83% 6 0 0% 4 100% 4 0 0% 2 100% 2
Lecturer 6&7 1 100% 0 0% 1 1 100% 0 0% 1 1 0% 0 0% 1 1 50% 1 50% 2
Senior Lecturer 8 3 100% 0 0% 3 3 100% 0 0% 3 4 100% 0 0% 4 4 100% 0 0% 4
Reader 8 1 100% 0 0% 1 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0
Professor 9 1 5% 19 95% 20 3 10% 26 90% 29 3 10% 27 90% 30 3 12% 22 88% 25
6 24% 19 76% 25 7 21% 26 79% 33 8 23% 27 77% 35 8 26% 23 74% 31
Research Assistant 5 2 67% 1 33% 3 1 100% 0 0% 1 0 0% 0 0% 0 1 100% 0 0% 1
Research Associate 6 2 50% 2 50% 4 4 50% 4 50% 8 5 50% 5 50% 10 2 40% 3 60% 5
Research Fellow 7 1 50% 1 50% 2 2 50% 2 50% 4 3 60% 2 40% 5 2 40% 3 60% 5
Senior Research Fellow 8 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0
Professorial Res. Fellow 9 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 0 0% 0 0 0% 1 100% 1
5 56% 4 44% 9 7 54% 6 46% 13 8 53% 7 47% 15 5 42% 7 58% 12
11 28% 29 73% 40 15 29% 37 71% 52 16 30% 38 70% 54 13 29% 32 71% 45
2017/182016/17Part Time Staff 2014/15* 2015/16
Grand Total
Teac
hin
g
On
ly
Teac
hin
g &
Res
earc
h
Res
earc
h
On
ly
Teaching Only Subtotal
Teaching & Research Subtotal
Reseach Only Subtotal
54
SILVER APPLICATIONS ONLY
Where relevant, comment on the transition of technical staff to academic roles.
(ii) Academic and research staff by grade on fixed-term, open-ended/permanent
and zero-hour contracts by gender
Comment on the proportions of men and women on these contracts. Comment on
what is being done to ensure continuity of employment and to address any other
issues, including redeployment schemes.
The School has no Academic staff on zero hours contracts although it occasionally
uses casual staff when additional flexible resourcing is required for a project.
The UoM has a Contracts of Employment Policy which aims to protect those on FTCs
from less favourable treatment, to avoid the use of successive FTCs and to seek to
employ staff on permanent contracts where possible.
Table 4.23 Staff on Fixed Term and Open-Ended Contracts by Career Path
Table 4.24 Number of Staff on Fixed-Term and Open-Ended Contracts by Grade in
2017/18
Fixed
Term
Open
Ended
% Fixed
Term
Fixed
Term
Open
Ended
% Fixed
Term
Fixed
Term
Open
Ended
% Fixed
Term
Female 2 15 12% 6 54 10% 15 6 71%
Male 6 26 19% 3 121 2% 11 9 55%
Female 6 10 38% 14 68 17% 24 3 89%
Male 4 26 13% 19 135 12% 16 5 76%
Female 6 9 40% 9 68 12% 34 3 92%
Male 5 25 17% 17 138 11% 18 4 82%
Female 5 8 38% 7 63 10% 31 2 94%
Male 2 21 9% 16 122 12% 20 5 80%
Female 19 42 31% 36 253 12% 104 14 88%
Male 17 98 15% 55 516 10% 65 23 74%Overall
2016/17
2017/18
2014/15
2015/16
Year Gender
Research OnlyTeaching & ResearchTeaching Only
Fixed
Term
Open
Ended
% Fixed
Term
Fixed
Term
Open
Ended
% Fixed
Term
Grade 5 1 0 100% 1 0 100%
Grade 6 28 1 97% 17 3 85%
Grade 7 11 27 29% 10 34 23%
Grade 8 2 25 7% 2 49 4%
Grade 9 1 20 5% 8 62 11%
Total 43 73 37% 38 148 20%
Grade
Female Male
55
The most recent data (2017/18) shows that 81 members of Academic and Research
Staff were on a FTC (Table 4.24). This corresponds to 27% of all staff. Table 4.23 shows
that:
Research-only staff are the most likely to be on FTC given that these posts are
normally funded through time-limited external grants. Each year women are
more likely than men to be on FTC, but the differences are not significant.
Proportions of Teaching-Focused staff on FTC varies but for the last three
years, women have been more likely to be on these contracts than men.
The UoM operates a redeployment policy, in which all fixed-term staff are classed as
“redeployees” for the last four months of their contract, meaning they are eligible to
be considered first for any vacant posts within the UoM at their current grade.
However, the focus of research projects on very specific subject areas means that this
redeployment scheme does not always ensure the continuity of employment of
researchers.
Although the School takes a holistic view of the contributions of the staff, the renewal
or extension of employment contracts of fixed-term Researchers is to some extent
dependent on successful research grant/fellowship bids that will cover their direct
costs. However, consultation with fixed-term researchers reveals they face some
difficulties in locating grant/fellowship opportunities and in accessing support with
grant/fellowship writing from the School’s Research Support Team. These problems
are acknowledged and will be addressed with Action 6 (discussed above) and Action
14.1 discussed below in Section 5.3.
(iii) Academic leavers by grade and gender and full/part-time status
Comment on the reasons academic staff leave the department, any differences by
gender and the mechanisms for collecting this data.
Turnover in the School has generally been quite low. However in 2017/18, a School
project to increase the quality and reduce the volume of students led to the loss of 40
Academic staff via voluntary severance, resignations and redeployment. This process
had an impact on staff morale which led to the School implementing a new project,
AMBS Futures to improve morale.
Tables 4.25 to 4.28 provide data on leavers in the last four years.
56
Table 4.25 Leavers and Leaving Rates for Staff by Contract Function and Gender
Table 4.26 Leavers and Leaving Rates for Staff by Contract Type and Gender
Contract Function Gender 2014/15 2015/16 2016/17 2017/18 Overall
Staff 17 16 15 13 61
Leavers 0 2 0 1 3
Leaving Rate 0% 13% 0% 8% 5%
Staff 32 30 30 23 115
Leavers 0 1 0 3 4
Leaving Rate 0% 3% 0% 13% 3%
Staff 60 82 77 70 289
Leavers 2 2 5 6 15
Leaving Rate 3% 2% 6% 9% 5%
Staff 124 154 155 138 571
Leavers 3 2 1 12 18
Leaving Rate 2% 1% 1% 9% 3%
Staff 21 27 37 33 118
Leavers 1 2 1 7 11
Leaving Rate 5% 7% 3% 21% 9%
Staff 20 21 22 25 88
Leavers 0 2 3 3 8
Leaving Rate 0% 10% 14% 12% 9%
Staff 98 125 129 116 468
Leavers 3 6 6 14 29
Leaving Rate 3% 5% 5% 12% 6%
Staff 176 205 207 186 774
Leavers 3 5 4 18 30
Leaving Rate 2% 2% 2% 10% 4%
Teaching only
Female
Male
Research Only
Female
Male
Teaching & Research
Female
Male
Total
Female
Male
Contract Type Gender 2014/15 2015/16 2016/17 2017/18 Overall
Staff 23 44 49 43 159
Leavers 1 5 4 8 18
Leaving Rate 4% 11% 8% 19% 11%
Staff 20 39 40 38 137
Leavers 0 2 4 10 16
Leaving Rate 0% 5% 10% 26% 12%
Staff 75 81 80 73 309
Leavers 2 1 2 6 11
Leaving Rate 3% 1% 3% 8% 4%
Staff 156 166 167 148 637
Leavers 3 3 0 8 14
Leaving Rate 2% 2% 0% 5% 2%
Open Ended
Female
Male
Fixed Term
Female
Male
57
Table 4.27 Leavers and Leaving Rates for Staff on by Contract Function and whether
Staff are Full or Part-time
Table 4.28 Academic Leavers by Gender and Generic Reason for Leaving
This data indicates that:
Although overall leaving rates are typically quite low, the leaving rates among
women are slightly higher than for men across the reported period.
Other than 2017/18, leaving rates for those on open-ended contracts are low
with rates for women marginally higher than for men, although not
significantly.
Career Path 2014/15 2015/16 2016/17 2017/18 Overall
Staff 43 40 41 34 158
Leavers 0 3 0 2 5
Leaving Rate 0% 8% 0% 6% 3%
Staff 6 6 4 2 18
Leavers 0 0 0 1 1
Leaving Rate 0% 0% 0% 50% 6%
Staff 159 203 197 177 736
Leavers 4 4 6 17 31
Leaving Rate 3% 2% 3% 10% 4%
Staff 25 33 34 31 123
Leavers 1 0 0 2 3
Leaving Rate 4% 0% 0% 6% 2%
Staff 32 35 45 46 158
Leavers 0 3 3 7 13
Leaving Rate 0% 9% 7% 15% 8%
Staff 9 13 15 12 49
Leavers 1 1 1 3 6
Leaving Rate 11% 8% 7% 25% 12%
Staff 234 278 283 257 1052
Leavers 4 10 9 26 49
Leaving Rate 2% 4% 3% 10% 5%
Staff 40 52 53 45 190
Leavers 2 1 1 6 10
Leaving Rate 5% 2% 2% 13% 5%
Overall
Full Time
Part Time
Full Time
Part Time
Teaching only
Full Time
Part Time
Research Only
Full Time
Part Time
Teaching & Research
All Leavers
(Reason for
leaving)
Grade
End Fixed
Term
Contract
ResignVoluntary
SeveranceOther Grand Total
Female 3 3
Male 3 3
Female 2 3 1 6
Male 1 2 1 1 5
Female 2 4 6
Male 4 4
Female 6 3 3 2 14
Male 5 6 5 2 18
Female 10 13 4 2 29
Male 10 11 6 3 30Total
2014/15
2015/16
2016/17
2017/18
58
Leaving rates for staff on FTC are variable, but overall, they are marginally
higher for women than men when the 2017/18 data is removed.
Leaving rates, although highly variable, are similar for full-time and part-time
staff.
Table 4.28 shows generic reasons for Academic and Research staff leaving
AMBS since 2014/15 and show no clear gender patterns. However, we do not
know the reasons for resignations.
Action 9 - Conduct and keep a record of exit interviews to understand why staff
decide to leave and understand whether there are any gender-specific issues.
Word count: 2762
59
5. SUPPORTING AND ADVANCING WOMEN’S CAREERS
Recommended word count: Bronze: 6000 words | Silver: 6500 words
5.1. KEY CAREER TRANSITION POINTS: ACADEMIC STAFF
(i) Recruitment
Break down data by gender and grade for applications to academic posts including
shortlisted candidates, offer and acceptance rates. Comment on how the
department’s recruitment processes ensure that women (and men where there is an
underrepresentation in numbers) are encouraged to apply.
The School’s recruitment processes are designed to attract and appoint the most
suitable candidates and ensure that all are treated fairly, equitably and efficiently, in
accordance to the UoM’s recruitment policy. This includes equal opportunity
considerations at each stage of the process:
Care is taken when drawing up the person specification to avoid including
criteria that may indirectly discriminate against certain groups of applicants.
A minimum of two people are required for shortlisting candidates against set
criteria to minimise bias.
Panel and structured interviews, with a set of questions that are asked to all
shortlisted candidates.
Recruitment panels are, whenever possible, gender balanced. The Chair of the
recruitment panel is responsible for ensuring this is considered when
constituting the panel.
Staff who participate on recruitment panels have to undergo mandatory UoM
E&D training, delivered through the Learning and Development Office.
Divisional Managers who arrange panels and Panel Chairs are also required to
complete online modules on E&D and “Unconscious Bias”. Panel Chairs are
responsible for checking and ensuring that panel members have undertaken
E&D training. When panel members are not able to book onto one of the
centrally run E&D sessions before the recruitment process takes place, the HR
Business Partner conducts a one-to-one session with them.
The UoM and the School have used positive action statements in recruitment adverts
for a number of years. This consists of a statement in job advertisements encouraging
women (and BAME staff) to apply for posts where they are under-represented,
notably Professor and Senior Lecturer posts within AMBS.
Despite the School’s efforts to conduct fair and equitable recruitment and selection
processes, staff data (Table 5.1) reveals that women are less likely to apply and to be
appointed to academic positions.
In the period 2014/15 to 2017/18 of 58 staff recruited, 26 were female (45%).
60
Table 5.1 Academic Recruitment Data by Year
Year Gender
Ap
plic
atio
ns
Sho
rtlis
ted
Succ
ess
ful
Pro
po
rtio
n o
f
app
lican
ts s
ho
rtlis
ted
Pro
po
rtio
n o
f th
ose
sho
rtlis
ted
su
cce
ssfu
l
Pro
po
rtio
n o
f
app
lican
ts s
ucc
ess
ful
2014/15
Female 259 30 10 12% 33% 4%
Male 479 42 13 9% 31% 3%
% Female 35% 42% 43%
2015/16
Female 202 28 11 14% 39% 5%
Male 399 38 7 10% 18% 2%
% Female 34% 42% 61%
2016/17
Female 86 9 2 10% 22% 2%
Male 169 18 4 11% 22% 2%
% Female 34% 33% 33%
2017/18
Female 177 27 3 15% 11% 2%
Male 263 34 8 13% 24% 3%
% Female 40% 44% 27%
Overall
Female 724 94 26 13% 28% 4%
Male 1310 132 32 10% 24% 2%
% Female 36% 42% 45%
The data shows that overall fewer women apply for roles at AMBS compared to men.
While applying for posts in lower numbers, female candidates seem to be relatively
more successful at being shortlisted and receiving offers for academic roles. In the last
four years, 13% of female applicants were shortlisted compared to 10% male
applicants, 28% of shortlisted female candidates have been appointed compared to
24% of men and 4% of female applicants were successful compared to 2% male
applicants. Overall, women do not seem to be disadvantaged in the recruitment
process. However, there are annual variations and a noticeable decline in the
proportion of women being shortlisted in the last two years.
To better understand the data, the School needs detailed records broken down by
role/grade, i.e. Lecturer/Senior Lecturer/Professor, and gender, a disaggregation that
our current data records do not allow (Action 10.1).
61
Table 5.2 Researchers Recruitment Data by Year
Year Gender
Ap
plic
atio
ns
Sho
rtlis
ted
Succ
ess
ful
Pro
po
rtio
n o
f ap
plic
ants
mad
e s
ho
rtlis
ted
Pro
po
rtio
n o
f th
ose
sho
rtlis
ted
su
cce
ssfu
l
Pro
po
rtio
n o
f ap
plic
ants
succ
ess
ful
2014/15
Female 91 17 7 19% 41% 8%
Male 100 7 2 7% 29% 2%
% Female 48% 71% 78%
2015/16
Female 244 44 14 18% 32% 6%
Male 212 24 5 11% 21% 2%
% Female 54% 65% 74%
2016/17
Female 171 27 7 16% 26% 4%
Male 293 39 11 13% 28% 4%
% Female 37% 41% 39%
2017/18
Female 103 17 6 17% 35% 6%
Male 147 13 4 9% 31% 3%
% Female 41% 57% 60%
Overall
Female 609 105 34 17% 32% 6%
Male 752 83 22 11% 27% 3%
% Female 45% 56% 61%
Applications for Researcher posts show a similar trend to academic recruitment. On
average men make up the majority of applicants for researcher roles in AMBS.
Women, however are more successful at being shortlisted for posts, with an average
of 17% of female candidates being shortlisted compared to 11% of male applicants.
32% of shortlisted female candidates have been recruited in the last four years,
compared to 27% of men. Overall, in the last four years, 56 researchers have been
recruited, of which 34 were women (61%). Again here, records broken down by role
and grade would allow a better understanding of the recruitment data and how it
contributes to the overall gender imbalances of academic staff.
The Athena SWAN Survey revealed that 44% of respondents (73 staff: M=33; F=28, a
number did not reveal their gender) had been involved with recruitment. While the
survey revealed that in general staff tended to perceive recruitment processes as fair,
there were some important gender differences. In response to the question:
“In the recruitment and selection process I was involved with staff were treated on
their merits irrespective of gender”:
91% agreed with the statement in relation to shortlisting of candidates
(M=93%; F=86%) but considerable gender differences in the proportion of
those who ‘strongly agreed’ (M=58%; F=28%)
62
82% agreed with the statement on the decision to make the offer of
appointment, (M=90%; F=80%) but considerable gender differences in the
proportion of those who ‘strongly agreed’ (M=53%; F=25%)
The Academic Staff Survey also revealed that fewer women than men (M=65%;
F=47%) agreed with the statement “My School takes positive action to encourage
women and men to apply for posts in areas where they are under-represented”.
This data calls for a consideration of recruitment and selection to process and
evaluate whether there are areas where the School could further improve the gender
equity of the process.
Action 10.1 - Improve reporting so that the School is better able to access and
examine academic recruitment data by role and grade.
Action 10.2 - More explicit positive action statements in academic job adverts
about the School being keen to receive applications from female academics and
working towards culture supportive of gender equality and work-life balance. The
aim is to increase the number of female applications.
Action 10.3 - Gather data about Academic recruitment processes, including
shortlisting and interview to reach decisions to consider if there are areas in which
the School can further improve the gender equity of the process. This will also
involve reviewing the way strategic appointments are made. Data to be examined
by the E&DC.
Action 10.4 - Staff to be encouraged to use Academic networks to encourage
female and BAME academics to apply for jobs at different levels, but especially at
higher levels (and at all levels in MSM division) where they are particularly under-
represented. This should explicitly include strategic appointments.
Action 10.5 - Set gender targets for strategic appointments and external agencies,
when used.
(ii) Induction
Describe the induction and support provided to all new academic staff at all levels.
Comment on the uptake of this and how its effectiveness is reviewed.
Induction for staff is organised at UoM, School, and Divisional level. New Academic
staff participate in the mandatory Humanities New Academics Programme (HNAP)
which covers a core set of information e.g. strategy, policies, etc., including E&D.
Formal induction at School level has, historically, been intermittent and as such many
comments from past UoM staff surveys noted that colleagues had either not been
offered a School-wide induction, or that it was rather superficial. Consequently, from
September 2015 AMBS implemented a formal, annual induction with the HoS and
HoSA, the purpose of which is to give an overview of the School’s activities, strategy
and structure. However, the Athena SWAN Survey revealed that of staff who received
63
induction only 20% thought issues of gender equality were appropriately addressed.
In response to this, the School will improve the induction process to better integrate
E&D issues. The School has recently developed an Induction Handbook that includes
an E&D section and in addition AMBS will:
Action 11 - Develop an integrated induction programme that includes E&D issues,
communicates School gender equality targets and information on flexible working
options and support for parents and carers. E&D issues should also include
information on support for staff with disabilities or long-term health conditions.
Policies to prevent sexual harassment and information on how to report it will also
be covered.
(iii) Promotion
Provide data on staff applying for promotion and comment on applications and
success rates by gender, grade and full- and part-time status. Comment on how staff
are encouraged and supported through the process.
The annual promotions cycle starts in December when guidance is circulated by email
to all staff. Individuals apply by submitting their CV and case with a letter of support
from a senior colleague (and references for promotion to Chair). The senior colleague
who writes the letter of support also provides advice and guidance to the applicant.
Applications are first considered and evaluated by the School Promotions Committee
(SPC: M=5; F=3) and a final decision is made at Faculty Promotions Committee (FPC).
Consideration is given to the impact of significant absence from work due to illness,
disability, pregnancy, parental or adoption leave, working part-time, secondments,
career breaks or any other relevant circumstances that may have restricted or delayed
the development of an applicant’s professional career. All members of SPC are
required to undertake the on-line training on Diversity in the Workplace and
Unconscious Bias. The Athena SWAN survey revealed that 75% of men and 67% of
women say they understand the promotion process and criteria.
Table 5.3 below shows that since 2014 a higher number of men have applied for and
received promotion than have women (applications: 33 from men and 19 from
women; successful promotion 22 men and 17 women). However, application rates
over the last four years indicate that women are not less likely to apply for promotion
or less successful than their male colleagues (89% of women successful versus 67% of
men). However, the (slightly) higher success rates of women could suggests that
women may take longer to apply for promotion.
64
Tables 5.3 Promotion Data for the Years 2014-2017
Ap
plic
atio
ns
Elig
ible
Staf
f
Ap
plic
atio
n
Rat
e
Ap
plic
atio
ns
Elig
ible
Staf
f
Ap
plic
atio
n
Rat
e
Mal
e
Fem
ale
Chair/Prof (T&R) 5 34 15% 1 17 6% 100% 100%
Reader (T&R) 0 32 0% 0 15 0% N/A N/A
Senior Lecturer (T&R) 2 31 6% 1 28 4% 100% 100%
Senior Lecturer (T&S) 0 22 0% 2 12 17% N/A 100%
Senior Research Fellow 1 5 20% 0 12 0% 0 N/A
2014
Promotion to
Successful
Promotions (%)Male Female
Ap
plic
atio
ns
Elig
ible
Staf
f
Ap
plic
atio
n
Rat
e
Ap
plic
atio
ns
Elig
ible
Sta
ff
Ap
plic
atio
n
Rat
e
Mal
e
Fem
ale
Chair/Prof (T&R) 2 34 6% 1 19 5% 0% 100%
Reader (T&R) 0 33 0% 0 19 0% N/A N/A
Senior Lecturer (T&R) 6 45 13% 0 44 0% 66% N/A
Senior Lecturer (T&S) 0 14 0% 1 8 13% N/A 100%
Senior Research Fellow 0 6 0% 1 9 11% N/A 100%
2015
Promotion to
Successful
Promotions (%)Male Female
Ap
plic
atio
ns
Elig
ible
Staf
f
Ap
plic
atio
n
Rat
e
Ap
plic
atio
ns
Elig
ible
Sta
ff
Ap
plic
atio
n
Rat
e
Mal
e
Fem
ale
Chair/Prof (T&R) 1 36 3% 3 19 16% 0% 67%
Chair/Prof (T&S) 0 12 0% 1 4 25% N/A 100%
Reader (T&R) 0 35 0% 0 19 0% N/A N/A
Senior Lecturer (T&R) 4 43 9% 2 37 5% 75% 100%
Senior Lecturer (T&S) 0 16 0% 0 8 0% N/A N/A
Senior Research Fellow 2 7 29% 0 10 0% 100% N/A
2016
Promotion to
Successful
Promotions (%)Male Female
Ap
plic
atio
ns
Elig
ible
Staf
f
Ap
plic
atio
n
Rat
e
Ap
plic
atio
ns
Elig
ible
Sta
ff
Ap
plic
atio
n
Rat
e
Mal
e
Fem
ale
Chair/Prof (T&R) 3 32 9% 1 21 5% 33% 100%
Chair/Prof (T&S) 1 15 7% 0 4 0% 0% N/A
Reader (T&R) 0 30 0% 1 20 5% N/A 100%
Senior Lecturer (T&R) 4 38 11% 4 30 13% 75% 75%
Senior Lecturer (T&S) 2 7 29% 0 7 0% 100% N/A
Senior Research Fellow 1 8 13% 1 8 13% 100% 100%
Male Female
2017
Successful
Promotions (%)
Promotion to
65
The promotion data does not allow the School to differentiate by full-time and part-
time staff currently and so the plan is to start collecting this data from 2019 (Action
12.7).
The Athena SWAN Survey revealed some concerns with the fairness of the promotion
process. With 27%F and 22%M respondents failing to agree with the statement
“Decisions on promotions at School level are fair irrespective of gender”. However, it
was found that the proportion of those disagreeing with the statement was higher
among female Senior Lecturers: 15 female Senior Lecturer respondents (53%)
disagreed whereas of 18 male Senior Lecturer respondents (28%) did so. Some
comments from the survey were:
If the criteria were fair more women would be getting promoted. There is little
account in the current criteria for existing gender bias within academia for
example women academics being utilised as back up labour when emergency
replacement is needed, non-appointment and support for inclusion on crucial
managing and administrative committees.
The criteria are fair but it is easier for men to achieve them
This calls for further investigation to understand where the problem lies. SAT
members raised the issue that fast track promotion applications can be considered as
a result of external offers, and that it needs to ascertain whether there are gender
differences in these (see Actions 12.1-12.8). In the meantime, the School has already
been developing actions to improve staff understanding of the promotion process,
help staff prepare for promotion and encourage applications from women. An annual
Promotion Workshop has been held since 2016 ahead of the start of the promotion
cycle. This was an initiative of the E&DC and, while initially conceptualised as a
positive action to provide specific support to female and BAME staff, it was later
decided that for a matter of inclusiveness it should be open to all staff. These
workshops have been well attended (2016: 24 staff: M=14; F=10 2017: 19 staff: M=6;
F=13) and may have contributed to the increase of female applications in 2016 and
2017. AMBS aims to improve these workshops by including an explanation by a
member of SPC of how decisions are reached so to improve an understanding of the
process and perceptions of procedural fairness.
Action 12.1 - Promotion workshops to be improved to include an explanation of
how decisions are reached by a member of the SPC and provide data on success
rates by gender.
Action 12.2 - Performance reviews to formally include a discussion of career.
Action 12.3 - Review student feedback data to identify gender differences and
evidence of bias.
Action 12.4 - Gather data on promotion processes and outcomes and bring it to the
E&DC, who will examine it with the purpose of understanding whether women take
longer to apply for promotion and, if so, why and whether there are issues with the
promotion process and criteria that create a disadvantage and discourage female
applications.
66
Action 12.5 - Create a more systematic record of the role of outside offers on fast
track promotions of female and male academics. This should include both
successful and unsuccessful cases.
Action 12.6 - Create a mentorship scheme, disseminate it and encourage women to
participate, while supporting it with the more formal and organised mentoring
events involving the Women Researchers Network and the Women Professors
Network.
Action 12.7 - Start recording working time status of male and female promotion
applicants and their success rates.
(iv) Department submissions to the Research Excellence Framework (REF)
Provide data on the staff, by gender, submitted to REF versus those that were eligible.
Compare this to the data for the Research Assessment Exercise 2008. Comment on
any gender imbalances identified.
Table 5.4 The School’s Submission Profile to the Most Recent REFs
Men Women
Eligible Submitted % rate Eligible Submitted % rate
REF 2014 131 91 69% 61 40 66%
RAE 2008 166 141 85% 58 48 83%
The submission rate decreased between 2008 and 2014 but the submission rates for
women and men were close both in 2008 and 2014. The overall reduction in the
number and % of staff submitted between RAE 2008 and the REF 2014 reflects the
School’s strategy to make a more selective submission to increase the School’s
research quality profile.
67
SILVER APPLICATIONS ONLY
5.2. Key career transition points: professional and support staff
(i) Induction
Describe the induction and support provided to all new professional and support
staff, at all levels. Comment on the uptake of this and how its effectiveness is
reviewed.
(ii) Promotion
Provide data on staff applying for promotion, and comment on applications and
success rates by gender, grade and full- and part-time status. Comment on how
staff are encouraged and supported through the process.
5.3. Career development: academic staff
(i) Training
Describe the training available to staff at all levels in the department. Provide details
of uptake by gender and how existing staff are kept up to date with training. How is its
effectiveness monitored and developed in response to levels of uptake and
evaluation?
There are a wide range of opportunities for personal and academic development
organised both at UoM, Faculty and School level. In the 2017 UoM staff survey, 74% of
staff felt satisfied with their level of learning and development and 72% felt there
were sufficient opportunities to enable them to do their job more effectively. Over the
last 12 months, 47% have taken part in some development activity.
The UoM provides a wide range of optional and mandatory training. Mandatory
training is for such activities as Performance & Development Review (PDR),
recruitment and selection, and the HNAP. All new staff are required to undertake
E&D training; this is part of the HNAP that all new early career academics are required
to complete as part of their probation process. Optional training provides support for
skills development, including Coaching Skills for Managers; Making an Impact;
Enhancing Personal Confidence; Step into Leadership and others. Table 5.5 below
shows a breakdown of training undertaken by School Academic and Research staff.
68
Table 5.5 Training Participation of Academic and Research Staff
Training Participation
Aca
dem
ic
Re
sear
cher
s
Tota
l
2014/15
Female 22 5 27
Male 31 1 32
Total 53 6 59
% Female 42% 83% 46%
2015/16
Female 17 1 18
Male 20 0 20
Total 37 1 38
% Female 46% 100% 47%
2016/17
Female 55 7 62
Male 70 3 73
Total 125 10 135
% Female 44% 70% 46%
2017/18
Female 14 5 19
Male 27 1 28
Total 41 6 47
% Female 34% 83% 40%
Overall
Female 108 18 126
Male 148 5 153
Total 256 23 279
% Female 42% 78% 45%
In the last few years the UoM has significantly expanded coaching and mentoring
offered through training a number of in-house coaches. In the last year the UoM has
launched a series of leadership and management development programmes targeted
at various levels of the organisation, as well as a new range of programmes to support
staff in developing and evidencing teaching achievement. The School disseminates
information about training programmes and encourages staff to participate by
disseminating the brochure ‘Learning for All’ by email to all staff at the time of PDRs.
PDRs also include a discussion on development needs and interests and staff are
supported in identifying training opportunities that meet their needs and interests.
At the School level, development opportunities offered include:
Grant writing workshops
Publishing workshops, external facilitation by journal editors
Workshops to support impact and knowledge engagement activities
Skills development sessions including ‘Workload Management’ and ‘Having
Difficult Conversations’
69
(ii) Appraisal/development review
Describe current appraisal/development review schemes for staff at all levels,
including postdoctoral researchers and provide data on uptake by gender. Provide
details of any appraisal/review training offered and the uptake of this, as well as staff
feedback about the process.
PDRs are offered to all Academic and Research staff. They are undertaken by line
managers or senior colleagues and cover research, teaching and administration.
Annual Personal Research Expectation Plans (PREP) are mandatory for Research
Exercise Framework (REF) eligible staff and consider such things as publications
strategy, doctoral student supervision, knowledge exchange and research funding.
Senior colleagues who act as PDR reviewers are required to attend training.
Table 5.6 School Academic PDR Uptake by Gender 2017/18
Notwithstanding the relatively high take up of the PDR for all staff (88%M, 92%F) the
results of the Athena SWAN staff survey suggest only 53% of male staff and 45% of
female staff found it useful to support their career development.
Action 13 - PDRs to formally include a discussion of career aspirations and progress
towards meeting promotion criteria. Performance reviews of senior staff to cover
mentoring and support provided to early career academics and researchers
(iii) Support given to academic staff for career progression
Comment and reflect on support given to academic staff, especially postdoctoral
researchers, to assist in their career progression.
All early career staff and probationary staff in the School are allocated a mentor to
advise on research and publication strategy in the context of the School and UoM
objectives. All staff are given the opportunity and are expected to take part in a PDR,
and to receive feedback and support for career development. All T&R academic staff
are allocated an annual research allowance of £4,000 each for conference attendance,
professional development and support for research. Teaching-focused academics
have a £1,000 allowance. Funding for researchers is not formalised, partly because it
2017/18 Male CountNo. Male
Completed
% Male
CompletedFemale Count
No. Female
Completed
% Female
CompletedTotal
Lecturer 35 29 83% 33 30 91% 59
Senior Lecturer 33 29 88% 21 20 95% 49
Reader 3 3 100% 1 1 100% 4
Professor 48 42 88% 17 16 94% 58
Research Associates 7 7 100% 21 19 90% 26
Research Fellows 3 3 100% 6 5 83% 8
Senior Research Fellows 5 5 100% 1 1 100% 6
Total 134 118 88% 100 92 92% 210
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is normally provided by the specific research grants in addition to their employment
costs. When this is not the case they can submit funding requests to their HoD and/or
apply to Research Committee for research project start-up funds of up to £5,000 each.
A Women Researchers’ Network was created in July 2017 by two members of the
E&DC to provide an informal space for women in the early stages of their academic
careers to come together and discuss any gendered-related challenges they face. The
network, which has currently 62 members, produces a regular newsletter and has
organised a number of important meetings and events specifically aimed at raising
awareness of these challenges and devising ways of overcoming them. While the
meetings involve mainly the members, who are all female, specific events are open
and disseminated to all male and female staff. Specific events have included a
discussion session themed ‘Why is the Pipeline so Leaky’ (11 participants), a
Promotions Workshop (20 participants) and a session about Women in Leadership
with a guest speaker (10 participants). The School aims to take this work further
through joint initiatives involving the E&DC (Actions 6 and 12.5 discussed above).
For senior staff there is a Women Professors Network at the UoM level to support
networking, mentoring and further career development. The School also aims to
involve the Women Professor Network in the mentoring scheme and events
mentioned above to support early career female staff (Action 12.5). The
enhancements to PDRs (Action 13) discussed above are also aimed at improving
support for early career academics and post-doctoral researchers.
Academic T&R staff of the UoM are allowed to take study (sabbatical) leave after each
six semesters, for one semester’s leave, or after six years for one year’s leave.
Teaching-Focused staff are normally allowed to take one semester sabbatical leave
after six years. The School actively encourages staff to use the leave as soon as they
qualify and the take up is high. Since 2014, 109 AMBS staff took study leave (M=71;
F=47, corresponding to approximately 45% for both genders).
(iv) Support given to students (at any level) for academic career progression
Comment and reflect on support given to students at any level to enable them
to make informed decisions about their career (including the transition to a
sustainable academic career).
UG Students
AMBS has enhanced its provision to UG students and a number of employability
enhancing initiatives have been put into place:
The Academic Advisor scheme has been enhanced to include employability
skills.
Work placements have been introduced on BSc Management and BSc
International Business, Finance & Economics.
All UG are offered a one-to-one meeting with a careers advisor.
71
The introduction of tailored training workshops on Assessment Centres,
Psychometric Tests and Dealing with Rejection, plus tips on applying for
placements and postgraduate study.
The introduction of an Alumni panel at the end of Welcome Week where
recent graduates talk with new students about their careers.
All course units coordinators are required to consider how the content and
activities contribute to the students’ employability
PGT Students
The AMBS Postgraduate Careers Service provide comprehensive support to all PGT
students at AMBS which includes:
Weekly job application sessions and workshops.
Access to one-to-one support and guidance through a team of careers
advisors.
Engagement with the external market to help students to secure the role they
are looking for. Regular recruiters who target AMBS students include
American Express, Credit Suisse, Johnson & Johnson and AT Kearney.
Supporting students to build their networks through various networking
events on campus.
Securing summer projects for MSc Business Analysis & Strategic Management
programme.
The management of student clubs, all of which have a sector focus except for
the Women in Business Club which acts as a special interest group hosting
speakers and company visits.
PGR Students
In the first year, PhD students receive an in-depth Research Training Programme (RTP)
to support their writing and research methods development. Throughout their
programme they receive additional skills training to help them develop the research
and transferrable skills for career development:
First year students participate in generic skills development run by the
Brathay Trust.
Second year students work with trained actors on how to develop their
confidence and presentation skills.
Third year students participate in writing retreats.
There is an Annual Research Conference where PhD students present their work and
receive feedback from Academics. This also includes sessions on applying for grants,
career development, publishing in leading journals, impact and knowledge exchange.
As well as fortnightly supervisory meetings, each PGR student has a mandatory end of
year progress review. Students have extensive support through their academic
supervisor(s) and the research culture in which they are based.
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Each PhD student has £2,000 to support their research and present at and attend
conferences. The School also has an annual scheme (£60k budget) to support
additional PGR training and conference costs.
As part of broader academic career development, PGR students have the opportunity
to teach UG/PGT students, limited to 180 hours, in line with Research Councils UK
(RCUK) guidance. PGR students who do teach for the School take part in mandatory
Teaching Assistant (TA) training and are eligible for Higher Education Association
(HEA) accreditation.
Local data, shown below, suggests similar graduate destinations of female and male
PhD students.
Table 5.7 Available PhD Graduate Destination Data for the period since 2014
Gender Academic role Business role Total Students
Female 48 (74%) 17 (26%) 65
Male 52 (75%) 17 (25%) 69
Total 100 34 134
Considering that PGR students are 39%F, research staff 57%F and lecturers 45%F,
AMBS does not seem to have a leaky pipeline issue for student transition to an
academic pathway, which is positive.
(v) Support offered to those applying for research grant applications
Comment and reflect on support given to staff who apply for funding and what
support is offered to those who are unsuccessful.
The School has a dedicated Research Support Team of eight staff (five female) who
support and organise the application for and management of research grants and
contracts. This includes specific staff who:
Work as Grant Writers, helping staff to prepare and write research grants.
Coordinate impact and engagement activities.
Coordinate strategic research activities.
In practical terms this means:
Sending a fortnightly research funding bulletin to all Academic and Research
staff highlighting discipline specific opportunities.
Making available previous successful and unsuccessful bids for funding.
Organising grant writing workshops, open to all staff irrespective of their
career stage.
Providing help from highly specialised PS staff with academic backgrounds to
support the writing of non-disciplinary elements of the bid and act as a critical
friend.
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The Finance Team ensuring that budgeting is appropriate to the proposed
research approach, methodology, and scheme criteria.
All bids being peer-reviewed prior to submission.
In the period 2013-2018 the School made 361 applications for external research
funding. Of these:
139 applications had a female principal investigator (33% success rate);
222 applications from a male principal investigator (36% success rate).
Fisher’s exact test reveals no statistical significance between success rates with
female/male principal investigators. The gender differences in application numbers
are likely to reflect the disproportionate proportion of male staff in senior grades (the
School will try and ascertain this, see Action 14.2 below). However, consultation with
Research staff reveals that they find it difficult to access support from the School’s
Grant Writing Team. In response to this, the Research Support Team is preparing an
information pack on Fellowship opportunities for early career Researchers (Action
14.1, below). There is also a new scheme, Grant Incubator, to help Researchers and
Academics develop research ideas and locate funding opportunities.
There is no formal process to support staff after an unsuccessful bid but, where
appropriate, the School works with all staff to recycle bids to different sponsors,
acting on previous feedback. There is also a new scheme to help Academics and
Researchers develop research ideas and locate funding opportunities.
Action 14.1 - Create and disseminate an information pack with Grants and
Fellowship opportunities for early career Researchers. Encourage early career
Researcher and Academics to participate in the new Grant Incubator Scheme.
Action 14.2 - Start recording data of grant applications not just by gender but also
by grade/post of PI.
74
SILVER APPLICATIONS ONLY
5.4. Career development: professional and support staff
(i) Training
Describe the training available to staff at all levels in the department. Provide
details of uptake by gender and how existing staff are kept up to date with
training. How is its effectiveness monitored and developed in response to levels
of uptake and evaluation?
(vi) Appraisal/development review
Describe current appraisal/development review schemes for professional and
support staff at all levels and provide data on uptake by gender. Provide details
of any appraisal/review training offered and the uptake of this, as well as staff
feedback about the process.
(ii) Support given to professional and support staff for career progression
Comment and reflect on support given to professional and support staff to assist
in their career progression.
5.5. Flexible working and managing career breaks (1028)
Note: Present professional and support staff and academic staff data separately
(i) Cover and support for maternity and adoption leave: before leave
Explain what support the department offers to staff before they go on maternity and
adoption leave.
The staffing cost of all maternity, adoption and shared parental leave is covered by
Faculty of Humanities funding (including Research staff) but the School is responsible
for arranging cover and handover arrangements for both PS and Academic staff. Staff
are entitled to take time off with pay to attend medical and ante-natal appointments.
For Academic staff, maternity leave is arranged through the HoD, for PS staff through
their line manager. Academic staff taking maternity leave are often involved in
organising their cover, e.g. in shortlisting and interviewing candidates.
Table 5.8 Maternity Leave Rates since August 2014
Staff type 2014/15 2015/16 2016/17 2017/18 Grand Total
TF Lecturer 0 0 1 0 1
TF Senior Lecturer 0 1 0 1 2
T&R Lecturer 2 3 1 1 7
T&R Senior Lecturer 1 2 0 2 5
T&R Professor 0 0 0 0 0
Researcher 1 0 2 2 5
Professional Services 11 6 3 5 25
Grand Total 15 12 7 11 45
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A checklist is available to managers detailing issues to consider for supporting staff
about to start maternity leave. It includes things such as use of Keeping-in-Touch (KIT)
days, where things are kept, handing over of lecture slides etc., or if it related to the
individual’s professional progression e.g. upcoming funding deadlines, conferences,
research students support etc., copies are held by the individual and their line
manager.
(ii) Cover and support for maternity and adoption leave: during leave
Explain what support the department offers to staff during maternity and adoption
leave.
Staff have the option to work for up to 10 KIT and for up to 20 Shared Parental Leave-
in-Touch (SPLIT) days per parent. This enables staff to keep up to date with
developments at work, and may include working, attending training or a meeting.
UoM policy allows the School to make reasonable contact with members of staff, for
example, to discuss return to work arrangements or to communicate important
information. Staff emails remain active and the School can select communications so
parents remain up-to-date with important information.
Employees on FTC are covered by the same policy and associated provisions until the
contract expires. Statutory Maternity/Adoption Pay will continue to be paid beyond
the contract expiry date via payroll if eligible. Where the FTC is due to end during
maternity leave staff can apply to an alternative post as redeployment. When
applications are not successful or suitable posts are not available and staff leave after
maternity leave, the UoM waives the normal condition of repaying Occupational
Maternity Pay if the employee has not returned to work for 12 weeks after leave.
Probation is paused during a colleague’s maternity/adoption leave and the probation
period extended to an equivalent amount of time as the leave.
(iii) Cover and support for maternity and adoption leave: returning to work
Explain what support the department offers to staff on return from maternity
or adoption leave. Comment on any funding provided to support returning staff.
HoDs are expected to arrange a meeting prior to return to work to discuss workload
and support. Line managers are provided with a checklist from HR Services to assist
staff in the transition back to work. Returners from leave are made aware of the
opportunity to join the Parent’s Peer Support Group for staff returning from
maternity, paternity, or adoption leave. The UoM has a number of breastfeeding
rooms across campus, each with fridges to store expressed milk. There are two on-site
nurseries available for use by UoM staff.
76
The comments section of the Athena SWAN survey revealed some uneasiness about
the consequences of taking maternity leave, especially in relation to how staff re-
establish their research career after an extended break. In addition, staff members
consulted by SAT members revealed concerns that there might be expectations that
maternity leavers should ‘surrender’ their courses or admin/management. The School
will investigate this further through working lunches with new parents. AMBS would
like to consider a workload allowance for returners but, in this area, the School does
not have sufficient autonomy to unilaterally introduce such a policy. However, the SAT
Chair and HR Business Partner will engage with the UoM HR Services and E&D units to
encourage the development of a policy of this kind (Action 15.1).
Following a recommendation by the E&DC, in 2017 the School launched a policy to
offer support to new parents and carers, in order to facilitate research related
professional development (annual budget £10k). This consisted of a compensation
scheme for care expenses incurred in connection with conferences or other career-
relevant events and meetings. The scheme consists of a grant of up to £60 per day for
up to five days to cover costs above normally incurred usual childcare arrangements.
The scheme was advertised via the School’s e-newsletter, however only six
applications were received in 2017/18 and £728 spent despite the School having
made a provision of £10K. Recent consultation with staff who are parents revealed
that they enthusiastically welcomed the scheme but did not know about it. Thus, an
action needed is to further disseminate the scheme in ways that ensure they reach
potential users (Action 15.2). This scheme was first piloted by AMBS and is now being
rolled out as best practice by other Schools and Departments in the Faculty of
Humanities.
Action 15.1 - Engage in discussions with the UoM HR Services and E&D units on the
need to consider workload allowances for maternity and parental leave returners.
Action 15.2 - Disseminate the Carer Support Funding Programme, not just through
the e-bulletin but through more personalised channels, including through SAT/E&DC
members, who will flag it up regularly in Divisional meetings.
(iv) Maternity return rate
Provide data and comment on the maternity return rate in the department. Data of
staff whose contracts are not renewed while on maternity leave should be included in
the section along with commentary.
Local records confirm 20 academic staff and 25 PS staff took maternity leave in the
period 2014- 2018. All have since returned to work. The data does not enable the
School to ascertain how many of these (if any) were in FTCs and so AMBS needs to
improve its reporting to make this information readily available.
Action 15.3 - Record maternity, paternity and parental leave by contract type and
return rates of fixed-term male and female employees.
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SILVER APPLICATIONS ONLY
Provide data and comment on the proportion of staff remaining
in post six, 12 and 18 months after return from maternity leave.
(v) Paternity, shared parental, adoption, and parental leave uptake
Provide data and comment on the uptake of these types of leave by gender and
grade. Comment on what the department does to promote and encourage take-up of
paternity leave and shared parental leave.
The School follows standard UoM policy on support for paternity, shared parental,
adoption, and parental leave. The School supports all Academic and PS staff taking up
these types of leave; records are managed centrally by HR Services. Since 2014 22
staff have taken paternity leave, four staff have taken shared parental leave and two
staff have taken adoption leave. See tables below.
Table 5.8 Paternity Leave in the period since August 2014
Staff role 2014/15 2015/16 2016/17 2017/18 Total
TF Lecturer 1 1
T&R Lecturer 1 2 3 4 10
T&R Senior Lecturer
1 1 1 3
Researcher 2 1 3 6
PSS 1 1 2
Total 5 5 4 8 22
Table 5.9 Shared Parental Leave in the period since August 2014
Staff role 2014/15 2015/16 2016/17 2017/18 Total
T&R Lecturer 1 2 3
Researcher 1 1
Total 0 0 1 3 4
Table 5.10 Adoption Leave in the period since August 2014 (men only, no records of
women taking adoption leave in the last four years)
Staff role 2014/15 2015/16 2016/17 2017/18 Grand Total
T&R Lecturer 1 1 2
Total 1 0 1 0 2
78
(vi) Flexible working
Provide information on the flexible working arrangements available.
The UoM flexible working policy covers such circumstances as:
A change to the number of hours of work
A change to the times when an employee is required to work
To work from home
A reduction in the working week
A shorter working year
A job share arrangement
Work patterns such as, annualised hours, compressed hours, flexitime, shift
working, staggered hours and term time working.
Staff who have worked continuously at the UoM for 26 weeks or more have the right
to make a request for flexible working. Requests for flexible working may be for any
reason and are not restricted to employees with family care commitments.
The School is supportive of requests to work flexibly. The School does not
systematically collect and report data on flexible working but to date no requests for
flexible working have been refused (although alternative arrangements have been
agreed in a small number of cases). There are a number of PS and academic
colleagues moved to part-time after maternity leave but again, there is no systematic
record of these moves. (Action 8 discussed above).
(vii) Transition from part-time back to full-time work after career breaks
Outline what policy and practice exists to support and enable staff who work part-
time after a career break to transition back to full-time roles.
There is no formal UoM policy on the transition from part-time back to full-time after
career breaks. The transition may be informally agreed with the line manager and
HoS/HoSA, and staff might make use of flexible working to aid their return to full-time
work. There are cases of academic colleagues who moved to part-time following
maternity leave and then increased their hours and/or moved back to full-time but
systematic records are lacking (Action 8).
5.6. Organisation and culture
(i) Culture
Demonstrate how the department actively considers gender equality and inclusivity.
Provide details of how the Athena SWAN Charter principles have been, and will
continue to be, embedded into the culture and workings of the department.
E&D sits within the School’s strategic priority of Social Responsibility and, in this
context, it is a key goal of the School “to ensure that AMBS is a fair and diverse place
to work and study and its external engagement and impact activities capture the
diversity of the Business School” (AMBS Strategic Plan 2017/18, p.7). The School is
home to the Work and Equalities Institute, whose main research agenda is to identify
79
and promote the conditions for more inclusive and fair work and employment
arrangements. Professor Cary Cooper within PMO Division is one of the world’s
leading authorities on health and well-being and is one of four Athena SWAN patrons.
The AMBS teaching portfolio includes units that will enable and motivate graduates
(and future managers) to promote equality within organisations. UG teaching includes
the elective ‘Equality and Fairness at Work’ which examines different forms and
sources of employment inequality and how to address them and is open to all
business and management third year students. At the PGT level, the MSc in Human
Resource Management & Industrial Relations has a compulsory course ‘Employment
Practice and Equality’ which has similar goals and content and is also offered as an
elective in the MSc in International Human Resource & Comparative Industrial
Relations. The MBA programmes also include E&D content in the Human Resource
units.
In order embed the Athena SWAN principles, the School’s E&D issues are given
significant consideration in the School’s strategic plan and have become regular items
of SLT meetings. To ensure the implementation of the Athena SWAN Action Plan and
track progress, the chair of the E&DC will participate in SLT meetings and E&D will be
formally established a standing item in the agenda (Actions 2.4 and 2.5)
All new staff undertake compulsory E&D training and this is a requirement for staff
participating in recruitment and promotion panels. The Athena SWAN Survey
indicated that 80% of staff had attended or completed online E&D training.
Unconscious Bias training has been provided to the School’s senior staff and is being
rolled out to all staff.
(ii) HR policies
Describe how the department monitors the consistency in application of HR policies
for equality, dignity at work, bullying, harassment, grievance and disciplinary
processes. Describe actions taken to address any identified differences between policy
and practice. Comment on how the department ensures staff with management
responsibilities are kept informed and updated on HR polices.
The School’s HR Business Partner sits on SLT, and provides advice on the impact and
implementation of HR policies and initiatives across the School. In order to embed the
Athena SWAN principles the School’s strategic plan recommends that E&D matters
are considered in HR processes such as probation, promotion, and pay reviews. The
HR Business Partner presents E&D data at all such committee meetings for context.
The HR Business Partner meets fortnightly with the HoS and HoSA to discuss and
advise on ongoing issues and delivers regular updates to staff that manage staff on
recent policy and local changes and what it means for their role as managers.
The Athena SWAN Staff Survey revealed that only 55% of female academic staff and
54% of male academic staff were aware of policies in relation to gender equality; for
PS 85% of women and 78% of men were aware. 79% of Academic men and 64% of
Academic women thought “My School makes it clear that inappropriate language and
80
behaviour are not acceptable”. There was better balance for PS with 78% of men and
77% of women agreeing with the statement. Women were much more likely to have
witnessed or experienced inappropriate behaviour than men: 20 women compared to
five men PS and 18 women compared to six men Academics.
In response to this, two events were organised in April 2018 to discuss and raise
awareness of sexual harassment. The first was organised by the Work and Equalities
Institute and themed ‘#MeToo - what now for the workplace?’. It included a panel
discussion with Academic experts, the Head of the E&D Unit of the UoM (male), a
Trade Union expert on gender equality from TUC (female) and the Research Head of
the Equality & Human Rights Commission (female). The second event was a learning
lunch organised by the E&DC open to all staff to discuss staff perceptions of what
constituted ‘inappropriate behaviour’ with the goal of working towards a definition. In
addition to this, the Women Researchers Network organised a question and answer
session about the UoM’s ‘We Get It’ campaign on available resources and current
work on sexual harassment at the UoM. Feedback from this event suggests that AMBS
may need to do more to support staff and avoid placing all the onus on those
experiencing harassment to report it. In the 2017 staff survey 63% of Academic and
75% of PS staff were aware of the “We Get It” campaign, and 60% and 71% were
aware of the UoM’s Dignity at Work and Study Policy. In addition, the new
comprehensive School induction discussed above will include information about the
UoM standards and policy on sexual harassment and bullying (Action 11) and the
School will also:
Action 16 – Promote UoM events and campaigns against sexual harassment and
organise events as appropriate to raise awareness of the initiatives and policies on
sexual harassment and bullying across the School to enhance staff and student
awareness of reporting mechanisms for any incidents. These sessions would also be
aimed at involving staff in process of defining the boundaries of what constitutes
inappropriate behaviours and consider ways to improve current policy to support
staff.
(iii) Representation of men and women on committees
Provide data for all department committees broken down by gender and staff type.
Identify the most influential committees. Explain how potential committee members
are identified and comment on any consideration given to gender equality in the
selection of representatives and what the department is doing to address any gender
imbalances. Comment on how the issue of ‘committee overload’ is addressed where
there are small numbers of women or men.
81
Table 5.9 AMBS Committee Membership 2016/17
Committee membership
Chair Academi
c (F) Academic
(M)
PS PS % Female
% Academic Female (F) (M)
SLT Woman 4 9 4 0 47% 24%
Research Committee
Man 3 8 1 1 31% 23%
Teaching and Learning Committee
Woman 6 7 6 2 57% 29%
Social Responsibility & Engagement Committee
Man 1 4 3 1 44% 11%
PGR Committee Man 6 3 3 1 69% 46%
Promotion Committee
Woman 3 5 0 0 38% 38%
Probation Committee
Woman 2 4 0 0 33% 33%
Undergraduate Committee
Woman 9 6 5 1 67% 43%
PGT committee Woman 9 14 7 2 50% 28%
MBA Programme Committee
Woman 2 7 3 2 36% 14%
Senior Admin Team
Woman 0 0 6 2 75% 0%
Enterprise Programme Committee
Woman 3 7 2 1 38% 23%
Executive Education Management Team
Woman 1 0 5 1 86% 14%
Grand Total
49 74 45 14 54% 40%
School Academic roles rotate on a three or five year basis and current gender and role
profile is representative of the Committee balance over recent years. The Table above
shows women make up 54% of Committee membership and 40% of Academic
Committee membership, though there is variation between Committees. Female PS
staff are well represented; senior PS work with Academic colleagues on the
implementation of programmes, policies, and procedures. The main exceptions to
this are Promotion Committee and Probation Committee, which make decisions on
Academic performance and contribution to the School Academic agenda. SLT is the
major decision-making Committee of the School and has responsibility for reviewing
budgets, progress towards key performance indicators and operational priorities, and
has oversight of implementation of UoM and School policies and procedures – it is
chaired by the HoS (female) and has 47% female constitution. The School has recently
82
ensured that early career researchers are represented in the Research Committee.
The Athena SWAN Survey revealed for Academic staff that 68% of men and 69% of
women thought they were given opportunities to represent the School externally
and/or internally on Committees or Boards.
(iv) Participation on influential external committees
How are staff encouraged to participate in other influential external committees and
what procedures are in place to encourage women (or men if they are
underrepresented) to participate in these committees?
All staff, both Academic and PS, are encouraged to participate in external Committees.
This is generally for more senior PS, encouraged through formal professional
development planned through the PDR process. Academic staff generally take a more
self-directed approach though it is influenced by the PDR process. Where necessary
additional support, both time and financial, is offered to colleagues e.g. REF panels,
Academy of Management award panels.
(v) Workload model
Describe any workload allocation model in place and what it includes. Comment on
ways in which the model is monitored for gender bias and whether it is taken into
account at appraisal/development review and in promotion criteria. Comment on the
rotation of responsibilities and if staff consider the model to be transparent and fair.
The AMBS WAM covers Academic staff on T&R and TF contracts involved in teaching,
PhD supervision and administration. The School assumes an overall 40:40:20 split for
teaching, research/scholarship and administration for T&R staff (60:20:20 for T&S
staff). Hours are allocated for probationary staff to complete HNAP.
The Academic staff survey revealed that 86% of men and 67% of women felt that
gender plays no part in the allocation of work under the WAM.
A review of the WAM took place in 2017/18 with the aim of making work allocation
fairer and more transparent. E&D issues were considered as part of the review and
changes were made to enable the sharing of admin/management roles to improve
access to these for early career researchers and part-time staff. This is important for
career development and for improving promotion prospects of women due to their
greater proportion among lower grades.
A WAM Management Group was set up as a result of the review and the E&DC Chair
is a member of this group ensuring that E&D will be considered in the monitoring of
the WAM and any further changes.
Action 17 - E&D Chair has become a member of the WAM Management Group and
will ensure that E&D is considered in the monitoring of the WAM and any further
changes.
83
(vi) Timing of departmental meetings and social gatherings
Describe the consideration given to those with caring responsibilities and part-time
staff around the timing of departmental meetings and social gatherings.
Most School and Divisional meetings take place within core hours (09:00-17:00).
Formal Committee meetings are scheduled at the beginning of the academic year,
allowing sufficient time to plan attendance. The School is aware that these times are
not always parent-friendly and these issues were raised in the staff consultation.
AMBS will start introducing change to promote more inclusive meeting times (Action
10 below). Whole School social gatherings are advertised well in advance and take
place within core hours. Most teaching and research seminars take place within core
hours though it is sometimes necessary to extend the teaching range. Some public
lectures take place in the evenings, to take account of the target audience and
planning and space availabilities.
Action 10 - New initiative to hold core meetings normally between 10 am and 4pm.
Divisions to be encouraged to do the same in relation to Divisional meetings and
subject area group meetings.
(vii) Visibility of role models
Describe how the institution builds gender equality into organisation of events.
Comment on the gender balance of speakers and chairpersons in seminars, workshops
and other relevant activities. Comment on publicity materials, including the
department’s website and images used.
The School’s Marketing & Communications Team makes an explicit effort to ensure
that women are well represented in web and marketing literature, and that the visual
imagery is balanced by gender, race, age, and for career stage. However they plan to
conduct a review of promotional materials, webpages and recruitment activities to
see if there is more that can be done in this area (Actions 4.1 and 4.3, discussed
above).
The School monitors the gender balance of speakers at events and data shows that
men are over-represented as keynote speakers. AMBS have started to pay more
attention to this and, as the graph below shows, there has been an increase between
2016/17 (21% female speakers) and 2017/18 (33% female speakers).
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Figure 5.1 Speakers in AMBS Public Lectures
One member of the E&DC has recently created a document with guidelines for making
conferences and events more inclusive and gender balanced. These guidelines were
adopted and successfully implemented at the Triple Helix Conference at AMBS in
September 2018 (a conference for scholars interested in technology, innovation and
regional development), where the balance of keynote speakers and attendees
improved significantly relation to previous events of the series, with more that 50%
female speakers compared to just 15% in conferences held between 2007 and 2017.
The School now aims to use this set of guidelines and adapt it into a document to be
used and disseminated within AMBS to promote gender-balanced conferences and
events.
Action 19.1 - Establish targets for gender-balanced speakers in the School’s high
profile events.
Action 19.2 - AMBS adoption of targets and guidelines for gender-balanced
conferences and events; establish process to monitor gender and other
characteristics of speakers in all School events and offer to pay for childcare
expenses incurred through the Carer Support Fund.
Despite women being well represented in the SLT, consultation with students at
different levels revealed lack of awareness of this and suggested low visibility of
female leaders as role models. In response to this, the School produced and displayed
charts with pictures of SLT at strategic points throughout the School.
0%
5%
10%
15%
20%
25%
30%
35%
Percent of female speakers Percent of female speakers
2016/2017 2017/2018
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(viii) Outreach activities
Provide data on the staff and students from the department involved in outreach and
engagement activities by gender and grade. How is staff and student contribution to
outreach and engagement activities formally recognised? Comment on the participant
uptake of these activities by gender.
The School has a deep commitment to outreach and widening participation activities.
Working closely with two local girls’ schools to run a number of developmental
activities such as one-to-one mentoring, women in work, work experience and an
annual Inspiring Women Conference with associated employability workshops on
AMBS campus. This is coordinated by a senior female member of PS spending c.1 day
per week on the activity. A summary of the number of events per year and the
number of AMBS volunteers is given below:
Table 5.10 AMBS Staff Volunteering 2014-2017
Year Number of Events
Female Volunteers
Male Volunteers
2014-15 15 31 9
2015-16 14 46 6
2016-17 6 16 3
35 93 18
It is clear that female employees tend to participate more in outreach activities than
their male colleagues. It is recognised that this may impact on other areas of work, for
example research in the case of academics, and so the School will discuss the issue of
gender imbalance in outreach activities in one of the E&D lunches to identify ways of
consistently recognising this work (Action 2.1).
Word count: 7344
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SILVER APPLICATIONS ONLY
6. CASE STUDIES: IMPACT ON INDIVIDUALS
Recommended word count: Silver 1000 words
Two individuals working in the department should describe how the
department’s activities have benefitted them.
The subject of one of these case studies should be a member of the self-
assessment team.
The second case study should be related to someone else in the department.
More information on case studies is available in the awards handbook.
7. FURTHER INFORMATION
Recommended word count: Bronze: 500 words | Silver: 500 words
(i) Gender pay gap and pay transparency
In addition to the issues identified above, the Athena SWAN Survey and recent staff
consultation reveal perceptions that pay transparency is low. More than 70% staff
would like to see more transparency. There were strong perceptions of gender pay
inequality among female staff. In response to the question of whether respondents
agreed with the statement ‘I perceive staff pay to be equal regardless of gender’, 74%
of male staff agreed but only 30% of female staff did so. Qualitative comments and
consultation indicate that lack of transparency is a major factor in creating these
perceptions.
Action 20 - Review equal pay data at the School level against female staff
perceptions of lack of fairness and transparency. Start a meaningful debate about
pay transparency and start taking steps towards addressing gender pay inequalities
more directly at the School level.
(ii) Transgender student and staff
The School currently has little information available on the number of transgender
students and staff in the School. Notwithstanding that, AMBS needs the skills to treat
the issue of transgender appropriately and sensitively in interactions; and will
organise an event to debate issues, learn more about UoM support systems in this
area and contribute to their development, particularly at the School level. This will be
done through a themed lunch event (Action 2.1).
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(iii) PS colleagues
To improve the diversity of the workforce, the UoM has recently changed its PS
recruitment practice of advertising internally only at first, followed by external
advertisement if no suitable candidates are identified. The new policy is to advertise
internally and externally concurrently for all PS posts. The aim is to attract a wider
pool of applicants, particularly BAME applicants who are significantly
underrepresented amongst PS. Around 12% of UoM staff at Grade 3 to 5 declare as
BAME – this falls to 10% at Grade 6, 7% at Grade 7 and 4% at Grade 8 and 9. Our
overall ‘pipeline’ of staff is c. 90% white so the organisation is not going to see any
change without opening up recruitment more widely. In addition to this work the
UoM is looking at where vacancies are advertised, how the internship scheme is used,
and shortlisting processes as data suggests representation of BAME applicants drops
disproportionately between application and shortlisting stage. As this new policy is
implemented at the School level, AMBS will:
Action 21 - Monitor the impact of new recruitment policy on increasing BAME PS
staff, in particular, its intersectional impact in improving the representation of
BAME women and men at different grades.
Word count: 346
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8. ACTION PLAN
The action plan should present prioritised actions to address the issues identified in this application. Please present the action plan in the form of a table. For each action define an appropriate success/outcome measure, identify the person/position(s) responsible for the action, and timescales for completion. The plan should cover current initiatives and your aspirations for the next four years. Actions, and their measures of success, should be Specific, Measurable, Achievable, Relevant and Time-bound (SMART). See the awards handbook for an example template for an action plan.
Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
1 Establish an annual review of E&DC (SAT) membership to ensure that it represents male and female staff with diverse characteristics (including BAME colleagues) and grades as well as students. This will involve targeting invitations to staff from under-represented groups.
Men and BAME staff are underrepresented on the E&DC (SAT).
Reviews to take place annually, starting in April 2019.
E&DC Chair 1 Reviews held. BAME members increase from current one to at least three; men increase from current four to at least seven. PS and academic grades and divisions continue to be well represented.
2.1 Annual E&D lunch event open to all staff. In the next few years, the themes addressed will include the gender pay gap, the gender imbalances of staff participating in outreach activities, transgender issues and Athena SWAN progress.
Variable engagement of staff with E&D issues and committee. Need for better channels of communication.
E&D lunch to take place annually, starting in April 2019.
E&DC Chair 2 E&D lunches held. Survey data indicates that over 75% of academic staff are aware of policies relating to gender equality (proportion in previous Athena SWAN Survey was 54%M and 55%F) and remains well above that level for PS (it was 75%M and 85%F in previous Athena SWAN Survey).
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
2.2 Concise annual activity report staff via email and intranet.
Limited awareness of staff of the significance of and limited engagement with the E&D. Need for better channels of communication.
Start in July 2019 E&DC Chair 3 Reports produced and circulated annually to staff; Survey data indicates that over 75% of academic staff are aware of policies relating to gender equality (see above)
2.3 The Director of Social Responsibility to become a member of the E&DC.
Limited links between the E&DC and formal management structures/processes. Need to better integrate E&D issues within Social Responsibility activities and reporting.
From March/April 2019
DSR 2 Director of Social Responsibility established as E&DC member and attends meetings regularly. Associate Head Social Responsibility attends meetings when Director is unavailable.
2.4 Chair of the E&DC to participate in two SLT meetings per semester and advises on equality initiatives and on potential equality impact of policies.
Limited links between the E&DC and formal management structures/processes.
Started in October 2018
Head of School and E&DC Chair
1 E&DC chair attends two meetings per semester and equality impact of policies considered in all decisions affecting students and staff.
2.5 Establish E&D as a standing item on SLT agenda.
Limited links between the E&DC and formal management structures/processes.
From January/February 2019
DSR 1 E&D issues discussed at all SLT meetings and considered in all decisions.
2.6 AMBS will run the Athena SWAN Survey every two years, which will help us track progress towards greater equality.
Need to identify any equality issues and track progress.
Next Athena SWAN Survey in February/March 2020
SAT Chair and Planning and Information Analyst
1 Athena SWAN Survey run as planned.
3 WAM Management Group chaired by Head of School to agree appropriate WAM allocation for hours for E&DC participation and tasks undertaken.
Recognition of the need for time and resources for the implementation of this Action Plan.
Start coordinating in 2018/19 to implement in 2019/20 WAM
HoS 2 Appropriate WAM allocation in place for hours for E&DC participation and tasks undertaken.
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
4.1 Conduct regular checks to deepen our understanding of how promotional materials, social media and recruitment activities can contribute to improve gender balance of AMBS UG Programmes.
Gender imbalances in two UG programmes (ITMB and IBFE).
Start January - July 2019
Head of Marketing and Communications
2 The regular checks lead to a better understanding of how gender balance can be improved in our programmes. AMBS will implement consistent adjustments to our promotional materials and recruitment activity.
4.2 Ensure that there is one student ambassador of each gender in each programme to promote gender-balanced applications for all UG programmes. AMBS will take particular care to ensure that we have female ambassadors and bloggers for the programmes where women are under-represented.
Gender imbalances in two UG programmes (ITMB and IBFE).
Start January - July 2019
Director of Teaching and Learning
2 All programmes have student ambassadors of both genders, particularly ITMB and IBFE. There are female bloggers from these programmes.
4.3 Conduct regular checks to deepen our understanding of how promotional materials, social media and recruitment activities can contribute to improve the gender balance of AMBS PGT Programmes.
Gender imbalances in most MSc Programmes (in favour of women) and in the MBA (in favour of men).
Start January - July 2019
Head of Marketing and Communications
2 The regular checks lead to a better understanding of how gender balance can be improved in our programmes. AMBS will implement consistent adjustments to our promotional materials and recruitment activity.
4.4 Ensure that there is one student ambassador of each gender in each programme to promote gender-balanced applications for all MSc programmes.
Gender imbalances in most MSc Programmes (in favour of women).
Start January - July 2019
Director of Teaching and Learning
2 All MSc have student ambassadors of both genders.
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
4.5 Ensure that there is one student ambassador of each gender in the Full-Time MBA and in each of the international centres of the Global MBA to promote gender-balanced applications.
Gender imbalances (in favour or men).
Start January - July 2019
Director of MBA and Global Programmes
2 Student ambassadors of both genders in the Full-Time MBA and at each of the international centres of the Global MBA.
5.1 Ensure a gender-balanced mix of alumni whom prospective DBA applicants can talk to in their home countries/regions.
Female under-representation on the DBA programme
Start in January 2019. Established by the end of 2019/20
DBA Director 2 A gender-balanced DBA mix of alumni available to speak to prospective candidates.
5.2 Seek feedback from PGR recruitment team, MSc and PhD students, applicants and PhD supervisors to improve understanding of annual variation on gender balance of PhD students and how this impact on the gender balance of the overall PhD studentships.
Highly variable gender composition of cohorts and overall women’s under-representation among PhD students.
Start in September 2019
PGR Director 2 Feedback gathered, recommendations provided, and actions taken in response.
6. Workshops for early career academics and researchers on fixed-term contracts to help them develop their careers, locate opportunities and secure permanent positions.
Women are over-represented among junior researcher roles, which tend to be fixed term and so are more vulnerable to employment insecurity.
First workshop held in November 2018, annual thereafter
SAT member Julia Handl, Senior Lecturer
1 Workshop held
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
7. Record and examine figures of strategic academic appointments broken down by gender, ethnicity, working-time status (part-time versus full-time) and type of contract (permanent or fixed-term). Gather qualitative data to ascertain whether and understand why these tend to be predominantly male. If there are issues re BAME representation, devise a strategy to improve the gender balance of strategic appointments (both fractional and full-time).
Only 29% of part-time academic staff are female. This is probably due to a number of strategic, fractional appointments at professorial level but we lack understanding of whether and why part-time positions are predominantly male. Also need to understand whether and why strategic appointments are mostly male
From January 2019 Director of Research and HR Business Partner
1 Develop an understanding of why part-timers tend to be male. If find that strategic appointments tend to be mostly male and not BAME representative, steps are taken to improve the gender and ethnicity balance of these positions.
8. Start systematically recording and monitoring female and male requests and movements from full-time to part-time and vice versa as well as the reasons underlying these moves.
The school does not keep a record on requests and uptake or of returns to full-time from part-time working. AMBS needs a better understanding of the movements from full-time to part-time and vice-versa, as well as the reasons justifying these movements.
From January 2020 HR Business Partner
1 Records and data available. Improved understanding of the gender patterns of working-time choices and movements and the reasons that justify them.
9. Conduct and keep a record of exit interviews to understand why staff decide to leave and understand whether there are any gender-specific issues.
AMBS lacks understanding of the reasons underlying staff resignations and whether there are any gender patterns.
From January 2019 HR Business Partner
3 Exit interviews systematically conducted. Understanding developed of gender-specific issues underlying resignations. If required, actions taken to address these issues.
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
10.1 Improve our reporting so that we are better able to access and examine academic recruitment data by role and grade.
The School lacks recruitment data accessible by role and grade
From January 2019, established in September 2019
HR Business Partner; Planning and Information Analyst
1 Data on new appointments by gender, role and grade included in annual people metrics report.
10.2 More explicit positive action statements in academic job adverts about the School being keen to receive applications from female academics and working towards a culture supportive of gender equality and work-life balance. The aim is to increase the number of female applications.
Fewer women than men apply for academic posts at AMBS and, as a consequence, an even smaller proportion of women are appointed. A lower proportion of women than men agree that the School takes positive action to recruit female academics (as indicated by Athena SWAN Survey).
From September 2019
HR Business Partner
2 More explicit statement encouraging female applications included in adverts. Proportion of women applying for jobs consistently around 40% or above from 2020/21 (compared to an average of 36% in the last four years). Proportion of both male and female staff who agree that the School takes positive action to recruit female academics above 70% as indicated by Athena SWAN Survey (65%M; 47%F in previous survey).
10.3 Gather data about our academic recruitment processes, including the way we shortlist, interview and reach decisions to consider if there are areas in which we can further improve the gender equity of the process. This will also involve reviewing the way we make strategic appointments. Data to be examined by the E&D Committee.
Annual variation and recent decline in the proportion of female candidates shortlisted. Athena SWAN Survey indicated that female academic staff held less positive views with respect to recruitment process and decisions being based on merit regardless of gender.
January-June 2020: Review undertaken September-December 2021: Implementation of actions following recommendations
SAT Chair and HR Business Partner
1 E&D Committee examines recruitment data and provides recommendations for improvement of processes that could improve the gender-balance of academic applications and appointments.
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
10.4 Staff to be encouraged to use academic networks to encourage female and BAME academics to apply for jobs at different levels, but especially at higher levels where they are particularly under-represented. This should explicitly include strategic appointments.
Fewer women than men apply for academic posts at AMBS and, as a consequence, an even smaller proportion of women are appointed. A lower proportion of women than men agree that the School takes positive action to recruit female academics (as indicated by Athena SWAN Survey)
From January 2019: Increase in female applications noticeable from 2020. Target of 45% female applications by end of 2021.
HoS 1 Checks indicate that HoD’s do encourage staff to use networks. Consultation by SAT members indicate that staff do encourage applications from women. Proportion of women applying for jobs consistently around or above 40% from 2020/21 (compared to an average of 36% in the last four years)
10.5 Set gender targets for strategic appointments and external agencies, when used.
Women are under-represented at professor level
Targets to be set by June 2019
HoS 1 Targets set and tracked. This supports achievement of target of 40% female share of academic applications set above.
11. Develop an integrated induction programme that includes E&D issues, communicates School gender equality targets and information on flexible working options and support for parents and carers. E&D issues should also include information on support for staff with disabilities or long-term health conditions. Policies to prevent sexual harassment and information on how to report it will also be covered.
The Athena SWAN Survey indicated that only 20% of staff consider that E&D issues are adequately covered in induction activities. The School needs to develop a more integrated induction programme with adequate E&D content.
Start in September 2019, annual thereafter
HoSA and HR Business Partner
1 Integrated induction programme implemented. Athena SWAN Survey shows that 75% or more of newly appointed staff agrees that E&D issues are adequately covered in induction activities (this proportion was 20% in previous Athena SWAN Survey).
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
12.1 Promotion workshops to be improved to include an explanation of how decisions are reached by a member of the promotion committee and provide data on success rates by gender.
Athena SWAN Survey reveals perceptions of gender bias and lack of fairness of promotion process and decisions among female staff.
Start in December 2018, annual thereafter
HR Business Partner
1 Explanation about promotion decisions included in annual promotion workshops. Athena SWAN Survey data indicates that less than 20% of male and female staff in any category disagrees with the statement that Decisions on “Promotions at School level are fair irrespective of gender” (currently 22%M, 27%F but 54%F SL)
12.2 Review student feedback data to identify gender differences and evidence of bias.
Consultation with staff also indicates concerns about the weight put in student ratings as there is evidence suggesting that these may have a bias against women.
June-July 2019 Director of Teaching and Learning
3 Review undertaken and action taken in response.
12.3 Gather data of our promotion processes and outcomes and bring it to the E&D committee, who will examine it with the purpose of understanding whether women take longer to apply for promotion and, if so, why and whether there are issues with the promotion process and criteria that create a disadvantage and/or discourage female applications.
Athena SWAN Survey reveals perceptions of gender bias and lack of fairness of promotion process and decisions among female staff.
January-July 2020 SAT Chair 2 E&D committee examines data and issues recommendations.
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
12.4 Create a more systematic record of the role of outside offers on fast track promotions of female and male academics. This should include both successful and unsuccessful cases.
The data on outside offers on fast track promotion is not included in promotion data. A record of successful and unsuccessful cases is needed to better understand female and male progression paths and strategies and take action accordingly
January-July 2020 HoS and HR Business Partner
1 Annual update provided to promotions committee on fast-track promotion by gender.
12.5 Create mentorship scheme, disseminate it and encourage women to participate, while supporting it with the more formal and organised mentoring events involving the Women Researchers Network and the Women Professors Network.
Women less likely to apply for promotion. This measure aims to contribute to increase women’s promotion rates and their long term progression throughout academic grades.
Launch in September 2019 Targets achieved by July 2021
SAT members Pam Stapleton & Susanne Espenlaub (both Professors)
2 Mentorship scheme in place with at least eight mentees and eight mentors, of which at least 50% are women.
12.6 Start recording working time status of male and female promotion applicants and their success rates.
AMBS does not currently record working time status of application and success rates.
January 2019 HR Business Partner
2 Records in place and data available to be included in review described in 14.5
13 Performance and development reviews (PDR) to formally include a discussion of career aspirations and progress towards meeting promotion criteria. Performance reviews of senior staff to cover mentoring and support provided to early career academics and researchers.
Athena SWAN Survey revealed that a high proportion of staff did not find PDRs useful to support their career development. PDR need to be more supportive and encouraging of male and female staff promotion plans and applications.
October-December 2019: Guidance and forms reviewed
HoS and HR Business Partner
1 Checks indicate career discussions take place in PDR meetings. Athena SWAN Survey indicates that more that 60% staff find PDR useful to support their career development (It was 53%M and 45%F in previous Athena SWAN Survey).
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
14.1 Create and disseminate an information pack with grants and fellowship opportunities for early career researchers. Encourage early career researcher and academics to participate in the new Grant Incubator scheme.
Fewer women than men apply for research grants as PI. Researchers and early career academics report perceptions of having less access to support with grant writing (and fellowship applications) from the School.
Currently under preparation; disseminate throughout 2018/19
Research Services Manager
2 New pack in place and researchers and consultation with early career academics indicate that they are aware of the opportunities.
14.2 Start recording data of grant applications not just by gender but also by grade/post of Principal Investigator (PI).
The School lacks data on the grade/role of grant applications by role and grade of PI but this is important to understand lower application numbers among female staff.
January 2019 Research Services Manager
3 Records made and data available.
15.1 Engage in discussions with the UoM HR Services and E&D units on the need to consider workload allowances for maternity and parental leave returners.
As above From December 2019
SAT Chair via E&D Humanities Committee HR Business Partner via UoM HR Services
2 Discussed and considered at appropriate UoM and AMBS Committees.
15.2 Disseminate the Carer Support Funding Programme, not just through the e-bulletin but through more personalised channels, including through SAT/E&DC members, who will flag it up regularly in divisional meetings.
Low take up of carer support funding for enabling staff to participate in conferences and meetings. Consultation indicates staff do not know about it.
From January 2019 SAT Chair 2 Athena SWAN Survey and staff consultation show that staff know about support fund. Take up increases to twice the number of people using the scheme and twice the amount the money spent year-on-year.
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
15.3 Record maternity, paternity and parental leave by contract type and return rates of fixed-term male and female employees.
No separate data on maternity, paternity or parental leave of fixed-term employees.
From January 2020 Planning and Information Analyst and HR Business Partner
1 Records held and data available
15.4 Annual lunch with part-timers, new parents and carers to provide a channel for voicing their career and work support needs and concerns; involve parents network in this events; Issues reported in SLT meetings by SAT chair.
Athena SWAN Survey and staff consultation reveals concerns of maternity leavers about re-establishing academic careers upon return and having to surrender courses and management roles
Start in March 2019 SAT Chair and HR Business Partner
3 Lunches held annually. A better understanding of parents and part-timers’ needs and action taken in response.
16. Regular events to raise awareness of the initiatives and policies on sexual harassment and bullying across the School, and enhance staff and student awareness of reporting mechanisms for any incidents. These sessions would also be aimed at involving staff in process of defining the boundaries of what constitutes inappropriate behaviours and consider ways to improve current policy to support staff. Promotion of university events and campaigns against sexual harassment.
Variable staff awareness of School/university policy on sexual harassment and bullying. Female staff much more likely than male to experience and witness inappropriate behaviours. Feedback from We Get It event that policies tend to be passive and place most of the onus on those experiencing it to report harassment, bullying or inappropriate behaviour.
First event to be held in 2
nd
semester 2018/19
SAT Chair 2 Over 80% of Athena SWAN Survey male and female academic and PS respondents agree that “The School makes it clear that inappropriate language and behaviour are not acceptable” (in previous survey the proportions were79%M and 64%F for academics and 78%M and 77%F for PS). Less than half the number of respondents report having witnessed or experienced inappropriate behaviour (M=6 and F=18 academics; M=5 and F= 20 PS in previous survey).
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
17. - E&D Chair has become a member of the WAM Management Group and will ensure that E&D is considered in the monitoring of the WAM and any further changes.
Difficulties in part-time allocations and perceptions (from Athena SWAN Survey) that their WAM does not truly reflect these.
January-May 2019 SAT Chair and HoS 2 WAM Management Group monitors the implementation of the revised model and considers the issues raised by staff, with particular attention to E&D issues.
18. New initiative to normally hold core meetings between 10am and 4pm. Divisions to be encouraged to do the same in relation to divisional meetings and subject area group meetings.
The University does not have a consistent policy to hold meetings that are inclusive of parents
January 2019 HoS 1 The vast majority of core meetings are held between 10 am and 4pm.
19.1 Establish targets for gender-balanced speakers in the School’s high profile events.
Tendency for keynote and invited speakers to be disproportionally male in high profile events and conferences
January-March 2019
Head of Marketing and Communications
2 Year-on-year improvements on gender balance of speakers in line with targets.
19.2 AMBS adoption of targets and guidelines for gender balanced conferences and events; establish process to monitor gender and other characteristics of speakers in all School events and offer to pay for childcare expenses incurred through the Carer Support Fund.
Tendency for keynote and invited speakers to be disproportionally male in conferences and events
January-June 2019 E&DC member Elvira Uyarra (Senior Lecturer) & Director of Research
2 The School, its research institutes and centres adopt guidelines. Monitoring of events starts showing improved gender balance of events.
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Action Rationale/ Issue Identified
Timeframe Led by Priority Success criteria
20. Review equal pay data at the School level against female staff perceptions of lack of fairness and transparency. Start a meaningful debate about pay transparency and start taking steps towards addressing gender pay inequalities more directly at the School level.
Athena SWAN survey and staff consultation reveal perceptions that pay transparency is low; more that 70% staff would like to see more transparency. Athena SWAN survey reveals perceptions among female staff of gender pay inequality.
January-April 2021 SAT Chair and HR Business Partner
2 The review is conducted and an action plan developed to addressing gender inequalities in pay at the School level.
21. Monitor impact of new recruitment policy on increasing BAME PS staff, in particular, its intersectional impact in improving the representation of BAME women and men at different grades.
Need to monitor the impact of the new recruitment policy on the representation of BAME among PS staff, and BAME women in particular, at different grades.
From January 2019 HoSA 3 Hold intersectional data of PS staff that enable the School to evaluate the success of the new recruitment policy and its impact on improving access to BAME women and men to jobs at different levels.
This guide was published in May 2015. ©Equality Challenge Unit May 2015. Athena SWAN is a community trademark registered to Equality Challenge Unit: 011132057. Information contained in this publication is for the use of Athena SWAN Charter member institutions only. Use of this publication and its contents for any other purpose, including copying information in whole or in part, is prohibited. Alternative formats are available: [email protected]
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