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Athena SWAN Gold department award application

Name of university: Newcastle University

Department: Institute of Health & Society

Date of application: 30th April 2014

Date of Silver Athena SWAN award: April 2011

Date of university Bronze and/or Silver Athena SWAN award:

University Bronze renewal Nov 2012

Contact for application: Professor Judith Rankin

Email: [email protected]

Telephone: 0191 208 5267

Departmental website address: http://www.ncl.ac.uk/ihs

An Athena SWAN Gold Department award recognises a significant sustained progression and achievement by the department in promoting gender equality and to address challenges particular to the discipline. Applications should focus on what has improved and changed since the Silver award application.

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

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

Sections to be includedAt the end of each section state the number of words used. Click h e r e for additional guidance oncompleting the template.

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Application word limit

It was agreed by email with Harri Weeks of the ECU on 14/2/2014 that we can use up to an extra 1,000 words within this application as the Institute of Health & Society is part of a medical school. We have indicated at the end of the sections where these words have been used.

Staff and student data is provided for the five years 2009-13.

Abbreviations used in the application

AP - Action point

BCB – Baddiley-Clark Building

BMS - Biomedical Sciences

DPD - Degree Programme Director

EB - Executive Board

ECR – Early Career Researcher

ECU - Equality Challenge Unit

EOS - Employee Opinion Survey

FEB - Faculty Executive Board

FMS - Faculty of Medical

Sciences

FMS EDC - Faculty of Medical Sciences Equality and Diversity Committee

HESA - Higher Education Statistics Agency

HR - Human Resources

HRG - Human & Other Resources Group

ICL - Imperial College London

ID - Institute Director

IHS - Institute of Health & Society

IM - Institute Manager

KPI - Key Performance Indicator

LSHTM - London School of Hygiene & Tropical Medicine

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MBBS - Bachelor of Science in Medicine and Surgery

MRes - Masters in Research

MSc - Masters in Science

NIHR - National Institute of Health Research

NU - Newcastle University

PDR - Performance and Development Review

PGR - Postgraduate Research student

PGT - Postgraduate Taught student

PH & HSR - Public Health & Health Services

Research PRES - Postgraduate Research Experience

Survey

RA - Research Associate

SAT - Self-Assessment Team

SS & HR - Social Science & Health Research

SWAN - Scientific Women’s Academic Network

UG - Undergraduate

WTE - Work Time Equivalent

WAM - Workload Allocation Model

List of figures

Figure 1: Schematic diagram of Faculty and Institute organisation at Newcastle University

Figure 2a: Number of applications and successful applications to the MBBS programme bygender, 2009-13

Figure 2b: Number of applications and successful applications to the MBBS accelerated programme by gender, 2009-13

Figure 3: Applications, offers and entrants to the MSc in Public Health & Health Services Research by gender for the academic years 2009-14

Figure 4: Applications, offers and entrants to the MSc in Social Science & Health Research by gender for the academic years 2010-14

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Figure 5: Applications, offers and entrants onto PhD programmes in IHS, 2009-13

Figure 6: IHS academic and research staff by grade and gender, 2009-13

Figure 7a: Applications for academic and research posts by grade and gender, 2009-13: grades F-G

Figure 7b: Applications for academic and research posts by grade and gender, 2009-13: grades H-I

Figure 8a: IHS employees by contract type and gender, 2009-13

Figure 8b: Contract types for IHS female employees, 2009 -13

Figure 9: Rashmi Bhardwaj (IHS NIHR doctoral fellow) and Paul Whybrow (SAT member) with Bruce (anatomical model) and Steve (skeleton) at the ‘Meet the Scientist’ event* at the Centre for Life, Newcastle, April 2014

List of tables

Table 1: Total acceptances onto the MSc in Public Health and Health Services Research by year and gender, full-time and part-time

Table 2a: Merit and distinction awards for the MSc in Public Health & Health Services by gender and year

Table 2b: Merit and distinction awards for the MSc in Social Science & Health Research by gender and year

Table 3: Staff employed in IHS and turnover by gender, 2009-13

Table 4: Applications and offers for academic and research posts by gender, 2009-13

Table 5: Applications for promotion by gender, 2009 – 2013

Table 6: Examples of committees on which IHS has representation

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1. Letter of endorsement from the head of department: maximum 500 wordsAn accompanying letter of endorsement from the head of department should confirm how the SWAN action plan and activities in the department contribute to the overall department strategy and academic mission, and spell out what is next for the department, what difficulties might be experienced, and what the department most looks forward to.

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

See attached letter.

Word count = 500

2. The self-assessment process: maximum 1000 wordsDescribe the self-assessment process. This should include:

a) A description of the self assessment team: members’ roles (both within the department and as part of the team) and their experiences of work-life balance.

The Institute of Health & Society (IHS) Self-Assessment Team (SAT) was established in 2010 to prepare our Silver application, successfully achieved in 2011. The SAT consisted of six members (four women, two men) representing various grades of academic, research and administrative staff. Since 2011, the SAT has expanded and now consists of 11 members:

Mrs Kat Jac k so n , Research Assistant, began her career with NU in 2007. She was supported by IHS to apply for a National Institute of Health Research (NIHR) fellowship, awarded in 2009. Kat works 60%wte. Kat’s SAT role is to provide an early career researcher (ECR) perspective.

Profess o r Eil e en K a n er, Institute Director (ID), progressed from RA to professor over 12 years. She has four children and has had two periods of maternity leave while working in IHS. As ID, Eileen ensures that Athena SWAN activities are included in the IHS strategic plan (AP1.1) and influences gender balance discussions within the Faculty Executive Board.

Mrs Gill Pa c zyns k i, Institute Manager (IM), works four long days with one day per week for family commitments. Gill is the Secretary and Casework Coordinator of the Newcastle branch of the University and College Union. Gill has the greatest knowledge of IHS policies and procedures, insight which has been invaluable to the SAT and this submission.

Dr Mark P e arce, Reader, has taken two periods of paternity leave. Within the SAT, Mark provides a male perspective to IHS equality and diversity activities.

Profess o r J u di t h Ran k i n , SAT chair, began her career at NU as a contract researcher and progressed from RA to professor. She has had three periods of maternity leave and worked part-time until 2010.

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Dr Tim Rapley (case study 1), part-time Lecturer. Tim provides the perspective of someone in an academic post and as a male staff member working part-time.

Dr J a ne S alo t t i , RA, worked part-time in IHS for 10 years while her family was young, gradually increasing her hours. She undertook a PhD in her 50s, and is now PI on several research projects. Jane contributes to the SAT as an experienced contract researcher and mature PGR student. Jane conducted the 2012 staff survey.

Dr Rebec c a Say, doctoral fellow and clinical academic trainee, represents clinical staff on the SAT. She is committed to improving working conditions for all staff within IHS. Rebecca is currently on maternity leave.

Mrs A n i ta T i bbs, part-time Personal Assistant, joined IHS in 2001. Anita has completed the Senior Support Staff Development Programme with IHS support and has had two periods of maternity leave. She represents clerical staff on the SAT and organises SAT events.

Ms Mary W e b s t er joined the SAT as a PGR student having been a Research Assistant in another NU department. Mary provides a PGR student perspective to the SAT and, with Rebecca, has presented on Athena SWAN to the PGR student group.

Dr P a ul W hybro w , RA, is a founding member of the IHS ECR Association. Paul brings the perspective of an ECR to the SAT. Paul and Tim have presented to the IHS staff meeting and other NU Institutes on what Athena SWAN means to men.

Mrs Jan H alli b ur t o n , NU Human Resource Adviser for Equality and Diversity, and Miss Na n c y Rio s , FMS Athena SWAN Project Officer, are advisors to the SAT.

Judith and Gill have taken the lead in preparing this application but all SAT members have provided personal perspectives on gender balance within IHS and commented on application drafts.

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

The SAT meets bimonthly; the agenda consists of standing items and other items put forward by individual SAT members. Meeting minutes are recorded and distributed among the SAT; these will be available to all staff via the Institute’s intranet (Action Point (AP) 5.7). Athena SWAN is a standing agenda item at the IHS staff meetings (AP5.6). As with our Silver application, all staff were invited to participate in preparing this submission through a staff meeting presentation, a question and answer session and an invitation to have a 1:1 meeting with any SAT member to share their experiences of working in IHS. Athena Swan is a standing item on the IHS Executive Board (EB) agenda and informs all strategic decisions made by this group.

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We discussed our desire to go for a Gold award with Professor Paul Walton, University of York, who was invited by the IHS SAT to give a seminar in May 2013; he was very supportive and provided helpful insights. SAT members visited Paul Browne, Jane Garvey and Professor Yvonne Galligan at Queen’s University Belfast in Oct. 2013 to discuss their approach to equality and diversity. Judith is an Athena SWAN panel member and chair. These activities have facilitated our external consultation. IHS ensures that at least one SAT representative attends each North East Athena SWAN Network meeting; we will be contributing to organising the June 2014 meeting in Newcastle (AP5.9).

Within NU, we have consulted with Mrs Veryan Johnston, Executive Director of Human Resources (HR), Professor David Burn, FMS EDC Chair and members of the IHS EB. Judith and Gill have given advice and commented on Athena SWAN applications submitted by other FMS Institutes and NU Departments and Judith has given advice to other Universities on their applications. Paul has attended the Athena SWAN SAT consultation meeting within the Faculty of Science, Agriculture and Engineering to discuss IHS’s Athena SWAN activities. The IHS SAT submitted comments to the recent House of Commons Science and Technology Committee on Women in Scientific Careers.

This application is built on the guidance and advice received from a number of experienced sources as well as the views and ideas of IHS staff and students.

c) Plans for the future of the self assessment team, such as how often the team will continue to meet and how the department will deal with the turnover of team members, any reporting mechanisms and in particular how the self assessment team intends to monitor implementation of the action plan.

Since our Silver award, two SAT members have stood down due to changes in job position. Following this, we reviewed SAT membership and concluded that the SAT should expand to ensure implementation of our action plan and to give other staff members the opportunity to shape the development of our Athena SWAN activities. New members were recruited in two ways; the membership review highlighted the lack of PGR student representation resulting in PGR students being invited to become SAT members through a presentation to the PGR group; staff were invited to put themselves forward at an IHS staff meeting. We are delighted that five new members (Jane, Rebecca, Mary, Tim, Paul) agreed to join the SAT. We will review the SAT membership annually (AP5.3). As SAT members step down, new members will be sought as before; a targeted approach when a particular perspective is viewed necessary and an invitation to staff to ensure that all perspectives are represented and that new staff members have an opportunity to contribute.

Following the Silver award, the SAT decided to increase their meetings to quarterly to implement and monitor the action plan, with communication by email between meetings. During the past year, whilst preparing this application, we have met bimonthly. We will continue to meet bimonthly (AP5.4) to enable delivery of our increasing Athena SWAN activities and events and to enable us to continue to support NU Institutes and other Universities to prepare their applications. There is a standing item at SAT meetings on monitoring implementation of the action plan. We will set up SAT working groups to lead on different activities (AP5.8).

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Athena SWAN is a standing agenda item in IHS EB, the Institute’s decision-making body and staff meetings. Through these fora, the SAT communicate information on Athena SWAN activities, including monitoring progress on implementing the action plan, and decisions made at the EB in relation to gender, diversity and equality. We have developed an Athena SWAN webpage which we actively promote to IHS staff and continually refresh (AP5.5).

Word count = 1262/1000: using 262 of the extra 1000 words in this section

3. A picture of the department: maximum 2000 words

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

The IHS was formed in 2006 and is one of six Institutes within the FMS (Figure 1). Most staff are housed in a purpose built, open plan building (Baddiley-Clark Building, BCB) adjacent to the Medical School and some staff work at two other sites (Sir James Spence Institute; William Leech Building) both a short walking distance from the BCB. Desk space is available to those working in the two satellite sites to come and work in the BCB. Communication is through the Director’s newsletter (AP5.1), IHS staff meetings, shared computer folders, our intranet and by email. The Director has an ‘open door’ approach which encourages staff to discuss issues relating to their working life with her.

There is a common area where people congregate for coffee and where we hold Institute celebrations. IHS offers a supporting working environment with an open and inclusive culture which, our 2012 staff survey suggests, genuinely enriches the life and work of our staff. This filters into other activities such as monthly celebration of birthdays and starting staff meetings with good news (births, marriages, new starters, funding and publication success).

IHS has grown since our Silver award and there are now 243 staff members, an increase of 65 staff since 2011. There are 156 academics/researchers, 84 administrators/clerical staff and three technical. IHS has always had more females than males, although the ratio of males to females is now more balanced (2009 1:3; 2013 1:2.5).

It is apparent from those applying for posts, that our reputation as a good place to work is an influential factor. Feedback from exit interviews supports this with one leaver (who left for personal reasons) saying: ‘I am very impressed with the action taken in IHS to support women’s careers’.

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Figure 1: Schematic diagram of Faculty and Institute organisation at Newcastle University

We have focused closely on the areas of development highlighted in our Silver action plan; despite the short time scale all previous actions have been met. A staff survey was undertaken in 2012 asking staff; what works well in IHS, what needs improving, about their knowledge of IHS and University policies, their views on Athena SWAN. Completed by 106 staff (of 178, 60%) the induction buddy pack, workload and communication were cited as areas needing improvement. We are addressing these; related actions are detailed in our action plan. Apart from following up on these and other issues identified in the survey, the Institute has invested heavily in bespoke management and resilience training for academics (see below) and provided individual career development and support through funding individual coaching for academics. The survey will be repeated every two years and include PGR students (AP1.4).

IHS has made significant progress in supporting women to reach the most senior positions and in improving the balance of male and female representation especially on the Institute’s EB. We are extending support to staff at all grades. All staff are now proactively considered as candidates for promotion (AP3.10) and ‘one off’ rewards. During the past three years, it was recognised that considerable academic time was being taken up with management issues and that many people felt ill-equipped to deal with these. IHS decided to provide training and support in this area (AP3.15) and has invested heavily in training; management training and 1:1 coaching (AP3.16) has been offered to many academic staff and bespoke training on managing change, resilience and assertiveness to all support staff. It is unusual for bespoke training to be provided in the University; IHS has found that to respond quickly to specific needs, it is more effective to develop a programme in-house.

We have met our previous actions in relation to the Performance and Development Review (PDR) and are going beyond these to make PDRs better still. The aim is that all staff are supported in developing a personal development plan to best meet their own career

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ambitions. Every individual receives personalised written feedback on their PDR from the Director (academic/research staff) or IM (support staff) (AP3.9).

The Institute continues to monitor the contracts of research staff on a bimonthly basis and takes active steps to avoid redundancy by matching staff to vacancies arising from successful funding bids (AP3.2). This redeployment process is well established in IHS; only one member of research staff has been made redundant since our Silver award (section 3(viii)).

Whilst maternity leave return is high, we have identified further actions to improve the return to work experience (see section 7(i)) (AP3.23-30). Most staff return to an agreed amended contract, often with reduced hours, but we also offer a phased return.

HR matters are managed through the bimonthly Human & Other Resources Group (HRG), chaired by the IM and attended by the EB members plus the Deputy IM, the Office Manager and the Finance Officer. All appointments, resignations, sickness absence, maternity and paternity leave, promotions, and other achievements, are notified to this group. Although some business is reserved for confidentiality reasons, the minutes are published on the Institute’s intranet (AP5.2) and show the HRG’s commitment to transparency, supporting the employment of staff and concern for their well-being.

b) Provide data for the past five years (where possible with clearly labelled graphical illustrations) on the following with commentary on their significance, how they have affected action planning, and any improvements since the department’s Silver award.

Student data

(i) Numbers of males and females on access or foundation courses – comment on the data and describe any initiatives taken to attract non-traditional groups of women to the courses.

The FMS does not run any access or foundation courses.

(ii) Undergraduate male and female numbers – full and part-time – comment on the female:male ratio compared with the national picture in the discipline. Describe any initiatives taken to address any imbalance or negative trends and the impact to date. Comment upon any plans for the future.

IHS teaches on the MBBS and the Biomedical Sciences (BMS) degree. MBBS student recruitment is managed centrally and is subject to government restrictions on medical student numbers. Newcastle, like other Medical Schools, uses the UK Clinical Aptitude Test (UK CAT) to shortlist applicants. Those applicants that meet the NU admissions criteria, and pass the UK CAT, are invited for interview. This results in between 800 - 1000 people being seen by experienced internal selectors drawn from across the FMS including IHS.

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We will identify staff interested in being part of the MBBS panel (AP2.1).

Figure 2a: Number of applications and successful applications to the MBBS programme by gender, 2009-13

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The MBBS receives more applications from females than males (Figure 2a), except in 2012/13 when there was a more even split; 49.6% of MBBS new entrants were female. Nationally, the percentage of female UG Clinical Medicine students decreased from 56% in 2011/12 to 55% in 2012/13.

Recruitment to the Accelerated Programme follows a similar path as does the transfer from the BMS degree which allows a few students onto the medical degree at the end of the first year. This programme receives fewer applications from males but the number of entrants is similar by gender (Figure 2b).

The SAT will continue to monitor UG applications and offers (AP1.2).

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Figure 2b: Number of applications and successful applications to the MBBS accelerated programme by gender, 2009-13

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

IHS runs an MSc in Public Health and Health Services Research (PH & HSR) and contributes to the MSc in Social Sciences and Health Research (SS & HR). Overall, there were more females than males on the course from 2009-13 (Figures 3 and 4; Table 1). Since 2011 there has been an increase in the number of women taking the course part-time.

Gender split in applications varies by year; the proportion of people who are made an offer is not out of kilter with the applicant gender although females are more likely than males to accept an offer. The SAT will continue to monitor this (AP1.3) and consider whether action is needed to ensure that the course is equally attractive to males.

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Figure 3: Applications, offers and entrants to the MSc in Public Health & Health Services Research by gender for the academic years 2009-14

140 100%

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Male 35 25 16 71 39 11 92 50 4 109 52 8 110 42 4Female 41 24 18 74 48 12 123 70 12 108 46 14 119 58 12

% Female 54% 49% 53% 51% 55% 52% 57% 58% 75% 50% 47% 64% 52% 58% 75%

Table 1: Total acceptances onto the MSc in Public Health and Health Services Research by year and gender, full-time and part-time

MSc part-time 2009 2010 2011

2012

2013Male Female Male Female Male Female Male Female Male Female

Totalacceptances

2 0 1 0 1 7 3 8 1 5

MSc full-time 2009 2010 2011

2012

2013

Male Female Male Female Male Female Male Female Male FemaleTotalacceptances

14 18 10 12 3 5 5 6 3 7

Total 16 18 11 12 4 12 8 14 4 12

Apps Offers Entrant

sApps Offers

Entrants

Apps Offers Entrant

sApps Offers

2010/11 2011/12 2012/13 2013/14

6 4 0 8 5 1 1 1 10 4

7 3 2 6 5 2 10 8 3 6 6

54% 43% 67% 43% 50% 67% 91% 89% 100% 38% 60%

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Figure 4: Applications, offers and entrants to the MSc in Social Science & Health Research by gender for the academic years 2010-14*

*This MSc only started in 2010-11

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Benchmarking is difficult as HESA data do not drill down to courses as specialised as this. We have sourced data from similar organisations; the London School of Hygiene & Tropical Medicine (LSHTM) had 70% female PG taught (PGT) students in 2010, Imperial College London (ICL) had 72% female students in 2009 (latest data available). HESA data show that in 2012/13 there were 61% female PGT students on clinical medicine programmes, 54% female PGT students on ‘other medical and dental’ programmes and 71% female PGT students on ‘others allied to medicine’ programmes.

The MSc Degree Programme Director (DPD) considers all applications; if applicants do not meet the relevant requirements, but the application shows potential, the DPD arranges an interview and makes a decision this basis. Students must meet the prescribed English language standards. We have a very high volume of international applicants, but many cannot join the course, often for financial reasons. Applicant gender is not taken into account when considering an application.

All selection is based on merit and there is no action planned to change the application process. The IHS records the gender balance on those applying and accepted onto this MSc course (AP1.3).

The MSc in SS & HR is a new course and the number of applications is small. Apart from 2012, when there were significantly more female applicants than men (10:1), and the

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number accepted onto the course reflected this gender split (8:1), the numbers are too small to draw meaningful conclusions about any gender imbalance. Few males accept offers of course places; the SAT will monitor this and consider whether any action is needed to encourage males onto the course (AP1.3).

We introduced a new initiative during the Silver award of financially supporting paid student work experience placements (AP4.1). IHS has hosted eight student placements; three were awarded to full-time MSc students. Details of these will be included in the MSc handbook (AP4.2). These placements were extremely successful, the students saw them as increasing their transferable skills and enhancing their CVs:‘I gained valuable transferrable skills which will benefit me in the future and will look greaton future job applications’.

‘An excellent and exhaustive introduction into academic work’.

We hold a MSc lunch during induction week (AP2.2). A 25th anniversary event for the MSc in March 2013 included presentations from three female former MSc students who spoke inspirationally about the positive impact the course has had on their lives and careers.

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

More females undertake PhD study than men (Figure 5). For the type of work undertaken in IHS, this imbalance is expected and reflects what is occurring nationally. In 2011/12, 52% of PGR students at ICL were female; at LSHTM 64% were female. HESA data show that in 2012/13, the percentage of female PGR students was 57% in clinical medicine; 58% in ‘other medical and dental’; and 62% in ‘others allied to medicine’.

There has been an increase in IHS PGR students over the past five years, something we are actively working to sustain. Staff cannot become a lead PhD supervisor until they have co- supervised two students to completion. This restricts the number of students IHS can accept but this is steadily improving. Due to increases in PGRs, we have included two PGR students on the SAT and are reviewing our PGR student data collection system (AP2.3).

All PDR students are aligned to one of our research themes/ methodological groups and can apply to use their funds (AP2.5/2.6). Since our Silver award, we have introduced a ‘buddy’ scheme for all new PGR students; a recent presentation by SAT members to the PGR student group suggested that more work is needed on this with extra ‘buddying for oversea PGR students (AP2.4).

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Figure 5: Applications, offers and entrants onto PhD programmes in IHS, 2009-13

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Male 14 5 5 9 7 5 3 2 2 12 8 6 9 9 5

Female 16 11 9 10 10 8 16 13 10 20 14 9 10 8 6

% Female 53% 69% 64% 53% 59% 62% 84% 87% 83% 63% 64% 60% 53% 47% 55%

PGRs are encouraged to engage in all research activities available to staff as well as to organise and develop their own community. We have a thriving PGR support group, organised and run by PGRs, which meets monthly. The PGR student tutor, a member of the IHS EB, attends at least two meetings per year, and additionally when requested. The group has a specific page in the IHS website and a Facebook page. The PGR newsletter is currently being reviewed (AP2.7). The PGR student tutor runs monthly surgeries for students (AP2.9), and she emails regular updates to them. There is an annual PGR research day (AP2.10) which has a remote discussion group so that all students can contribute to the planning.

PGR students are well represented on the IHS Teaching and Learning Committee, on the IHS web development group and on the FMS staff:student committee. The Postgraduate Research Experience Survey (PRES) results were fed back to students, with a summary of results and action plans and presented at a PGR meeting. Overall, our PRES results were good. However, IHS achieved lower scores than FMS mean scores on student opportunities to present and discuss research with peers and a slightly lower score in confidence in being creative and innovative. These are being addressed through PGR support sessions (AP2.9), updating the webpage (AP2.8), and organising an annual PGR research development day (AP2.10).

We are keen ‘to grow our own’ and several former PGR students have gained employment in IHS through open competition.

(v) Ratio of course applications to offers and acceptances by gender for (ii), (iii) and

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(iv) above – comment on the differences between male and female application and

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success rates and describe any initiatives taken to address any imbalance and the effect to date. Comment upon any plans for the future.

See sections (ii), (iii) and (iv) above. The number of students specifically aligned to IHS on the Masters in Research is small (<5/ year); there is a gender imbalance of males reflecting the national picture of more women in health-related research.

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

The MBBS and PhD degrees are not classified so this information is not available to the SAT. Tables 2a and 2b shows merit/distinction awards for the MScs by gender and year.

Table 2a: Merit and distinction awards for the MSc in Public Health & Health Services by gender and year

Male FemaleTotal

Year Merit Distinction Merit Distinction

2008-2009 1 0 2 2 5

2009-2010 1 1 3 0 7

2010-2011 1 2 5 3 16

2011-2012 1 2 1 2 15

2012-2013 2 0 7 1 17

Table 2b: Merit and distinction awards for the MSc in Social Science & Health Research by gender and year*

*This MSc only started in 2010-11

Male FemaleTotal

Year Merit Distinction Merit Distinction

2009-2010 0 0 0 0 0

2010-2011 0 0 1 0 3

2011-2012 1 0 0 1 3

2012-2013 0 0 2 0 3

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IHS PhD completion rate is 88%; this compares to 85% in FMS, 72% in NU and 80% nationally.

Staff data

(vii) Female:male ratio of academic staff and research staff – researcher, lecturer, senior lecturer, reader, professor (or equivalent). Comment on any differences in numbers between males and females and say what action is being taken to address any underrepresentation at particular grades/levels.

NU uses the following staff grades:Gra d e F : Lecturer F/RA, usual appointment grade. Expected to have a PhD although staff can be appointed ‘below the bar’ while they complete a PhD or, in some cases, undertake one.

Gra d e G : Lecturer G/Senior RA: Developing skills in leading research, bidding for funds, publishing in journals and developing a reputation in the field.

Gra d e H : Reader/Senior Lecturer/Principal RA: Builds on the skills and experience needed at Grade G and reflects a growing international reputation.

Gra d e I : Professor: Recognised international expert in the field, leading a substantial research group, attracting funding from prestigious sources, publishing in high-impact journals.

In 2013, we had 158 academic/ research staff; 45 (28.4%) are male. Amongst academic staff, the male:female ratio remained steady between 2009-12 at 1:3; in 2013 it was 1:2.5. There are more women than men at all grades (Figure 6). This has increased over the past five years, particularly within early career Grades F/G which have more part-time posts which are attractive to women.

All recruitment is in accordance with the University’s procedure which is based on best practice and abides by Equality and Diversity requirements. IHS also makes specific reference in most posts to its willingness to consider applicants who wish to work less than full-time and that it will try to meet specific working hours requests (AP3.5).

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Figure 6: IHS academic and research staff by grade and gender, 2009-13

80

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09 10 11 12 13 9 10 11 12 13 9 10 11 12 13 9 10 11 12 13

Grade F Grade G Grade H Professor

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Male 11 9 7 14 22 6 7 8 8 9 5 6 7 7 7 8 7 7 6 7

Female 54 56 51 66 76 14 14 22 18 18 10 8 8 10 11 10 11 9 9 8

% Female 83% 86% 88% 83% 78% 70% 67% 73% 69% 67% 67% 57% 53% 59% 61% 56% 61% 56% 60% 53%

Academic Staff Turnover

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

IHS has always supported the careers of female staff and continues to maintain a high level of support at all levels of the organisation. Staff turnover is small and relatively stable. 77.4% of leavers 2009-13 were women (48/62); 71.5% of all staff are women (2013). The highest turnover is within lecturer/RA grade F; whilst this group is more likely to be affected by the ending of research funding, IHS’s redeployment policy results in very few staff leaving for this reason. Table 3 shows that overall there was no difference in turnover between males and females except in 2011 when there was a slightly higher male turnover due to two senior men leaving for career reasons.

Formal exit interviews were introduced in 2012 as part of our Silver award (AP1.7/1.8), we also have some information about reasons for leaving prior to 2012. From 2009-10, there were 24 leavers. Reasons for leaving included: career development, completing a secondment, re-locating, emigrating and retirement. In 2010, a female senior lecturer left for career reasons; there were some underlying factors to do with a perceived lack of recognition of her work and some difficulty in her working relationships with a senior work colleague. This situation has led to more clarity of expectation and role being given when recruiting academics (AP3.4). IHS is supportive of careers even when staff are leaving, e.g. managing the resignation date of a female staff member who had accepted a position at another University to ensure she continued to receive maternity pay. Had this not been

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done, the individual would have been without maternity pay at her new institution. IHS seeks to resolve staff issues relating to maternity rather than leaving them to the individual concerned. Another example is allowing a pregnant staff member whose family lived abroad to spend time working in her home country and have the support of her family in late pregnancy.

Several senior members of staff left in 2011 for career reasons and retirement. A Grade G male staff member was made redundant. He had been redeployed from another part of NU and when the project he had been recruited to ended, his skills and experience could not be matched to any work in IHS at the time. Other reasons for leaving included re-location, taking up PhD studentships, changing career and returning to a home country.

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Table 3: Staff employed in IHS and turnover by gender, 2009-13

IHSGrade

Staff Employed Male Female M

al

Leavers e male

TurnoverMale Female

Lecturer F 11 55 2 10 18% 18%2009 Lecturer 6 14 0 1 0% 7%

Senior Lecturer/Reader 5 10 1 0 20% 0%Professor 8 10 0 0 0% 0%All academic staff 30 89 3 11 10% 12%

IHSGrade


al

Leavers e male

TurnoverMale Female



IHSGrade


al

Leavers e male

TurnoverMale Female



IHSGrade


al

Leavers e male

TurnoverMale Female



IHSGrade


al

Leavers e male

TurnoverMale Female

Lecturer F 22 76 0 3 0% 4%2013 Lecturer G 9 18 0 1 0% 6%

Senior Lecturer/Reader 7 11 0 0 0% 0%Professor 7 8 1 1 14% 13%

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All academic staff 45 113 1 5 2% 4%

Total word count = 2737/ 2000; using 737 words of extra 1000 words

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4. Supporting and advancing women’s careers: maximum 5000 words

Key career transition points

a) Provide data for the past five years (where possible with clearly labelled graphical illustrations) on the following with commentary on their significance, how they have affected action planning, and any improvements since the department’s Silver award.

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

Our internal redeployment (AP3.2) is a flagship policy within NU, providing: employment security, avoiding redundancy, retaining well-trained staff and the opportunity to maintain a career. No other part of NU undertakes to review contracts regularly with a view to keeping its staff in employment in this way. This process is well established and the security this gives all staff is appreciated; respondents used the 2012 survey to comment positively on this. Gill has spoken to several FMS Institutes about this policy.

Academic recruitment is administered by NU’s HR section. However, IHS has significant input to the recruitment documents. Since our Silver award, we refer to Athena SWAN in recruitment documents, signpost the ECU Athena SWAN webpage and we offer posts without specifying working arrangements to invite applicants to tell us what working pattern they would like (AP3.5). This flexibility greatly supports the careers of women.

There is a clear difference by gender in the applications for academic and research positions (Figure 7a and 7b). For Lecturer grade F, 80% of applicants were women (2013). We believe that the growth in applications reflects the current economic climate which has resulted in a number of local employers making significant redundancies, the job centres’ requirement for people to apply for a number of posts each week to obtain their benefits and an increase in the number of clinical trials posts on offer. These posts are offered as non-specialist trainee posts making them very attractive.

A number of new lecturer posts were created in 2011 following the departure of two professors. The IHS EB made a strategic decision to replace these posts with more junior academic posts. Four full-time equivalent posts were on offer and were filled by five people (four females, one male) enabled by supporting some appointees who wished to work part- time and using the ‘saved’ resources to make an additional appointment.

In 2010 and 2011, women received more offers as a percentage of applications made. There was more balance in other years. We will continue to monitor job offers by gender (AP3.3).

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Figure 7a: Applications for academic and research posts by grade and gender, 2009-13: grades F-G

F = Lecturer F/ Research Associate; G= Lecturer G/ Senior Research Associate

100%

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2009 2010 2011 2012 2013 2009 2010 2011 2012 2013

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Figure 7b: Applications for academic and research posts by grade and gender, 2009-13: grades H-I

H= Reader/ Senior Lecturer/ Principal Research Associate; I= Professor

100%

90%1

80%1 2

70%8

60% 4

50%

1

40%

30%2

20%7

1 3 1 1 3 1

34 Female

Male

10% 1

0%

2009 2010 2011 2012 2013 2009 2010 2011 2012 2013

H I

Table 4: Applications and offers for academic and research posts by gender, 2009-13.

Applications Offers Offers as % of applications

2009 2010 2011*

2012*

2013*

2009 2010 2011 2012 2013 2009 2010 2011 2012 2013

Female 200 122 153 506 359 15 19 25 18 17 8% 16% 16% 4% 8%

Male 94 112 117 202 86 8 3 7 9 9 9% 3% 6% 4% 10%

Total 294 234 273 716 451 23 22 32 27 26 8% 9% 12% 4% 6%

*Gender not known; 3 cases in 2011, 8 in 2012 and 6 in 2013

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

The number of promotions over the last five years is small (Table 5). More women than men applied for promotion. There were four promotions to Chair in 2009-10 (three females, one male) and six promotions to Senior Lecturer (four females, two males). Promotion within the grades is also possible e.g. award of additional salary increments, progressing ‘beyond the bar’. The promotion process allows for staff to apply to be promoted more quickly through an existing grade. This recognises excellent research performance particularly in winning research income or publishing in quality journals while acknowledging that not all the criteria for promotion to the next level have been met. If the person is already at the top of their grade, then there are ‘contribution’ or ‘discretionary’.

Table 5: Applications for promotion by gender, 2009 – 2013

Year Position Female Male Total

2009Chair 2 x successful successful 3Senior Lecturer successful 1Lecturer G successful 1

2010ChairSenior Lecturer

successfulsuccessful unsuccessful

111

2011ReaderSenior Lecturer Lecturer G

unsuccessful2 x unsuccessful

successful 112

2012Senior LecturerSenior Lecturer

successful

unsuccessful

11

2013Senior LecturerSenior Lecturer

successful

unsuccessful

11

Total 6 successful/ 5 unsuccessful 4 successful/ 1 unsuccessful 16 (10/6)

Promotion was identified as an aspect of women’s careers that needed development in our Silver application. Although a number of women have been awarded senior posts in recent years, there was concern at how women approached promotion, often holding back; 37% of FMS promotions applications in 2013 were from females. All staff are positively encouraged to discuss promotion at their PDR. Since 2012, all IHS staff are actively considered for

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promotion through the ID and IM reviewing staff relevant for each promotion round

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(AP3.10). They then consult with the line managers of the people they have identified as possibly ready for promotion for their views with the intention of encouraging the individual to apply.

Staff who wish to apply for promotion are invited to submit a case to an IHS promotions panel, consisting of the ID, Deputy ID, Research Lead, Head of Excellence in Learning and Teaching and IM which reviews each application and gives written feedback (AP3.11). This panel also offers to scrutinise promotion applications to suggest any improvements. The overall aim is to ensure that people are fully supported and have the best possible chance of success.

This process has increased the number of people applying for promotion and, along with improvements in our PDR process, has made requirements more transparent and the discussions more open and frequent, an improvement since our Silver application. The IHS promotions panel faces the dilemma of not wanting to hold back people who believe they are ready for promotion while at the same time being aware that their experience shows that some applications are unlikely to be successful. IHS has introduced 360o feedback to try and enhance the PDR feedback process but more training is needed to make people commenting understand the benefits of constructive comments and have the skills andconfidence to feed these back (AP3.8). Further amendments to the policy have already been identified as being necessary and will be built in for the 2014-15 promotion round.

IHS’s PDR process has been significantly enhanced to signpost the key KPIs needed to advance academic careers. University and FMS objectives have been specifically identified in the documents so that personal objectives can be aligned to ‘the bigger picture’ (AP3.7).

The ID provides 1:1 feedback to unsuccessful applicants.

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

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

NU recruitment adheres to all equal opportunity legislation. The IHS follows these policies and procedures. All NU posts are advertised internally for a period of seven days and externally for 3-4 weeks. The interview invitation letter specifically asks about any special arrangements needed to enable an applicant to attend. Interviews are held within normal working hours. IHS makes its adverts as open as possible particularly with regard to working arrangements. Recruitment panels for academic appointments are constituted by the NU HR section. IHS undertakes researcher recruitment and we ensure that there are three people on each interview panel, one of whom will be an IHS HR representative whose role it is to ensure that equality and diversity policies are followed.

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To demonstrate our commitment to supporting women in their career, all recruitment adverts refer to our Athena SWAN Silver award and we include a link to the ECU Athena SWAN webpage. We will include a link to the IHS Athena SWAN webpage on recruitment adverts (AP5.5).

(ii) Support for staff at key career transition points – having identified key areas of attrition of female staff in the department, comment on any interventions, programmes and activities that support women at the crucial stages, such as personal development training, opportunities for networking, mentoring programmes and leadership training. Identify which have been found to work best at the different career stages.

Turnover in IHS is low (see section 3(viii)). While there does not seem to be any particular areas of attrition, we will continue to monitor this (AP1.8). IHS policy on staff training is that, on average, 10% of working time is spent on personal development and training, this is reviewed at PDR to ensure that training needs are addressed.

We recognise that retaining staff depends on them receiving support and training to develop their careers. Opportunities for mentoring, training etc are available at University, Faculty and Institute level. IHS piloted a mentoring scheme for the FMS and many people at all levels provide mentoring as well as taking advantage of the scheme to receive support themselves. We will record staff acting as mentors and the number of mentees to avoid overload and inform staff they can be supported to identify a mentor (AP3.19/3.20). We are working with the FMS to ensure that mentoring activity is included in the Workload Allocation Model (WAM) (AP3.21).

IHS has a training fund, achieved by all staff pooling their non-allocated resources, which enables requests for training agreed with line managers, to be supported. We also undertake to provide in-house, one-to-one training where training is not immediately available or where the training required is urgent or can be provided more cost-effectively in-house. We have a fund to support open access publishing which is primarily drawn upon by junior staff without access to research funds (AP3.18). Both these IHS funding pots support staff in the early stages of their careers.

As part of our Silver award, IHS invested some of its training resources to enable academics to attend bespoke management training aimed at providing information on: employment legislation, the University’s main management policies and procedures, training in techniques to be able to deal with management issues and the confidence to implement the learning. This management training is open to all IHS staff and will continue until all staff have had the opportunity to attend (AP3.15). To date approximately 50 members of academic staff have received this training. Feedback has been positive with staff commenting that they feel more confident in dealing with day to day staffing issues and use the training information provided for reference.

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Individual coaching by an external consultant has also been provided for academic staff wanting to complement this management training. We will review and evaluate this training (AP3.16).

We have recently established an ECR’s Association (AP3.17. This group, financially supported by IHS, meets bimonthly with invited internal and external speakers and ends with a social event to encourage networking. The organising committee feeds into the IHS EB through the SAT chair.

Staff are encouraged to sit on internal and external committees to promote networking and are encouraged to attend the various University networks for women, carers, etc. As part of our Silver award, the SAT team has promoted the existence of these networks at IHS staff meetings (AP5.11) and details of these are available on our internal Athena SWAN webpage and on the Institute’s intranet.

5. Career development

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

(i) Promotion and career development – comment on the appraisal and career development process, and promotion criteria and whether these take into consideration responsibilities for teaching, research, administration, pastoral work and outreach work; is quality of work emphasised over quantity of work?

Staff are informed of, and encouraged to attend, NU workshops on PDR and promotion and information is held on the IHS intranet (AP3.13). Guidelines on PDR and promotion are held in a shared folder and are advertised on the intranet when the annual promotion process opens (AP3.12). Since the Silver award, IHS has put considerable time and effort into improving its own support both for the promotions (section 4 (ii)) and for the PDR process. Consideration for promotion by the Director takes into account all aspects of work. She has an excellent overview of the work undertaken by IHS academics gathered through regular 1:1 meetings with the IHS research and teaching leads and through sign off of all academic staff PDR forms. We emphasise through PDR that promotion is based on merit not length of time in post. The FMS has a WAM which all academic staff complete and which records their teaching, research, administration and pastoral activities, and which the ID reviews on completion. Quality is recognised over quantity with encouragement to apply for prestigious grants and fellowships and to submit papers to high impact journals. We have a number of initiatives to support this: internal peer review of funding applications (AP4.4), writing workshops (AP4.5), a budget to enable attendance at conferences for dissemination of research (AP4.6). We will hold sample CV’s on the IHS intranet of all academic and research grades (AP3.14). Each of the Institute’s research themes/methodological groups has its own budget to support meetings with collaborators and networking (AP3.18). All staff, full-time and part-time, are offered the same opportunities.

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Staff can talk about their workload with their line managers at PDR including negotiating change in responsibilities or asking to be given opportunities to develop in different areas perhaps with a view to applying for promotion. PDR completion rates are reviewed annually (AP1.5); completion rate in 2013 was 98%.

However, workload continues to be an area of concern as highlighted in our 2012 staff survey. Following on from this, two specific meetings of the IHS EB were convened in 2012 to talk about excessive workload to try to reduce this where possible. Also, Eileen has specifically addressed workload in two staff meetings. We recognise this is an ongoing issue which needs to be reviewed regularly (AP4.3).

(ii) Induction and training – describe the support provided to new staff at all levels, as well as details of any gender equality training. To what extent are good employment practices in the institution, such as opportunities for networking, the flexible working policy, and professional and personal development opportunities promoted to staff from the outset?

IHS has long had an induction process which includes highlighting policies and procedures, introducing the new staff member to key staff and showing them around the University. All new staff are assigned a ‘buddy’; someone of equivalent grade who has been working in the IHS for some time and is familiar with our policies and procedures. We will offer a ‘buddy’ to all staff returning from maternity leave; someone of similar grade who has had maternity leave (AP3.26).

A half-day session is run as an in-house induction for new PGR students concluding with afternoon tea for networking with new colleagues/supervisors. The session includes a welcome from Eileen and Gill, as well as talks from existing PGRs and students who convene the PGR support group. We offer a ‘buddy’ system to all new PhD students and, if desired, for a longer period to overseas PG students (AP2.4).

We are currently reviewing the Institute’s induction process following our 2012 staff survey. We are developing a web-based version which will include links to University’s policies (AP3.6). However, we realise that the effectiveness of the induction process, including the ‘buddy’ system, depends on the commitment of those involved. We will review whether this role should be given to a group of willing volunteers, whether we should just provide better training so that everybody understands what is required of a ‘buddy’ or whether there is some other way to provide support to people in their first few months in IHS.

All line managers are familiar with the Institute’s support for part-time and flexible working and IHS is well regarded throughout the University for the support it gives for training and personal development. Training needs are discussed at PDR and gaps identified are followed up after the PDR meeting by the identified person. All staff are encouraged to attend open meetings and seminars. Questions about flexible working etc. are often asked and answered as part of the recruitment process.

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There is a NU Women’s network and a Carer’s network to which staff are signposted during induction. Diversity training is provided by the University’s Staff Development Unit and there is a diversity webpage. We have had discussions with the NU HR Adviser for Equality and Diversity and will be holding an annual seminar on this from 2015 (AP3.22).

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

Support for students is generally the same as that for staff. A number of staff have become PhD students by obtaining specific funding enabling part-time study while continuing to work in their staff role; IHS has a policy of paying PhD fees for staff members as we recognise the importance of attaining a PhD for career development (AP4.8). IHS actively seeks opportunities to support female students to progress a career in science to ensure the pipeline for the future. We have examples of students being successful in obtaining externally advertised research posts on completion of their PhDs. We offer specific support to students wanting to apply for externally funded fellowships (AP4.9).

6. Organisation and culture


(i) Male and female representation on committees – provide a breakdown by committee and explain any differences between male and female representation. Explain how potential members are identified.

NU has a policy on appointing staff to committees. Eileen submits names for University committees when requested; the choice is based on the specific committee needs in terms of knowledge and expertise but she tries to ensure a wide range of staff are nominated. IHS senior females are often invited to sit on committees/panels because of the dearth of suitably qualified women to do this in some parts of the University.

IHS’s internal committees are generally convened to meet the needs of a specific group or purpose and the membership will reflect the people who need to be involved. The highest level committee is the IHS EB which currently consists of 11 senior members of staff (eight females, three males) each of whom either have a specific portfolio or are ex officio. We surveyed staff in 2012 to build up a picture of the type and range of committees that IHS has representatives on within NU and externally; a sample of these are shown in Table 6.

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Table 6: Examples of committees on which IHS has representation

Committees Totalmembership

No. offemales

No. ofmales

Institute:Executive Board 11 8 3Human Resources & Other Committee 14 10 4*Faculty of Medical Sciences:Faculty Executive Board 21 6 15Faculty Research Strategy Group 15 4 11Successful NIHR Applications Advisory 20 10 10Group (SNAAG)Newcastle University:Diversity Committee 10 8 2Wellbeing Group 6 3 3External:NIHR Senior Fellowships committee 24 12 12National Pregnancy in Diabetes Audit 16 11 5Steering GroupNational Institute for Clinical Excellence 12 9 3Evidence Update Advisory Group*The Institute seeks to be represented on committees wherever possible but membership of manyFaculty committees is ex officio

We will continue to monitor representation on committees (AP1.6) to ensure there is no committee overload for individual staff members and that all staff are given opportunities, where possible, to sit on committees for career development purposes.

(iii) Female:male ratio of academic and research staff on fixed-term contracts and open-ended (permanent) contracts – comment on any differences between male and female staff representation on fixed-term contracts and say what is being done to address them.

74 staff (50/111 female; 24/45 male) are currently on fixed-term contracts (Figure 8a). In 2012, 42% of females working in IHS were on fixed-term contracts compared to 49% in FMS; in 2013, the figures were 45% and 52% respectively. Contract type for females working in IHS is shown in figure 8b. The increase in fixed-term contracts is due to our success in winning more research awards. It is not possible to appoint people onto open-ended contracts immediately as the Institute needs to ensure that there will be enough work forthcoming at the end of initial contracts to continue to employ staff when these end. However, IHS appoints on open-ended contracts whenever it can and has used evidence of continuous funding for posts over many years to justify this when required to do so by the University (AP3.1). The vast majority of support staff posts are now advertised without any end date and, if we do have to limit the appointment in the first instance, we transfer staff onto open-ended contracts as soon as is possible.

Academic staff are generally appointed on permanent contracts. If the initial funding is long term, research staff will be given a contract for the length of the funding available

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immediately, usually between 2-5 years. For all staff, the requirements of the Fixed Term Employees (Prevention of less favourable treatment) Regulations are actively managed and implemented as soon as the criteria are met and earlier if possible. This approach of actively managing fixed-term contracts goes beyond the University’s requirements. There is no difference between the appointments of female and male staff in this regard; more women than men are appointed so more women than men are on fixed-term contracts. The only criterion taken into account is the length of the funding available at the time of the appointment. As evidenced earlier (section 4(ii)), IHS is committed to maintaining its staff, it always makes staff permanent when they qualify, redeploys staff to other projects and underwrites and bridges contracts for periods when necessary.

Figure 8a: IHS employees by contract type and gender, 2009-13

70

60

5150

40 37

30

55 55

34 35

60 61

50

43

24

Fixed Term

M Fixed

Term F

Open M22 22

20

10 8 79

20 1921

16Open F

02009 2010 2011 2012 2013

There was an increase in females on open-ended contracts during 2009-13 (Figure 8a). However, as an overall percentage, open-ended contracts have decreased for the reasons given above. The percentage of female academic and research staff in FMS on fixed-term contracts was 49% in 2012 and 52% in 2013 (against 42% in 2012 and 45% in 2013 for IHS).

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Figure 8b: Contract types for IHS female employees, 2009 -13

100%

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42% 38% 39% 42% 45%

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F Open F


(i) Representation on decision-making committees – comment on evidence of gender balance in the mechanism for selecting representatives. What evidence is there that women are encouraged to sit on a range of influential committees inside and outside the department? How is the issue of ‘committee overload’ addressed where there are small numbers of female staff?

IHS is often asked for representation on University committees. We carefully consider who might be able to sit on which committee and think about whether a more junior staff member might be able to do so. Staff are encouraged to sit on external funding panels and will nominate themselves and other people as appropriate.

Senior female staff in particular are mindful of gender issues in this area and will often see membership of panels as an opportunity to represent women at the highest levels and to promote good practice and equality issues. They are willing to give up their time to do this while always considering if there is anybody else who can be encouraged or trained in order to lighten the load for others. We plan to scope introducing committee shadowing in 2016 (AP4.7).

(ii) Workload model – describe the systems in place to ensure that workload allocations, including pastoral and administrative responsibilities (including the responsibility for work on women and science) are taken into account at appraisal and in promotion criteria. Comment on the rotation of

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responsibilities e.g. responsibilities with a heavy workload and those that are seen as good for an individual’s career.

The FMS uses a Faculty-wide WAM which records the pastoral, administrative, outreach and Athena SWAN activities of academic staff as agreed with the ID. IHS was influential in ensuring that Athena SWAN activities are included in the WAM. The WAM is discussed at each academic’s PDR. We are working with the FMS to make sure mentoring activities are included in the WAM (AP3.21). The WAM is introduced and explained to all new academic staff but we will make sure that any changes to the WAM are discussed with those returning to work e.g. maternity leave returners (AP3.27).

Workload was identified as an issue in our 2012 staff survey. To address this, the IHS EB encourages people to prioritise their work based on the University’s main aims and objectives and to talk to their manager before workload becomes a serious issue for them. The Institute’s culture and ethos is to encourage a good work/life balance and workload issues are considered by the Director when workload plans are reviewed. Line managers are encouraged to be very aware of this as an issue with the staff that they supervise. The issue has been discussed formally by the IHS EB on two occasions largely because of the concerns raised by some of them about their own workload. We have taken several actions; work has been done to clearly identify the priorities for academic staff to help staff decide what they can and cannot take on; training is being offered to all staff in areas of staff management which can be extremely time consuming if problems arise and people are ill-equipped to deal with situations; resilience training has been offered to academics, the programme is still being rolled out and all support staff, have attended bespoke training on managing change, assertiveness and resilience in the past 12 months (AP4.3).

There is a commitment to ensuring that routine work such as marking exam scripts, giving pastoral support to students etc is shared out fairly. All research-funded staff are offered the opportunity to participate in activities which helps in sharing academic workload and supports their career development. Being a good ‘citizen’ of the University is recognised in IHS. Acting as a mentor or offering to represent the Institute at meetings etc, are activities supported by the IHS EB; these are discussed at PDR and time off and support for training is given if needed.

An action from our Silver application was to consult with academic staff about making workload plans available on a shared folder. Following discussion, it was clear that there is no consistency in the way the model is completed and therefore it would not be helpful to share this information: we did not proceed with this.

(iv) Timing of departmental meetings and social gatherings – provide evidence of consideration for those with family responsibilities, for example what the department considers to be core hours and whether there is a more flexible system in place.

IHS does everything it can to make the timing of meetings suitable for all and tries to influence meeting times elsewhere in the University. There is no problem about leaving

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Institute meetings to meet family responsibilities. Staff are encouraged to have a relatively regular working pattern; core hours are 9.30-4.30pm although as a department which regularly collaborates with NHS colleagues, we recognise that, on occasions, there may be a need to have meetings outside of these core hours. We do not hold IHS staff or other key meetings in the school half-terms or summer holidays. Our discussion forums, where less established research staff present their work, and external seminars, are held at lunchtime. Staff meetings are held on a Wednesday at 10am as we have found this is the day on which most part-time staff work. We always start our staff meetings welcoming new staff, celebrating new births and successes (funding, publications, PhD completions). Our monthly birthday celebrations are held at 11am and the annual Christmas party, to which all staff are invited, starts at lunchtime so that staff with childcare responsibilities can attend and still meet these.

We host a lunch for all new MSc students to meet IHS staff (AP2.2). With the increase in staff numbers, we initiated a ‘Meet and Greet’ event in 2013 so that new staff could meet other staff members in an informal setting. Feedback from the event was very positive and we will now hold a similar event annually (AP5.13). In January 2014, we hosted a research day and reception to celebrate the retirement of two of our long standing professors. The IHS ECR Association holds its events at 3.00pm with formal business being conducted until4.30 concluding with an informal reception.

Due regard is given to language used and respect is shown to people from different cultures;e.g. we have a designated place to pray for Muslim staff members. Any untoward behaviour would be dealt with under the University’s Dignity and Respect Procedure. Gill has received specific training and presented on this policy at an IHS staff meeting.

An issue has arisen about the lack of facilities for mothers returning to work while still breastfeeding. The University is working with the estates department to identify places where women can go to breastfeed. We will work at a local level to try to identify a suitable place for breastfeeding until the University provides advice (AP3.30).

(v) Culture –demonstrate how the department is female-friendly and inclusive. ‘Culture’ refers to the language, behaviours and other informal interactions that characterise the atmosphere of the department, and includes all staff and students.

IHS is inclusive and family-friendly. There is a clear expectation that people will respect each other. One outcome of the support staff training (section 3a), is to articulate some of this in posters displayed around IHS. These will include reference to expected behaviours in terms of how people speak and behave towards each other, shared responsibilities for effective communication and respect for the working environment (AP5.10).

The uptake of activities organised outside of working hours has been relatively low. This may be attributed to a number of reasons: family commitments, the distance required to travel to and from the workplace for some staff members and inconvenient public transport operating hours. Activities during work time are well supported.

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(vi) Outreach activities – comment on the level of participation by female and male staff in outreach activities with schools and colleges and other centres. Describe who the programmes are aimed at, and how this activity is formally recognised as part of the workload model and in appraisal and promotion processes.

IHS’s outreach activities are generally linked to other larger activities in the Medical School such as the ‘bitesize’ series aimed at school children thinking of pursuing medicine as a career. IHS staff also participate in the NU Widening Participation scheme. However, as a direct result of being involved in Athena SWAN, the SAT is looking at how it might present its work to schools and colleges by highlighting non-laboratory scientific research careers such as influencing change in health policy or developing new tools and methodologies for research. Our first event at Northallerton College is scheduled for July 2014 (AP5.14). If thisis successful we will establish a programme for visiting colleges and 6th forms in the regionto talk about careers in our type of research and how women can be encouraged to work in science. Other examples of outreach activities include: hosting events at the 2013 British Science Festival, expert panel membership of a House of Commons outreach event, presenting at the opening of The Body Worlds Exhibition and a ‘Meet the Scientist’ event at the Centre for Life, Newcastle (Figure 9).

Figure 9: Paul Whybrow (SAT member) and Rashmi Bhardwaj (IHS NIHR doctoral fellow) with Bruce (anatomical model) and Harry (skeleton) at the ‘Meet the Scientist’ event* at the Centre for Life, Newcastle, April 2014

*This event was organised by IHS SAT to improve the visibility ofwomen in science and to engage young minds about health, science and the body.

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7. Flexibility and managing career breaks


(i) Maternity return rate – comment on whether maternity return rate has improved or deteriorated and any plans for further improvement. If the department is unable to provide a maternity return rate, please explain why.

Twenty-one members of IHS staff have taken maternity leave during the past five years; all but one returned to work although one staff member left a short time after her return due to the difficulty of raising a child and working, she decided to move closer to her family. Women from all grades have taken maternity leave. We offer a phased return to aid transition back to work (AP3.28).

Returning staff are encouraged to meet with the IM and their line manager to talk about any issues they might have when they return (AP3.25). Requests to return to part-time work are always agreed. ‘Keeping in touch’ depends on whether the individual concerned wishes to maintain contact while they are on leave. Some returners have indicated that their return could have been made easier and we are acting on some of their recommendations including arranging a ’buddy’ on their return (AP3.26) and trialling the use of text messages to keep in touch with staff on maternity leave (AP3.24). Gill successfully used text messages to keep in touch with her deputy manager;

‘The texts were always light hearted, but containing news from that week so everything wasn’t waiting for me to absorb on my first day back. It was nice to still feel involved and important enough, while you were on longer term leave, to be informed and consulted, without having to feel like you had to check your work email account to be up to date on news.’ IHS Deputy IM

(ii) Paternity, adoption and parental leave uptake – comment on the uptake of paternity leave by grade and parental and adoption leave by gender and grade. Has this improved or deteriorated and what plans are there to improve further.

Two male academics have taken paternity leave. Two male support staff have successfully applied to have their hours changed in order to help with family commitments.

There have been two enquiries about adoption leave; in both cases information was provided. We have set up a data collection system to record paternity (AP3.31) and adoption leave (AP3.32).

(iii) Numbers of applications and success rates for flexible working by gender and grade – comment on any disparities. Where the number of women in the

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department is small applicants may wish to comment on specific examples.

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Flexible working is available to all staff in agreement with the ID. Types of flexible working include: working extra hours during term-time to spend time with children in school holidays; working longer days; working part-time and increasing hours to full-time when ready. NU undertook a Workwise Project which resulted in an extension of the rights to request flexible working gave guidance on home working and introduced a scheme to allow the purchase of additional leave.


(i) Flexible working – comment on the numbers of staff working flexibly and their grades and gender, whether there is a formal or informal system, the support and training provided for managers in promoting and managing flexible working arrangements, and how the department raises awareness of the options available.

IHS supports a high degree of flexibility and actually declined to implement the University’s optional flexitime scheme on the grounds that some staff’s flexibility would have been adversely affected by having to work specific core hours. Complete flexibility on working hours is available for academics and for other staff provided that the business needs of the Institute are met. Flexible working is often discussed during recruitment. Flexibility largely refers to start and finish times and working from home; it is available to all staff on all grades. Whilst support staff would generally be expected to work in the office, circumstances may permit them to work from home if there was specific reason for doing so. Staff are aware of these options and it is one of the things that is much appreciated by them as evidenced in our 2012 staff survey. IHS is always very flexible and would consider any suggestions from staff of different ways of working especially during difficult times (e.g. see case studies 1 and 2).

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

Work left by a member of staff going on maternity leave is covered by existing staff where possible. Otherwise staff will be recruited to cover maternity leave, or, if needed, work will be temporarily suspended until the staff member returns. A new development is the offer of a ‘buddy’ to a maternity leave returner. However, as discussed in section 7(i), maternity leave is an area where we plan to develop more supportive systems. Since being awarded Silver, we have met with staff returning from maternity leave to ask what further help and support IHS could provide. Further discussions are needed but the main request was the request for a reduction from some duties for a short period of time (AP3.29). We will continue to ask staff to meet with the IM and line manager on their return to work and to

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gather information to produce guidance on returning to work following maternity leave both for returners and for their line managers (AP3.23).

Word count = 4978/ 5000

8. Any other comments: maximum 500 wordsPlease comment here on any other elements relevant to the application, e.g. other STEMM-specificinitiatives of special interest that have not been covered in the previous sections. Include any other relevant data (e.g. results from staff surveys), provide a commentary on it and indicate how the department plans to address any gender disparities identified.

Although overall responses in our 2012 staff survey was very positive, several issues including communication, feeling stuck on a grade and work environment were raised and we have used this section to give further information on progress with addressing these. There have been two significant developments on communication since our Silver application. Eileen established and chairs a Listening Forum (AP5.12) which meets three times a year. Staff nominate themselves to attend and can use this forum to raise any concerns or issues they want to bring to the Director’s attention. This is an informal meeting but does allow for the exchange of views and the dissemination of information. Staff attending undertake to feedback to their peers and to bring issues back to the group.

A review of the Institute’s intranet identified that action on the various methods of internal and external communication was required. To this end, we have asked for the appointment of a communication officer and this has recently been agreed by the FMS (AP5.15). This post will be used to improve all forms of communication within IHS and is a direct action from concerns raised in the staff survey.

The survey also identified issues about people feeling ‘stuck’ on their grade. IHS aims to make it clear what is needed to progress, encourage and support people to apply for promotion within the University’s policies and procedures. Staff put themselves forward for promotion and we also proactively review staff lists to identify individuals that we feel should be considering applying for promotion (AP3.10).

Some staff commented on their work environment; IHS moved into a purpose built open plan office in 2010. Whilst the majority of staff are happy with their surroundings, some people find open-plan working difficult. To deal with concerns, the Institute allows home working and has office areas which can be booked when staff need peace and quiet to work.

To promote and celebrate our Athena SWAN Silver award, we purchased and distributed coasters with the Institute’s name and Athena SWAN logo on them. These can be seen around IHS and are especially prominent in our main meeting room which is used frequently by people external to IHS.

Word count= 362/500

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9. Action planProvide an action plan as an appendix. An action plan template is available on the Athena SWAN website.This should be a table or a spreadsheet comprising plans to address the priorities identified by the analysis of relevant data presented in this application, success/outcome measures, the post holder responsible for each action and a timeline for completion. The Plan should cover current initiatives and your aspirations for the next three years.See below.

10. Case study: impacting on individuals: maximum 1500 words

Describe how the department has changed and how its staff have benefited on the journey toapplying for Gold.

Since the Silver award, we have undertaken considerable work to secure staff employment, through the use of non-allocated, pooled funds and internal redeployment. The journey to Gold has focused on career development and personal support for staff. Identification of issues to do with being a manager led to bespoke training for senior managers that is now being rolled out to all staff. Further training was given on resilience and this has been backed up by providing individual coaching by an external coach where requested. All this has been funded from IHS pooled funds. Career development has focused on providing clarity regarding the promotion process and improved transparency of information within the Institute regarding its management of this. The in-house process requires the Director to actively consider all eligible staff and provide encouragement to people to go forward when they might otherwise wait. Once the decision to apply has been made this is followed up with support, advice and encouragement from a group of senior staff during the actual application process. These actions benefit all staff and comments in our 2012 staff survey suggest that these policies are welcomed.

Provide a small number of case studies of individuals working in the department and show how the inclusive culture and working practices of the department have enabled them to pursue a career in STEMM.At least one of these case studies should be a member of the self assessment team, and at least one should be someone else in the department. There should also be at least one case study from a male member of staff. More information on case studies is available in the guidance.

C a se st u dy 1 : Dr T im Ra pl e y ( S AT mem b e r; Le c t ur e r in Me d i cal So c io l og y ; 6 0 % wte) I began my career at NU as a contract researcher in 2002, funded by a series of short-term contracts. I was supported by IHS to develop a range of research skills and competencies and encouraged to become a co-applicant on research grants. I was put forward for a Staff Scientist post and was successfully promoted in 2006. In practical terms, this meant that I had job security. Although still working on relatively short-term research projects, if any gap between project-based funding emerged, I was confident that I would be in continual employment due to the IHS internal redeployment process. I was encouraged to apply for a Lecturer post in 2011 and was successful. I work part-time to enable me to explore a range of interests outside academia. Prior to applying for the Lecturer post, I discussed part-time

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working with IHS colleagues and Eileen, and was positively encouraged to apply.

I feel that IHS has closely supported my work and life beyond. In 2008, my father was very ill. At short notice, and without any conditions, IHS supported me in taking an extended

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period of leave. Sadly, despite a long period of uncertainty, my father died. Throughout this time, IHS re-assigned key tasks to other colleagues and enabled me to spend time with my father, unencumbered by concerns or questions about my research.

I now manage a busy research team. I hold biweekly ‘data sessions’ with my team, where emerging ideas and findings are presented and discussed, to generate collaboration and mutual support across team members including PGRs. Alongside the more formal annual PDRs, I have regular informal meetings with each team member, to discuss any non-project and non-work issues or difficulties as well as career aspirations, development and training needs. I have supported a number of the RAs working with me to become co-investigators on research projects, PGR student supervisors and gain promotion. With the support of IHS, I have enabled one staff member and two PhD/MD students to move from full to part-time working.

C a se st u dy 2 : Ly nne St o bb a rt ( Se n i or R A) I joined IHS (then the School of Population & Health Sciences) in 2001 and was initially funded by a series of short-term contracts. In 2005, the IHS and FMS at NU supported my application for a NIHR Researcher Development fellowship to fund my doctoral research and training. I successfully secured this award and submitted my thesis in 2012, graduating in 2013.

As well as actively supporting me to maintain employment, the IHS has also demonstrated a commitment to helping me explore and develop professional interests. From 2004-2009 I sat on an NHS Local Research Ethics Committee and, more recently, the Clinical Ethics Advisory Group at Newcastle upon Tyne Hospitals NHS Foundation Trust. In support of these activities, IHS funded my attendance at various ethics training courses, conferences and symposia. IHS has also encouraged and supported me to deliver teaching on the subject of research ethics.

I have been encouraged by senior IHS colleagues to participate in other initiatives beyond the Institute, e.g. sitting on the organising committee of the first PGR Conference in FMS which has since become an annual event.

Whilst undertaking my doctoral research, I was diagnosed with breast cancer and required extensive treatment over a two year period. I was actively supported by IHS to continue to work throughout this period, as was my wish, and was therefore able to take minimal sick leave. I found this arrangement very useful in managing and countering some of the psychological aspects of my diagnosis and treatment. I also experienced a number of close family bereavements during this period and again was fully supported by IHS throughout. Colleagues were very understanding and allowed me to focus solely on my PhD during this time by enabling me to withdraw from some of the teaching and marking commitments that I usually participated in (and enjoyed). Because of the nature of my treatment, output was considerably slower and necessitated an extension to my period of study. To enable me to continue with my doctoral research full-time for a further year after the end of my NIHR award, IHS provided bridging funding rather than requiring me to continue my studies alongside full-time employment. Senior colleagues scheduled meetings with me throughout this time to ensure that my ongoing working arrangements were suitable and manageable.

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IHS have also encouraged me to develop research management skills by undertaking the Principal Investigator Development Programme and I also recently attended a particularly useful workshop focussing on ‘Managing Your Academic Career For Women’.

C a se st u dy 3 : Dr Suzan n e M o f f a tt ( Se n i or Le c t u r e r in Soc i o logy of H e a lt h ; 8 0 % w te) I began my career at NU in 1990 working full-time as a post-doctoral contract researcher funded by short term contracts. In 1995, I was internally appointed to a lectureship and supported by IHS to apply for promotion to senior lecturer in 2009. Since starting at NU, I have had three periods of maternity leave. After the first period of maternity leave, I reduced my hours to 60%wte and gradually increased to 80%wte over time. I obtained one year’s unpaid leave in 2000-2001 to accompany my partner and children abroad for a work opportunity. On returning, I undertook a part-time Masters degree at University College London, with some financial support from IHS. I feel I have been very well supported by IHS to balance a busy and demanding job with raising a family and taking on further study to enhance my career.

I line manage staff who are also juggling work and family life and make it a priority to ensure that, when possible, they can work flexibly, but also prioritise what is required for a successful academic career. I offer regular support to my team and ensure that all staff I am responsible for, have an annual PDR. As DPD of the Masters in PH & HS, I am responsible for ensuring that students have full access to a high quality learning environment. I actively encourage Masters students who wish to undertake a PhD and facilitate linkage between students and IHS staff.

C a se st u dy 4 : Ma rk W a r wick ( C omp u ter T e c h ni c i a n) I started work in IHS in 2005. I have been very supported by IHS in both a personal and professional capacity. On a personal level, I became a father in 2009 and, once my wife returned to work after maternity leave, my mother-in-law agreed to help out with child care. This was fine until the latter part of 2012 when she had to reduce the number of hours she could provide. I asked the Institute whether it would be possible to alter my work pattern to allow me to help look after my son and they agreed. This work/life balance change also proved crucial as our support for childcare became more limited. I look after my son one day during the week, while still retaining a full-time position. IHS was also very supportive when I took paternity leave after the arrival of both my son and daughter, the latter being a consecutive four week absence.

On a professional level, IHS has provided continual encouragement when I have approached them concerning my ideas for career development, whether through our Staff Development Unit or further afield. This has culminated in my recent request for professional Microsoft certification training being approved.

Word count: 1416 /1500

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Application for an Athena SWAN Gold award: Institute of Health & Society, Newcastle

University Action Plan: May 2014 – April 2017

Action Description of action Action taken alreadyand outcome at April 2014

Further actionplanned at April 2014

Responsibility Timescale Startdate

Success measure Progressby April 2017

1 Baseline Data and supporting evidence1.1 Include Athena SWAN

award as a key objective in the Institute’s strategic plan

Included in 2014-15strategic plan which is approved at University level

To be included ineach annual strategic plan

InstituteDirector

Ongoing Mar2014

Mar 2015

Mar 2016

Mar 2017

Inclusion in the annualstrategic plan each year

1.2 Monitor gender balance inUG student applications, offers and successes

Data collected anddistributed to FMS Institutes

Continuedmonitoring of gender balance in UG applications, offers and successes

InstituteManager; Faculty Athena SWAN co-ordinator; Assistant Registrar (UG Medical Education)

Ongoing Sept2011

Record of gender split inUG applications and offers

1.3 Monitor gender balance inapplications and acceptances to the MSc in Public Health and Health Services Research and the MSc in Social Science and

System established aspart of Silver action plan and implemented

Process in placeand will continue monitoring

MSc DegreeProgramme Director; MSc administrator

Ongoing Sept2011

Record of gender splitof applications and acceptances to the MSc

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Health Research1.4 To undertake a staff and

PGR student survey on working in IHS

Staff survey undertakenin 2012

Feedback provided at a IHS staff meeting and results available on IHS intranet

Undertake a staffand PGR student survey every two years

SAT;IHS Executive Board; PGR student tutor

Oct 2014 Oct2014

Oct 2016

2014/16 surveyscompleted with good response rate (>70%)

Results analysed by SAT working group, results discussed by IHS HRG and any specific issues acted upon

Feedback to staff and students at IHS staff meetings and at a PGR support group meeting

1.5 Review PDR completion Annual completion rate Target of 100% to Deputy Jan PDR completion raterates annually reported to FMS be reached (98% in Institute 2015 reviewed by IHS EB

Executive Board 2013); if not Manager annuallyreached, Janunderstand why 2016and act upon anymodifiable reasons Jan

20171.6 Monitor representation of

IHS staff on internal and external committees

Staff survey ofcommittee involvement undertaken in 2010 and followed up in 2012

Monitorrepresentation

DeputyInstitute Manager

Within nextnine months

Dec2014

Record of committeesIHS staff contribute to

No committee overload for any individual IHS staff member1.7 Redesign of staff exit

interview formExamples identified oninternet and amended for IHS use

Form redesigned toensure relevance to HIS in 2013

InstituteManager

CommenceAY 2014-15

Oct2014

A new form where allquestions are relevant for IHS staff and can be answered by leaver

1.8 Undertake exit interviewswith staff

All staff leaving IHSinvited to take part in an exit interview since

System designed tohold this information

InstituteManager

Ongoing Jan2012

Record informationfrom interviews on why staff leave IHS

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2012Annual review of reasons for exiting

Record any actions suggested and take these on board where agreed

Record of annual staff turnover

2 Undergraduate and postgraduate students2.1 Gain information on how

MBBS selection panels are constituted and identify staff interested in being part of the panel

Understand howpanels are constituted to see if IHS staff could be more involved. If so, identify IHS staff who would like to be on the panel by email from the Head of Teaching & Learning

Head ofTeaching & Learning

Within next24 months

May2016

Record information onpanel members and those IHS staff interested in serving on the MBBS selection panel

More IHS staff on MBBS selection panels

2.2 Hold an annual MSc lunch(funded by IHS) for students to meet IHS staff during their induction week

Ongoing Lunch to be heldannually


Ongoing Sep2013

Sep 2014

Sep 2015

Sep 2016

Annual MSc lunch heldduring induction week

2.3 Review data collectionsystem on PGR students

Review system,refine and add to(e.g. collect first

PGR studenttutor; Deputy PGR

Within nextthree months

Oct2014

New system in place

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destination data) student tutor;PGR student administrator

2.4 Provide extra ‘buddying’for overseas PhD students

All overseas PhDstudents offered extended ‘buddying’ at induction

PRES every twoyears and in-house survey every alternate year to assess satisfaction

PGR studenttutor;PGR student administrator

CommenceAY2014-15

Oct2014

Record uptake of extra‘buddying’ on PGR data system

Increased satisfaction with induction process evidenced PRES and in- house survey

2.5 Inform new PGR studentsthat they are aligned to an IHS research theme or methodology group during their induction

Current PGR studentsknow which research theme/methodological group they belong to and are invited to attend theme/group meetings

Make this part ofthe induction process through discussion with supervisors

PGR studenttutor;PGR student administrator; PGR student supervisors

CommenceAY2014-15

Oct2014

All research themes andmethodological groups to have an up- to- date list of their PGR students

2.6 Inform current PGRstudents that they can apply to research theme/group funds for small amounts of funds to support their research or conference attendance (if not available from studentship)

Not all students mayknow about this

All studentsinformed by supervisors

PGR studentsupervisors; PGR student tutor;IHS Financeofficer

Withimmediate effect

May2014

Increase in applicationsto research theme/methodological group funds reported to IHS HRG

2.7 Reinstate circulation byemail of a PGR student newsletter

Newsletter was beingcirculated but there is a need to review before reinstating

Review content ofnewsletter through brief survey on content to PGR students

Deputy PGRstudent tutor; PGR student support group

CommenceAY2014-15

June2014

Redesigned PGRstudent newsletter circulated every semester

2.8 Update PGR webpage onthe IHS website

Webpage exists butneeds updating

Ensure annual update

Update webpage Deputy PGRstudent tutor; PGR student administrator

CommenceAY2014-15

Nov2014

Updated PGR webpageand process in place for annual updating aligned to annual IHS website

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Covered by IHS web maintenance plan initiated Jan 2014

update

2.9 Offer PGR student supportsessions

Support sessions inplace from Apr 2013

PGR student tutorto offer a monthly (first Tues) slot when students can ‘drop in’ for advice and support

PGR studenttutor;PGR student administrator; Head of Teaching & Learning

Ongoing Apr2013

Advertise regular slot toall PGR students by email

Act on any issues raised by taking to IHS Teaching & Learning Committee

2.10 Organise an annual PGRstudent research day

Previously taken placeon an ad hoc basis

Research day to beheld annually

Deputy PGRstudent tutor; Postgraduate tutor; Postgraduate administrator; IHS PGRs

CommenceAY2013-14

June2014

PGR student researchday held annually

Evaluation of study day through feedback form

3 Key career transition points, appointments and promotions3.1 Appoint research staff to

an open-ended contract when possible

Ongoing More staff to be onopen-ended contracts

InstituteDirector; Institute Manager; Faculty HR

Ongoing 2009 Reduction in thenumber of research staff on a fixed-term contract

3.2 Review IHS redeploymentprocess to ensure research staff continuity in contracts

Use of internalredeployment process to secure research staff contracts in place

Review process toensure optimum system in place

Chair of IHSHuman & Other Resource Group


Feb2015

No staff turnover as aresult of external funding contract ending

3.3 Monitor offers and jobacceptances by grade and gender

Data recorded Continue tomonitor data on gender balance in job offers and acceptances

DeputyInstitute Manager; Faculty Athena SWAN co-ordinator

Ongoing May2014

Record data on joboffers and acceptances by grade and gender

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3.4 Provide even better clarityon expectations of role and responsibilities when recruiting academics

Information provided inadvert and at interview

Increaseinformation on specific role and responsibilities

InstituteManager; IHS Director


May2014

Ensure staff knowexactly what the role they are coming to entails and have as much information as possible for them to make an informed decision before taking up an appointment

No member of IHS staff leaving because of bad fit to role

3.5 All recruitment documentsto have IHS Athena SWAN logo, webpage, ECU Athena SWAN webpage and flexibility in working pattern highlighted

Ongoing - IHS AthenaSWAN logo, link to ECU Athena SWAN webpage and flexibility in working pattern highlighted on job adverts

Link to IHS AthenaSWAN webpage included in job adverts

InstituteManager; Faculty HR department

Ongoing Apr2015

All IHS job adverts toinclude link to IHS Athena SWAN webpage

3.6 Review staff inductionprocess, provide written guidance on what is expected from induction and develop a web-based version

Induction process inplace

Review process toensure all relevant information is being provided at induction

Produce written guidance on what should be discussed during induction and develop a checklist

Develop a web- based version of

DeputyInstitute Manager;IHS technical support team

Review totake place within next 12 months

Jan2016

New inductionhandbook

Written guidance on induction which includes an induction checklist

A web-based version of the induction process

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the inductionhandbook

3.7 Review PDR form and Reviewed on an ad hoc Institute Within next Nov Review takes placeprocess every two years basis Manager; six months 2014 every two years

IHS DirectorKPIs, University and Nov Changes to PDRFMS objectives added 2016 documents recordedto allow alignment ofpersonal objectives to Update of PDR formUniversity objectives

3.8 Refine PDR 360o feedback

Provide some basic training on completing forms and giving and receiving feedback

360o feedback includedin PDR process from 2012

Form based on NHS document

To identify a training provider and investigate training

Brief survey ofthose who have included 360o

feedback in their PDR to assess process

InstituteManager

Within nextsix months

Sep2014

Survey undertaken andrecommendations included in feedback process

New 360o feedback form developed based on survey

360o feedback used as part of PDR process

3.9 Sign off of all PDR forms byIHS director (academic and research) and manager (admin and clerical)

Ongoing All staff receiveindividual written feedback on progress in PDR feedback

IHS Director;Institute Manager

Ongoing May2011

All PDR forms to havebeen signed off by Institute director or manager and written feedback provided

3.10 Review PDR forms toidentify anyone who could be considering applying for promotion

Staff informed that theycan put themselves forward for promotion (started 2012)

All PDRs signed off by IHS director (academic/research)

Proactiveconsideration of staff at right stage in career for promotion in addition to individual staff members putting

IHS Director;Institute Manager

Ongoing May2014

Increase in staff atgaining promotion

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and IHS manager(support staff)

themselvesforward

3.11 Review of promotiondocuments by internal committee

Since 2012 process inplace to review promotion documents by internal promotions committee and feedback given to optimise chances of promotion

Process in place fortwo years- review process through feedback from those who have experienced it

InstituteDirector; Institute Manager; Deputy Institute Manager; Head of Teaching & Learning; IHS Research Lead

Review totake place before 2014-15promotion round

July2014

Review of internalpromotions review completed and any changes to process made

3.12 Ensure all Universitypromotion documents held on the IHS intranet are up- to-date

University promotiondocuments held on intranet

Check they are up-to-date and complete


Check willtake place before next promotions round

Oct2014

Up-to-date forms onintranet

3.13 Advertise Facultypromotion and PDR workshops on IHS intranet

Ongoing DeputyInstitute Manager

Ongoing Apr2011

Faculty promotion andPDR workshops advertised on IHS intranet

3.14 Hold sample CV’s for all Gain permission Institute To take July Sample CVs held on IHSacademic, research and from staff to use Manager place 2015 shared folderadmin levels in a IHS CV, set up folder beforeshared folder for those and store CV’s 2015-16considering promotion promotion

round3.15 Design and run leadership

training courses all academic staff

Review and evaluate leadership training course

Internal leadershiptraining course tailored to staff in IHS developed and offered to, and completed, by senior staff

Roll out to all IHSstaff

InstituteManager; IHS Director; NU StaffDevelopment Unit

Ongoing Oct2011

Record uptake ofleadership course

Record feedback from attendees and amend

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course as necessary

3.16 Offer 1:1 coaching to staff

Evaluate 1:1 coaching

1:1 coaching offered -12 staff have already taken advantage of this training

Design and undertake an evaluation through a feedback form

InstituteManager; IHS Director; NU StaffDevelopment Unit

Ongoing Jan2012

Jan 2015

Record of uptake of 1:1coaching

Record of staff evaluation of coaching and any actions taken

3.17 Establish an Early CareerResearcher Association with financial support from IHS

Support for thisreceived from email to ECRs

ECR Association organising committee formed

First meeting held in March 2014

ECR Association tohold meetings/events every other month

ECRAssociation organising committee; SAT chair; IHS HRG

Ongoing Mar2014

Continuation of ECRAssociation

Meetings/events to take place every other month

Attendance recorded

Feedback to IHS HRG viaSAT chair on activities orany issues identified

3.18 Continue with an Institutebudget for staff to apply to with agreement from line manager for training, conference attendance and for open access publishing

Financial support forcareer development activities by pooling non-allocated resources has been in place since 2004

Continue InstituteManager; Line managers; IHS HRG;IHS FinanceOfficer

Ongoing Jan2004

Annual report to IHSHRG on how funds have been used

3.19 Maintain a list of staff who Staff undertake Information to be Institute Within next Apr Set up list via email toact as mentors and the mentoring but no data recorded Manager 12 months 2015 all academic staffnumber of mentees to currently collectedavoid overload Apr Update list annually

2016

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Apr2017

3.20 Inform all academic andresearch staff that they can be supported to find a mentor

Some staff act asmentors and some have mentors

All staff to beinformed through a presentation at IHS staff meeting

SAT;Institute Manager


Feb2015

Presentation onmentorship at an IHS staff meeting

3.21 Work with FMS to ensurethat mentoring activity is included in the workload allocation model

Discussions withFMS about mentoring activity being included in the WAM

InstituteManager; Faculty Athena SWAN project officer; Deputy Director of Faculty Operations


May2015

Mentoring activityincluded in workload allocation model

3.22 Set up an annual Equalityand Diversity seminar

Annual seminar Chair of SAT;Faculty HR advisor (equality and diversity)


Feb2015

Feb 2016

Feb 2017

Equality and Diversityseminar held annually

3.23 Provide guidance formaternity leave returners and line managers on returning from maternity leave and keep on a shared folder

University guidance onmaternity leave held on central website

Develop IHSspecific guidance on managing return to work

IHS Human &Other Resources Group; Faculty HR advisor (equality and diversity);SAT maternity working


Apr2015

Guidance produced andheld on IHS shared folder and Athena SWAN webpage

Guidance used at meeting with maternity leave returner, Institute manage and line manager

3.24 Trial text messaging thoseon maternity leave to maintain light touch

IHS manager sent aweekly text to deputy manager while she was

Trial with two morestaff (academic and research) and get

DeputyInstitute Manager;


Apr2015

Further feedback gainedon value

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contact on maternity leave in2013

feedback on value InstituteManager

Offer to all staff onmaternity leave if value demonstrated

3.25 Set up meetings withmaternity returner, line manager and the Institute manager on return from maternity leave

Meeting currently takesplace with maternity leave returner and Institute manager but line manager not always present

Meeting to be heldbetween the maternity returner, line manager and the Institute manager

DeputyInstitute Manager; Institute Manager;Line managers


Sept2014

Record that meetingshave taken place and any decisions reached

3.26 Introduce a ‘buddy’ system for those returning frommaternity leave

‘Buddy’ in place for all new starters but not formaternity leave returners

Set up offer of a ‘buddy’ formaternity leave returners

Deputy InstituteManager

Within next six months

Sept 2014

Record offer and uptake of ‘buddy’ to maternityleave returner

3.27 Any changes to theworkload allocation model are discussed with maternity leave returners

Workload allocationmodel is explained to all new academic staff

Discuss anychanges with maternity leave returner

InstituteDirector; Institute Manager;Line managers


Feb2015

Record that discussionhas taken place

3.28 Offer of a phased return towork for staff on maternity leave

Ongoing Continue to offer InstituteManager

Ongoing Apr2011

Phased return taken upby maternity leave returners

3.29 Scope feasibility of Discussion on how IHS Human & Within next Nov Discussion by HRG andreducing duties e.g to enact reduction Other 18 months 2015 decision on feasibilityteaching, admin, on return in duties for first Resources reachedfrom maternity leave three months on Group;

return from Head ofmaternity leave Teaching &

Learning;If feasible to be Institute Jan If feasible, introduced inintroduced within Manager 2016 2016next 18 months

3.30 Identify a place forbreastfeeding

University is currentlyworking with the Estates department to identify private places throughout the

Identify a privatearea within the Baddiley-Clark Building where mother’s can

InstituteManager; University Estates


May2016

Private area identifiedfor mothers to breastfeed on return form maternity leave

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University breastfeed3.31 Introduce a system to

collect information on paternity leave

System in place System set up torecord this information


Ongoing May2011

Record of requests forpaternity leave

3.32 Introduce a system tocollect information on adoption leave

System in place System set up torecord this information


Ongoing May2011

Record of requests foradoption leave

4 Career advice and support4.1 Provide opportunities for

paid student work placements and internships within IHS

Opportunities firstoffered in 2012

Annual offer ofeight work placements/ internships

MSc DegreeProgramme Director; Institute Deputy Director

Ongoing Jan2012

Record number of workplacements and gain feedback from students through brief survey at the end of the placement

4.2 Add information on workplacement opportunities in the MSc course handbook and tell MSc students of this opportunity in induction week

No informationcurrently available

Incorporateinformation in MSc handbook;Brief presentation during MSc induction


Oct2014

Information present inMSc course handbook

Prepare brief presentation for induction week

4.3 Address workload concerns 2012 staff surveyidentified workload was a concern for some staff

Two additional IHS EB meetings convened in 2012 to discuss this

Workload addressed at two IHS staff meetings

Rolling out resilience training

Include questionson this in 2014/16 staff surveys

Encourage staff to discuss with line managers at PDR

IHS Director;IHS Manager; Line managers; IHS Human & Other Resources Group ;SAT working group

Ongoing Apr2012

Include questions in2014/2016 staff survey and act on issues raised

Record of discussion at PDR

All staff to have attended resilience training

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4.4 Review internal peerreview process for funding applications

Internal peer reviewsystem in place

Review process bybrief survey to academic/research staff

IHS ResearchLead;IHS Deputy Research Lead


Mar2015

Review of processcompleted and changes made to peer review process if recommended

4.5 Annual writing workshopfor early career researchers

Presentation given onwriting for publication held in Mar 2014

Writing workshopto be held annually

IHS ResearchLead;Early Career Researcher Association

Ongoing Mar2015

Mar 2016

Writing workshop heldannually

4.6 Provide funds managed byIHS research theme and methodological group leads for discretionary use including supporting staff career objectives

Ongoing Continue andreplenish on annual basis

IHS Director;IHS Finance Officer

Ongoing Sep2011

Provide annualbreakdown of how funds are spent to IHS HRG

4.7 Scope introducingcommittee shadowing for academic and research staff

Discuss feasibilityof doing this with staff, identify committees who would agree to this and prepare brief report with recommendations

InstituteManager; Committee chairs;SAT working group

Jan2016

Report on whether thisis feasible or not and whether it should be implemented

4.8 Pay University PhDregistration fees for staff members who register for a staff PhD

Ongoing Continue to payfees for those staff who want to do a PhD in recognition of importance of attaining a PhD for career development

InstituteDirector

Ongoing Jan2006

Increase in number ofstaff registered for a PhD

4.9 Provide advice and supportto staff and students applying for fellowships

Ongoing support to IHSstaff and students as well as those from the Faculty through

Continue

Monitor numbers applying for

InstituteResearch Lead

Ongoing May2012

Record of number ofstaff/students and applying for fellowships and successes by

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reviewing CVs,commenting on applications and conducting mock interviews

fellowship andsuccess by gender

gender

5 Culture, Communications and Departmental Organisation5.1 Director’s update to be

circulated by email every six months

Introduced in 2011 Continue tocirculate Director’s update

InstituteDirector

Ongoing Jan2011

Email circulated everysix months

5.2 IHS Human & OtherResources Group and IHS Executive Board minutes circulated to staff via the IHS intranet

Ongoing Continue tocirculate meeting minutes

InstituteManager; Human & Other Resources Group secretary

Ongoing Jan2013

Minutes from IHS HRGand EB meetings circulated within three weeks of meeting

5.3 Review SAT membershipannually

SAT membershipreviewed in 2013

Reviewmembership on an annual basis

SAT April2015

Record of membershipand changes

5.4 SAT to meet bimonthly Meetings werequarterly until April 2013, bimonthly thereafter

Continue to meetbimonthly

Chair of SAT Ongoing April2013

SAT meet bimonthly

5.5 IHS Athena SWAN webpageto be updated monthly and reviewed annually

Updated on an ad hocbasis

Webpage to beupdated monthly Website reviewed

SATadministrator; SAT

July2014

IHS Athena SWANwebpage up-to- date

5.6 SAT activities to be reported back at each IHSstaff meeting

Agenda item for every IHS staff meeting

Continue to present on SATactivities at each IHS staff meeting

SAT Ongoing Update presentation on SAT activities at eachstaff meeting

5.7 Notes from SAT meetingsto be circulated via IHS intranet

Notes not currentlycirculated beyond SAT

Notes circulated viaIHS intranet

SAT Withimmediate effect

May2014

Notes circulated via IHSintranet

5.8 Set up working groupswithin the SAT to take

Individuals nominatedto take forward

To identify andform further

SAT membersto self-

Withimmediate

May2014

Establishment ofworking groups for

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forward specific actions outreach activities, staffsurvey, website within the SAT

working groups nominate effect specific actions

5.9 SAT member to attendeach North East Athena SWAN regional meeting

IHS SAT to contribute to organisation of regional meeting to be held in Newcastle in June 2014

Ongoing SAT member toattend regional meetings and feedback to SAT

SAT Ongoing May2013

June 2014

SAT member to attendregional meeting

5.10 Design and display a posterin IHS on respect and dignity in the workplace

Design and displayposter


Aug2015

Poster displayed

5.11 Provide information onUniversity networks

There is a spotlight oneach network at every IHS staff meeting

Continuehighlighting University networks at IHS staff meetings

InstituteManager; SAT

Ongoing May2011

Each networkintroduced at successive IHS staff meetings

5.12 Establish a Listening forumof all staff to meet three times a year

Ongoing Feedback fromgroup to be shared at IHS staff meeting and issues arising discussed at IHS HRG

InstituteDirector;IHS Human & Other Resources Group

Ongoing Jan2013

Meetings held andfeedback given at staff meetings

Record of issues discussed and actions agreed in HRG minutes

5.13 Hold an annual staff meetand greet event

First one held in Oct2013

Hold annually SATadministrator

Ongoing Oct2014

Oct 2015

Oct 2016

Meet and greet meetingheld annually

5.14 Develop a programme of Ongoing outreach Develop a SAT Outreach July A programme of

60

outreach activities for2014-17

activities including minimedical school (2012), events at the British Science Festival (Nov 2013) ‘meet the scientist’ event at the Centre for Life (Apr 2014)

programme fornext three year

Six monthly meetings between SAT outreach working group and IHS Engagement lead

Meeting discussions and actions reported back to IHS EB through IHS Engagement lead

(outreach);IHSEngagement lead;IHS Executive Board

activitiesongoing

Six monthly meetings to start within next three months

2014 outreach activitiesdeveloped

Meetings held every six months

Meeting discussions and action recorded in IHS EB minutes

5.15 Discuss the appointment of Ongoing and agreed by Appointment of an Institute Appoint Mar Communication officeran IHS communication FMS (Jan 2014) communication Director; officer 2015 appointedofficer with FMS officer to review Institute within next

and improve all Manager 12 monthsforms ofcommunicationwithin IHS

Ke y to A c t i o n P l a n : AY2014-15 = Academic year 2014-

15 EB = Executive Board

FMS = Faculty of Medical Sciences

HRG = Human & Other Resources

Group IHS = Institute of Health &

Society

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KPI = Key Performance Indicator

61

MSc = Masters in Science

NU = Newcastle

University

PDR = Performance and Development Review

PGR = Postgraduate research student

PRES = Postgraduate Research Student

Survey SAT = Self assessment team

UG = Undergraduate

WAM = Workload Allocation Model

Action Description of action Action takenalready and outcome at April 2011

Furtheraction planned at April 2011

Responsibility Timescale Start date Successmeasure

Progress by April2014

1 Baseline Data and supporting evidence1.1 Monitor gender

balance in applications to the MSc in Public Health and Health Services Research

Genderbalance on those accepted onto the MSc course is monitored

Monitorgender balance in applications to the MSc

MSc courseadministrator FMSadmissions office

Commencemonitoring for AY2012- 13

Sept 2011 Record ofgender split of applications to the MSc

Completed and datacollection ongoing

1.2 Monitor genderbalance inundergraduate student applications, offers and successes

Noinformationcurrently available to IHS

Monitorgenderbalance in applications, offers and successes

InstitutemanagerFMSadmissions office

Commencemonitoringfor AY2012- 13

Sept 2011 Record gendersplit inapplications and offers

Completed and datacollection ongoing

1.3 Undertake exitinterviews when staff leave IHS

No interviewscurrently done

All staffleaving IHS invited to take part in an exit interview

Institutemanager


May 2011 Collectinformation via interview on why staff leave IHS

Implemented fromJan 2012

2 UG and PG students2.1 Provide extra

‘buddying’ for overseas PhD students

‘Buddy’system open to all PhD students but provide for longer

Offerextended ‘buddy’ system

Postgraduatetutor

CommenceAY2011-12

Oct 2011 Whenrequested, extra ‘buddying’ to be provided

All overseas studentsoffered extended period of ‘buddying’

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Application for an Athena SWAN Silver award: Institute of Health & Society, Newcastle University

Action Plan (May 2011- April 2014) – updated in April 2014

63

3 Key career transition points, appointments and promotions3.1 Monitor offers and job

acceptances by gradeNo datacurrently collected

Collect dataon gender balance in job offers and acceptances

DeputyInstitute manager


May 2011 Collect data onoffers and acceptances

Completed- data iscollected centrally and analysed at Institute level

3.2 Design and runleadership training courses specific for senior and junior staff

No internalcourse currently available

Set up aninternal leadership training course tailored to staff in IHS

Institutemanager IHS director NU staffdevelopmentunit


Oct 2011 Establishbespoke leadership training courses

Established andbeing rolled out to all staff

3.3 Introduce a ‘buddysystem’ for those returning from maternity leave

‘Buddysystem’ in place for all new starters but not for maternity leave returners

Set up a‘buddy system’ for maternity leave returners

Institutemanager


Sept 2011 Extend the‘buddy system’ to maternity leave returners

‘Buddy system’offered to all maternity leave returners

3.4 Set up meetings withmaternity returner, line manager and the Institute manager on return from maternity leave

No suchmeeting currently takes place

Initiate ameeting between the maternity returner, line manager and the Institute manager

Institutemanager


Sept 2011 Record thatmeetings have taken place and decisions reached

Maternity leavereturners offered meeting with Institute manager. More work needed to enact 3-way meeting

4 Career advice and support4.1 IHS director to identify

staff who should be thinking about applying for promotion

Currentlystaff put themselves forward to be considered for promotion

When signingoff PDR forms, the IHS director will review whether the

IHS director To start fromAY2012-13

Oct 2011 Record whothe IHS director has had discussions with and record

New system put inplace to review staff lists annually by Institute Director and Institute Manager to identify

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person shouldbe considering promotion

outcome staff at right careerstage and encourage to apply

5 Culture, Communications and Departmental Organisation5.1 Introduce a system to

collect information on adoption leave

Currentlydata not collected

A system willbe set up to record this information

DeputyInstitute manager


May 2011 Establish asystem to record adoption leave

System establishedand recording this information

5.2 Make sure all staff areaware of University networks

Currentlystaff find out about these networks through informal routes

Have aspotlight on each network at an IHS staff meeting

Institutemanager


May 2011 Each networkintroduced at successive IHS staff meetings

Presentations at staffmeetings completed

Ke y to A c t i o n P l a n : MSc = Masters in Science

FMS = Faculty of Medical Sciences

AY2012-13 = Academic year 2012-

13 AY2011-12 = Academic year

2011-12 IHS = Institute of Health &

Society NU = Newcastle University

PDR = Performance and Development Review

sections to be included - newcastle web viewword count = 500. the self-assessment ... with...

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