Department Application Bronze and Silver Award

2

ATHENA SWAN BRONZE DEPARTMENT AWARDS

Recognise that in addition to institution-wide policies, the department is working

to promote gender equality and to identify and address challenges particular to the

department and discipline.

ATHENA SWAN SILVER DEPARTMENT AWARDS

In addition to the future planning required for Bronze department recognition,

Silver department awards recognise that the department has taken action in

response to previously identified challenges and can demonstrate the impact

of the actions implemented.

Note: Not all institutions use the term ‘department’. There are many equivalent

academic groupings with different names, sizes and compositions. The definition

of a ‘department’ can be found in the Athena SWAN awards handbook.

COMPLETING THE FORM

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

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

You should complete each section of the application applicable to the award level

you are applying for.

Additional areas for Silver applications are highlighted

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

If you need to insert a landscape page in your application, please copy and paste the

template page at the end of the document, as per the instructions on that page. Please

do not insert any section breaks as to do so will disrupt the page numbers.

WORD COUNT

The overall word limit for applications are shown in the following table.

There are no specific word limits for the individual sections and you may distribute

words over each of the sections as appropriate. At the end of every section, please

state how many words you have used in that section.

We have provided the following recommendations as a guide.

3

Department application Bronze Silver

Word limit 10,500 12,000

Recommended word count

1.Letter of endorsement 500 500

2.Description of the department 500 500

3. Self-assessment process 1,000 1,000

4. Picture of the department 2,000 2,000

5. Supporting and advancing women’s careers 6,000 6,500

6. Case studies n/a 1,000

7. Further information 500 500

4

Name of institution University of Warwick

Department Warwick Business School

Focus of department AHSSBL

Date of application 30 November 2017

Award Level Silver

Institution Athena SWAN award

Date: Level: Silver

Contact for application Must be based in the department

Professor Nick Llewellyn / Mrs Joanne Davis

Email [email protected]

[email protected]

Telephone 02476 528239

Departmental website www.wbs.ac.uk

1. LETTER OF ENDORSEMENT FROM THE HEAD OF DEPARTMENT

Recommended word count: Bronze: 500 words | Silver: 500 words

An accompanying letter of endorsement from the head of department should be

included. If the head of department is soon to be succeeded, or has recently taken

up the post, applicants should include an additional short statement from the

incoming head.

Note: Please insert the endorsement letter immediately after this cover page.

mailto:[email protected]

mailto:[email protected]

7

Contents

1. Letter of endorsement from the head of department............................................................... 4

Abbreviations ....................................................................................................................................... 8

Grading Equivalents ........................................................................................................................... 10

2. Description of the department ................................................................................................ 11

3. The self-assessment process .................................................................................................... 15

4. A picture of the department .................................................................................................... 22

4.1. Student data ........................................................................................................................ 22

4.2. Academic and research staff data ....................................................................................... 37

5. Supporting and advancing women’s careers ........................................................................... 47

5.1. Key career transition points: academic staff ....................................................................... 47

5.2. Key career transition points: professional and support staff .............................................. 56

5.3. Career development: academic staff .................................................................................. 57

5.4. Career development: professional and support staff ......................................................... 62

5.5. Flexible working and managing career breaks .................................................................... 64

5.6. Organisation and culture ..................................................................................................... 68

6. Action plan ............................................................................................................................... 80

8

ABBREVIATIONS

ABM Academic Balance Model (workload allocation) AOAS Administrative Officer (Academic Services) AP Action Plan AS Athena SWAN ASWG Athena SWAN Working Group CFO Chief Finance Officer COO Chief Operating Officer CORE WBS CORE Values (Curiosity, Openness, Restlessness, Excellence) DPR Development and Performance Review E&D Equality and Diversity ECR Early Career Researcher EDC Equality and Diversity Committee FLB Future Leaders Board FTC Fixed Term Contracts FY Foundation Year GC Group Coordinator GEM Gender Equality Mark HoD Head of Department HoG Heads of Group HR Human Resources LDC Learning and Development Centre MBA Masters in Business Administration PDC Programme Delivery Committee PDR Personal Development Review PG Postgraduate PGR Postgraduate Research PGT Postgraduate Taught PoP Professor of Practice PSS Professional and Support Staff PTF Principal Teaching Fellow OEC Open-ended Contract (permanent) RAE Research Assessment Exercise REF Research Excellence Framework SH Section Heads SMG Senior Management Group SMT Senior Management Team SSLC Student Staff Liaison Committee STF Senior Teaching Fellow TEF Teaching Excellence Framework TF Teaching Fellow UG Undergraduate

9

UoW University of Warwick WBS Warwick Business School WP Widening Participation

10

GRADING EQUIVALENTS

WBS Grade

HESA Grade Equivalent

WBS Job Title (Academic)

FA5 L0 Level L Research Assistant

FA6 K0 Level K Teaching Fellow, Research Fellow

FA7 J0 Level J Assistant Professor, Senior Teaching Fellow, Senior Research Fellow

FA8 I0 Level I Associate Professor, Principal Teaching Fellow, Principal Research Fellow

FA9 F1 Level 5A C1 UCEA level 3A

Professor, Professorial Teaching Fellow and Professorial Fellow Dean

WBS Grade

HESA Grade Equivalent

WBS Job Title (Professional and Support Staff)

FA1 – FA3 P0 Level P O0 Level 0 N0 Level N

Catering Assistant, Facilities Support Assistant, Assistant Group Secretary, Facilities Assistant, Communications Assistant

FA4 M0 Level M Operations Coordinator, Group Coordinator, Senior Finance Assistant

FA5 L0 Level L Assistant Accountant, Services Support Consultant

FA6 K0 level K Administrative Officer, Deputy Programmes Manager, Management Accountant, Systems Specialist

FA7 J0 Level J Programme Manager, Assistant Registrar, Academic Manager, Finance Manager, Information Systems Consultant

FA8 I0 Level I Director, Senior Assistant Registrar, Operations Director, Head of Finance, Head of Technology Environments

FA9 F2 Level 5B Chief Operating Officer / Chief Finance Officer

Useful Information

ABM – ABM is WBS’s workload allocation model, developed in-house to provide a mechanism to assist in ensuring that academic responsibilities are allocated fairly and equitably. A typical annual workload is 15.0 units, with each unit equivalent to 110 hours.

PULSE – This is a University wide, confidential, staff survey conducted every two years which provides all staff with an opportunity to comment on their experience of working for Warwick. Results are provided at University and department level. The next PULSE survey is due December 2017.

11

2. DESCRIPTION OF THE DEPARTMENT

Recommended word count: Bronze: 500 words |Silver: 500 words

Located in the Faculty of Social Sciences, WBS is the largest department at Warwick University, and one of the largest Business Schools in the country. Located in Coventry, WBS also has premises at the Shard, London. We have our own dedicated Professional Services Staff (PSS) and have been triple-accredited (AMBA/AACSB/EFMD (EQUIS)) since 2000. We were the first UK Business School to achieve this accolade.

WBS has 234 academic staff (69.7% male; 30.3% female). Our percentage of female faculty compares favourably to our key competitors. In the Financial Times Global MBA ranking, WBS is 6th in the UK, 11th in Europe and 19th in the world on this measure.

Our academics are based in Coventry and located across 11 academic subject groups. Each group is managed by an academic Head of Group (HoG) and an administrative Group Coordinator(GC). We employ 216 PSS (76.4% female; 23.6% male) mostly based in Coventry and located across 13 sections, each managed by an administrative Section Head (SH). Provision at the Shard is supported by six PSS based in London. Three programmes are delivered entirely at the Shard, and several others partially.

Figure 1: Overview of Staff Structure at WBS

12

The School is led by a small Executive Team (the Dean, four Pro-Deans, Chief Operating Officer (COO) and Chief Finance Officer), which meets three times a week. There are 11 committees which report via the Senior Management Group to the Executive Team.

Figure 2: Overview of Committee Reporting Structure at WBS

Table 1 shows the split between different staff categories. Across WBS staffing is broadly balanced, however this masks imbalances that exist within the Academic and PSS communities. (Section 4.2)

Table 1: All Staff at WBS by Gender and Staff Category

Staff Category

2015 2016 2017

M F %F M F %F M F %F

Teaching and Research

109 39 26.4% 114 38 25.0% 123 42 25.5%

Research Only

8 13 61.9% 6 15 71.4% 11 14 56.0%

Teaching Only

24 12 33.3% 24 12 33.3% 29 15 34.1%

All Academic Staff

141 64 31.2% 148 67 31.2% 163 71 30.3%

Professional Support

44 151 63.2% 47 161 77.4% 51 165 76.4%

Total 185 215 53.8% 191 228 54.4% 214 236 52.4%

13

WBS has over 5,000 students, taught across more than 30 courses. A Foundation Year degree was introduced in 2015/16. The courses are grouped into programme areas: Undergraduate, Pre-Experience Masters, Post-Experience Masters and Postgraduate Research. Each programme area is led by an Associate Dean supported by one or more Assistant Deans. Each course has an academic Course Director. Figure 3: Overview of Programme Structure at WBS

Key: Blue indicates a male academic currently holds the role and red indicates the role is held by a female academic.

14

The student population as a whole at WBS is increasingly balanced by gender. 45.2% of our students in 2016/17 were female compared to 39.6% in 2014/15. The sector average is 49.4%. (Section 4.1)

Table 2: Student Numbers by Gender and Level of Study

2014/15 2015/16 2016/17 Sector

Av. M F %F M F %F M F %F %F

FY 14 11 44.0% 16 8 33.3%

UG 740 738 49.9% 846 833 49.6% 916 878 48.9% 48.8%

PGT 2194 1172 34.8% 2215 1670 43.0% 1819 1375 43.0% 50.6%

PGR 87 71 44.9% 88 83 48.5% 106 100 48.5% 44.8%

Total 3021 1980 39.6% 3163 2597 45.1% 2857 2361 45.2% 49.4%

FY = Foundation Year; UG = Undergraduate; PGT = Postgraduate Taught; PGR = Postgraduate Research

(347 Words)

15

3. THE SELF-ASSESSMENT PROCESS


Describe the self-assessment process. This should include:

(i) a description of the self-assessment team

Our approach has evolved since the November 2014 Bronze submission. In 2015/16, the WBS Athena SWAN Working Group (ASWG) was reconstituted (Figure 4). It was determined that AS work would be led by the Dean and Executive Team.

The Executive Team works closely with the ASWG, and there is overlapping membership. The ASWG delivers the work itself, in collaboration with programmes, groups and sections.

Members of ASWG were nominated, to create a balance in terms of gender and reach into WBS, such as undergraduate, postgraduate, research and staff. Whilst it comprises a mixture of grades and roles, it is largely a senior group (FA6-9) and is balanced in

16

gender terms (50% women). Membership of the group was kept purposefully small, to drive change, maintain momentum and ensure continuity.

In Spring 2017, following a review of progress, the Executive Team decided to radically expand the work to address intersectionality and all protected characteristics. This represents the next step in our AS journey (AP3.1.1) Figures 5 and 6 show the structure before and after Spring 2017.

We have re-structured our Equality and Welfare Committee entirely around this work. The newly formed Equality and Diversity Committee (EDC) met for the first time in May 2017. A new administrative post (FA7) was created to support the AS work. The post holder is secretary to the EDC, in addition to other duties. EDC consists of a series of academic-administrator pairings, each taking the lead on one or more protected characteristic. We have a formal system of workload relief for academic staff. Membership of this committee gives 1 unit of ABM (1/15th of a total load, equivalent to 110 hours) (Section 5.6 (v)). For PSS, membership of the committee is considered by SH when allocating other work across their teams.

17

(ii) an account of the self-assessment process

The Dean and Executive Team lead the AS work, taking decisions, setting strategy and reviewing activity. In a very large school this model has advantages. The Executive Team is able to drive School-wide policy swiftly across all areas.

The Executive Team meet three times a week, enabling the group to discuss issues, and respond quickly as proposals are raised. Our processes are highly responsive (Figure 7).

ASWG’s role is to embed AS principles into everyday local working practices. In a department the size of WBS, a key challenge is how to link strategy and practice, effecting change without establishing a large amount of new bureaucracy. Figure 8 describes how we have tackled this.

18

ASWG has incorporated AS into the structure of existing formal meetings, committees and into WBS’s strategic planning processes. All major operational areas in WBS are now fully accountable in terms of AS principles (AP3.2.1).

Since our Bronze submission, we have developed our self-assessment process substantially, so it reflects the prevailing management culture at WBS. Strong hierarchical oversight is in place, but ideas can ‘bubble up’ from any part of WBS and get a quick response. Examples of bottom-up change include:

WBS ‘whistle-blowing’ policy, creating a safe environment for students to

report inappropriate conduct;

Development of software to ensure seminars are gender balanced;

Creation of the WBS women’s networks;

Events, e.g. on career progression;

Development of new practices, e.g. in response to all-male shortlists.

Input external to the department has come from a variety of sources including:

19

1. Support from the Warwick Equality, Diversity and Inclusion team and the

Institutional Self-Assessment Team;

2. Consultation on best practice with other Warwick departments including, Physics,

Chemistry, WMG and Warwick Medical School;

3. Support from the Learning and Development Centre (LDC), who supply training

including on ‘Unconscious Bias’, ‘Diversity and Inclusion in the Workplace’ and

‘Recruitment and Selection’. Progress has been made here, with 90% of the

Executive Team, HoGs and SHs having completed all three training modules

compared to 10% in 2014;(GEM, B.4.1 and B.4.3)

4. Connecting and interacting with AS accredited Business Schools, and those starting

on the AS journey;

5. Attendance at external events related to AS, such as the ECU event held at

Warwick on SMART action plans.

Students have the opportunity to raise any E&D issues through:

the termly Student Staff Liaison Committees (SSLC);

representatives on the Undergraduate and Masters Programme Committees;

module feedback forms.

These mechanisms are not as effective as we would like and need improvement (AP3.2.2).

Wider staff consultation has been through the Warwick PULSE staff surveys. 270 staff responded to the PULSE survey conducted in 2015/16 (70.5% of eligible staff). 122 (45%) females and 110 (40%) males, 32(11%) preferred not to state gender (Section 5.6).

In addition to ASWG meetings, AS work has been discussed in one-to-one discussions, by email and communicated to the wider WBS community by newsletters, emails and on web pages. Table 3 shows the dates that ASWG met and the theme of each meeting.

Table 3: Assessment process: meetings

Date Who / Committee Topics Discussed

20/01/15 AS Secretary,HR Update on AS Action plan monitoring, plan how going to work

together going forwards.

30/01/15 Equality & Welfare

Committee

Discussed revised AS Action plan with actions rated Red,

Amber Green according to progress made.

10/03/15 AS Secretary, HR Review of progress towards Action Plan.

26/03/15 AS Secretary, Pro-Deans Review of progress towards Action Plan.


Committee

Update on progress towards AS Action Plan

24/04/15 AS Secretary, HR Review of progress towards Action Plan.

16/06/15 AS Secretary, HR Review of progress towards Action Plan. Priorities for 2016.

06/07/15 AS Secretary, HR CPD, support for Line Managers. Future structure of SAT.

20

Date Who / Committee Topics Discussed


Committee

Phase 3b building, Office Moves, Update on Action Plan

19/11/15 AS Chair, Secretary, HR Roles and responsibilities for Theme Leads

23/11/15 ASWG Briefing of theme leads on their roles and responsibilities

15/12/15,

06/01/16

AS Chair, Secretary,

Theme Leads

Follow up meeting to discuss roles and responsibilities for

Theme Leads (Student data, Staff data, Research, Culture)


Committee

Phase 3b building, Update on Action Plan, PULSE Survey

12/02/16 AS Chair, Secretary,

Theme Leads

Student Data and Research

07/04/16 AS Chair, Secretary Review progress


Committee

PULSE results, Review of Action Plan

05/05/16

12/05/16

17/05/16

23/05/16

AS Chair, Secretary,

Theme Lead:

Culture, Student data,

Staff data ,

Career Pathways &

Research

Individual meetings to discuss information obtained so far and

identify new areas for further investigation. Discussion of

actions being implemented and impact so far.

27/06/16 AS Chair, Secretary PULSE survey results

16/09/16 AS Chair, Secretary Review of progress so far.


Committee

Update on Action Plan

02/12/16 AS Chair, Secretary,

Theme Lead

Research – PhD student data, ECR support, research grants

07/12/16 AS Chair, Secretary, FLB Outcomes from FLB and how progress via AS

15/12/16 ASWG Draft 1 of AS submission – theme leads submit work so far and

identified areas for further work.

20/12/16 AS Chair, Secretary Draft 1 collation of data and evidence so far

02/02/17 AS Chair, Secretary Review of progress so far.


Committee

AS draft update, progress against Bronze AP, PULSE

28/02/17 AS Secretary, HR Review of progress collecting HR data so far

identification of gaps and potential actions

01/03/17 AS Chair, Secretary Review of progress so far

16/03/17 AS Chair, Secretary Review of progress so far

22/03/17 ASWG Draft 1 of AS submission – areas of concerns

06/04/17 AS Chair, Secretary Review of progress so far. Allocation of sections to SAT


Committee

Update on AS submission, PULSE, new committee structure

12/06/17 ASWG Draft 2 of AS submission – areas of concerns

12/07/17 AS Chair, Secretary Review of progress so far. Allocation of work to SAT team

29/09/17 Equality & Diversity AS Progress Themes: Age, Disability, Race & Religious Belief

12/10/17 Equality & Diversity Progress towards AS Submission.

Themes: Sexual Orientation, Maternity, Paternity, Adoption

12/10/17 ASWG Draft of Section 5 and action plan

21

(iii) plans for the future of the self-assessment team

The Executive Team will continue to meet weekly with the ASWG and EDC meeting termly. Membership of these groups will remain stable. Over time, we will monitor how the EDC and ASWG work together. A degree of coordination will be ensured via joint membership. For instance, Pro-Dean (Faculty) will Chair EDC with shared secretariat.

There is an important leadership role for a school like WBS, which has a very high profile within the Business School community. We intend to be proactive in collaboration on AS initiatives beyond Warwick. We have established, and will further develop, an AS Business School Network, initially through a one-day conference at the Shard, planned for 2018 (AP3.3.1). Progress towards the action plan will be reported to all staff at Departmental Meetings (AP3.3.2).

(1140 words)

22

4. A PICTURE OF THE DEPARTMENT


All data in this submission is based on headcount. Sector average data has been taken from the Equality in Higher Education: Staff Statistical Report 2016 and the Equality in Higher Education: Student Statistical Report 2016 published by ECU and relate to academic year 2014/15.

4.1. Student data

If courses in the categories below do not exist, please enter n/a.

(i) Numbers of men and women on access or foundation courses

WBS introduced foundation degree programmes in 2015/16, to further expand our considerable widening participation work (Section 5.6 (viii)). WBS is the only Warwick department to have a foundation programme, for students whose circumstances prevented them attaining the AAA A-level requirement (or equivalent). The first cohort comprised 11 female students and 14 male, from a range of ethnic backgrounds and mainly from the local area or London. The second cohort consisted of 7 female and 14 male students from across the UK (AP4.1.1).

Table 4: Foundation Year Students

Foundation Year 2015/16 2016/17

Female Male Female Male

No. Students 11 14 7 14

Percentage 44.0% 56.0% 33.3% 66.7%

23

All students from the 2015/16 intake progressed onto the first year of the UG programme.

Beyond our Bronze AP, a new key action point (AP4.1.2) is the decision to supply full-fee scholarships to all FY students from 2018/19 onwards. At present we offer reduced fees (£7,500 rather than £9,000) and five competitive ‘diversity scholarships’ of £2,000 towards fees in years 1, 2, 3 or 4.

(ii) Numbers of undergraduate students by gender

Numbers of undergraduate students remain consistently even by gender. WBS offers

only full-time UG programmes, with students studying for either three or four years. As

Chart 2 shows, WBS is very close to absolute parity on the UG programme as a whole.

Table 5: Total Number of UG Students by Gender (all stages)

Year Female Male % female

2014/15 738 740 49.9

2015/16 833 846 49.6

2016/17 878 916 48.9

24

Table 6: Number of First Year UG Students by Gender

Year Female Male %female

2014/15 244 225 52.0

2015/16 303 316 48.9

2016/17 306 348 46.8

Female students are more likely to apply to our International courses, which offer a study year abroad. These courses are growing, and counter-balance the gender profile on the Management course. Accounting and Finance is more variable, as the numbers in Table 7 indicate. (AP4.1.3)

Table 7: Gender Composition by Degree Programme

First Year students by Degree Programme

2014/15 2015/16 2016/17

F M % F F M % F M % F

Law and Business Studies (3 Year)

29 11 72.5 20 21 48.8 19 20 48.7

International Business 19 10 65.5 20 16 55.6 30 15 66.7

Management 71 70 50.4 85 111 43.4 99 126 44.0

International Management

27 29 48.2 41 41 50.0 49 36 57.6

Management (with FY) - - 3 2 60.0 4 5 44.4

Information Systems Management and Innovation

8 8 50.0 6 3 66.7 8 10 44.4

Accounting and Finance (with FY)

- - 8 12 40.0 15 25 37.5

Accounting and Finance 90 97 48.1 112 100 52.8 82 111 42.3

Total 244 225 52.0 295 306 49.1 306 348 46.8

We have demonstrated an ability to make offers at almost exact gender parity. In 2015-16, 50.05% of offers were to females and 49.95% male. In 2016-17, 50.39% of offers were to females and 49.61% were to male students. We cannot control whether offers will be accepted, so the gender composition of the final UG cohort is always uncertain.

25

Table 8: UG Application Success rate by Gender (all UG programmes)

Year Female Male

Apps. Offers Success Accepts Apps. Offers Success Accepts

2014/15 1812 1078 59.5% 241 2078 1195 57.5% 237

2015/16 2121 1528 72.0% 331 2261 1525 67.4% 337

2016/17 2061 1789 86.8% 299 2825 1761 62.3% 335

Table 9: UG Application, Offers and Accepts by Gender (all UG Programmes)

Year

Female Male

Apps Offers Accepts Apps Offers Accepts

2014/15 46.58% 47.43% 50.42% 53.42% 52.57% 49.58%

2015/16 48.40% 50.05% 49.55% 51.60% 49.95% 50.45%

2016/17 42.18% 50.39% 47.16% 57.82% 49.61% 52.84%

Of the 468 students who graduated in 2015/16, 49% were female. Of these, 94.8% graduated with a ‘good degree’, a first class degree or a 2:1. This compares very favourably with the ECU benchmark of 69.2%. Female students outperform their male counterparts, of whom 84.9% achieve a ‘good degree’, although male students are more likely to achieve first class degrees (22% of male students achieved a 1st, compared with 18.7% of female students) (AP4.1.4).

46.58%

48.40%

42.18%

47.43%

50.05%

50.39%

50.42%

49.55%

47.16%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00%100.00%

2014/15

2015/16

2016/17

Percentage

Aca

de

mic

Ye

ar

Chart 3: Percentage of Female UG Applications, Offers, Acceptances - WBS

Accepts Offers Applications

26

Table 10: UG Degree Attainment by Gender

Year 2014/15 2015/16 2016/17 Sector

Average

Degree Fem % Fem Male Fem % Fem Male Fem % Fem Male % Fem

1 44 23.8% 46 43 18.7% 53 41 17.9% 50 22

2:1 128 69.2% 136 175 76.1% 149 160 70.1% 141 47.2

2:2 12 6.5% 32 12 5.2% 34 26 11.4% 29 25.1

3 1 0.5% 1 0 0.0% 2 1 0.4% 0 5.7

Other - - 3 - - - 0 - 1 -

Good Hons%

93 - 83.5 94.8 - 84.9 88.2 - 86.4 69.2

(iii) Numbers of men and women on postgraduate taught degrees

Full- and part-time. Provide data on course application, offers and acceptance

rates and degree completion rates by gender.

Our PG taught degree courses vary, from the ‘post experience’ Full Time MBA (24.6% of students are female) through to ‘specialist’ masters degrees in HRM (82% of students are female). Compared to the UG, there are more gender challenges here.

We manage these issues by requiring programme leads to develop AS action plans, included in annual ‘Strategy Reports’. Figure 9 is a brief exert taken from the 2016/17 Strategy Report for the ‘taught post-experience’ programmes. The development of these plans has led to significant action across WBS. Specific progress points linked to

01020304050607080

1 2:1 2:2 3Other

1 2:1 2:2 3Other

1 2:1 2:2 3Other

2014/15 2015/16 2016/17

% o

f Y

ear

's G

en

de

r G

rou

p

Academic Year

Chart 4: Undergraduate Degree Classification by Gender WBS

% Male % Female

27

this include: the development of a new whistle blowing policy, significant changes in MBA marketing materials and new systems of monitoring and evaluation (AP4.1.5, AP4.1.6, AP4.1.7).

Table 11: Total Number of PGT Students by Gender

Year Female Male %Female

2014/15 1172 2194 34.8

2015/16 1670 2215 43.0

2016/17 1375 1819 43.0

In 2015/16 WBS increased the PGT intake, leading to a significant re-balancing of the gender composition of our post-graduate community (from 34.8% female, to 43% female).

50.6

32.8 34.4 34.843.0 43.0

0

10

20

30

40

50

60

70

80

90

100

0

500

1000

1500

2000

2500

3000

2012/13 2013/14 2014/15 2015/16 2016/17

Per

cen

tage

Fem

ale

Nu

mb

er

of

PG

T St

ud

en

ts

Academic Year

Chart 5 Postgraduate Taught Students by Gender (WBS)

Female Male Sector Average %female

28

Table 11 describes the total cohort of taught post-graduate students within WBS, some of whom are enrolled on courses lasting more than 1 year. Table 12 describes only students enrolled in 2016/17. Here we see marked changes, with female students in the majority (55%).

Table 12: Number of PGT Students by Gender, Mode of Study (enrolled 2016/17)

Mode of Study Female Male %Female

Full time 807 442 64.6%

Part time 182 351 34.1%

(blank) 23 23 50.0%

Total 1012 816 55.4%

Our part-time courses fall within one of three programmes:

Executive Education;

Central Banking;

MBA.

Whilst female students are in a clear minority (Tables 13, 14 and 15), we have less control of these cohorts, because companies, rather than WBS staff, decide who to enrol on Executive Education courses. Likewise, the Bank of England (BoE) decides who to enrol on our Central Banking qualification, which is limited to BoE employees. (AP4.1.8) Table 13: Total Number of PGT Students by Gender, Type of Study (enrolled 2016/17)

Type of Study Female Male %Female

Post Experience 187 372 33.5%

Pre Experience 788 384 67.2%

(blank) 37 60 38.1%

Total 1012 816 55.4%

Table 14: Number of PGT Students by Gender & Programme Team (enrolled 2016/17)

Programme Team Female Male %Female

Specialist MSc 261 103 71.7%

Generalist MSc 379 178 68.0%

Finance MSc 148 103 59.0%

Create 23 23 50.0%

Executive / MBA 132 258 33.8%

Shard / MBA 55 114 32.5%

Exec Ed 14 37 27.5%

Grand Total 1012 816 55.4%

29

Table 15: PGT Students by Programme, Mode of Study and Gender (enrolled 2016/17)

Degree Programme Prog Team

Mode of Study

Pre or Post

F M Total % Female

Central Banking & Financial Regulation: Shard Part Post 27 50 77 35.06 Information Systems Management and Innovation: Spec Full Pre 44 23 67 65.67

Career Development: Create 23 23 46 50.00

Finance and Economics: Fin Full Pre 22 17 39 56.41

Energy Futures & Transitions: Exec Ed Part 2 22 24 8.33

International Business: Gen Full Pre 62 40 102 60.78

Business (Marketing): Gen Full Pre 51 17 68 75.00

Police Leadership and Management: Exec Part Post 32 37 69 46.38

Business (Consulting): Gen Full Pre 42 18 60 70.00

Improving Service Delivery: Exec Ed Part 5 4 9 55.56

Business (Accounting & Finance): Gen Full Pre 41 21 62 66.13

Business (Financial Management): Gen Full Pre 91 43 134 67.91

Business Analytics: Spec Full Pre 41 21 62 66.13

Business Administration: FTMBA Exec Full Post 19 58 77 24.68 Business Administration (Executive): MMBA Exec Part Post 15 45 60 25.00

Applied Management: Exec Ed Part 7 11 18 38.89 Business Administration (Distance Learning): Exec Part Post 66 118 184 35.87 Business Administration (Executive) London: Shard Part Post 28 64 92 30.43

Management: Gen Full Pre 92 39 131 70.23

Finance: Fin Full Pre 47 58 105 44.76

Financial Mathematics: Fin Full Pre 16 12 28 57.14

Accounting and Finance: Fin Full Pre 63 16 79 79.75

Marketing and Strategy: Spec Full Pre 121 47 168 72.02 Human Resource Management and Employment Relations: Spec Full Pre 55 12 67 82.09

Table 16 shows applications from female students rising markedly. We now receive 2,000 more applications for PG study from females, compared to 1,000 more in 2014/15. Attributing this progress to any one action is potentially tenuous, but since our Bronze award, we have significantly developed our marketing materials in line with AS principles.

30

Table 16: PGT Application Success Rate by Gender

Year

Female Male

Apps Offers %

Success Accepts Apps Offers % Success Accepts

2014/15 4171 1946 46.7 726 3147 1483 47.1 852

2015/16 4528 3209 70.9 1374 3024 1956 64.7 890

2016/17 5677 2893 51.0 949 3410 1682 49.3 670

We have targeted female applicants on courses where we are not at parity, specifically the MBA. Our online and published marketing materials include a new suite of videos and photographic images of female students and academics (Images 1 and 2).

Image 2: Screenshot from WBS Courses page

Image 1: Screenshot from WBS homepage

31

In our Bronze AP, scholarships were discussed to address gender issues. Delivering on this, we now target female applicants with a range of scholarships:

Executive MBA - we offer a ‘30% club scholarship’ for outstanding female

candidates. Two scholarships are offered per year and amount to 50% of the

overall fees of the course;

Full-Time MBA - we offer ‘WBS Inspiring Women’ scholarships. In an action

beyond our Bronze plan, successful applicants work closely with the marketing

and recruitment teams in order to attract future female candidates. The

scholarships available are up to 50% of fees, more in exceptional cases.

Two further scholarships have been strongly directed towards female applicants, the ‘Dean’s MBA Scholarship’ – for exceptional academic excellence - and ‘International Diversity Scholarship’ – aimed at high performing individuals worldwide.

Table 17: MBA Scholarship Awards by Gender and Programme

Number of Students No. of Scholarships

Awarded Female Students with Scholarship as

% of

Prog F M Total F M Total Female

Students Scholarship

Students All

Students

DMBA 323 778 1101 48 60 108 14.9 44.4 4.4

EMBAL 6 19 25 6 14 20 100.0 30.0 24.0

FTMBA 62 134 196 56 112 168 90.3 33.3 28.6

MMBA 40 123 163 25 47 72 62.5 34.7 15.3

MMBAL 61 123 184 47 64 111 77.0 42.3 25.5

Total 492 1177 1669 182 297 479 37.0 38.0 10.9

Through these actions, we have now achieved our first ever gender balanced MBA class, exactly 50:50 (Executive MBA, London, September 2017). The DLMBA January 2018 intake is also very nearly balanced, at 52% male and 48% female. This is a massive success for us. It is evidence of our commitment to a balanced MBA classroom (AP4.1.5 and AP4.1.8) and shows how we embed AS principles in our practices. Challenged with incorporating AS principles, the Recruitment Team included the following action in their AS plan:

“Action: Introduction of targeted scholarships (e.g. 30% Club Scholarship and

WBS Inspiring Women) for outstanding female candidates who are enthusiastic,

engaging and inspiring role models. We have started to see some success and in

the March 2017 Executive MBA (London) intake we achieved 40%:60%

female/male intake”

32

In relation to attainment, very high levels of consistency are apparent by gender. On the MBA, 78.7% (2015/16) of female students gained a distinction or merit, whilst 78.5% of men achieved such grades. On the Pre-Experience Masters, 85.6% of female students gained a distinction or merit, compared with 84.7% of male students.

Table 18: PGT Award by Type of Award, Classification and Gender

2014/15 2015/16

Female Male Female Male

MBA 160 431 141 392

Distinction 30 (18.8%) 70 (16.2%) 26 (18.4%) 83 (21.1%)

Merit 65 (40.1%) 194 (45.0%) 85 (60.3%) 225 (57.4%)

Other 65 167 30 84

MSc 420 310 451 326

Distinction 79 (18.8%) 58 (18.7%) 76 (16.9%) 53 (16.3%)

Merit 150 (35.7%) 100 (32.3%) 310 (68.7%) 223 (68.4%)

Other 191 152 65 50

PG Award, Cert, Dip 116 208 89 143

Distinction 2 (1.7%) 3 (1.4%) 18 (20.2%) 26 (18.1%)

Merit 5 (4.3%) 24 (11.5%) 54 (60.6%) 79 (55.2%)

Other 109 181 17 38

050

100150200250300350400450500

MA

MB

A

MP

A

MSc

PG

Aw

ard

PG

Ce

rt

PG

Dip

MA

MB

A

MP

A

MSc

PG

Aw

ard

PG

Ce

rt

PG

Dip

2014/15 2015/16

Nu

mb

er

of

PG

T St

ud

en

ts

Academic Year and Award Category

Chart 6: PGT Students by Award Category and Academic Year

Female PGT

Male PGT

33

MA 73 10 10 2

Distinction 2 (2.7%) 2 (20%) 2 (20%) 1 (50%)

Merit 13 (17.8%) 2 (20%) 8 (80%) 0 (0%)

Other 58 6 0 1

(iv) Numbers of men and women on postgraduate research degrees

WBS runs a large PhD programme, with over 200 students enrolled (see Tables 19 and 20) on a ‘Business and Management’ or ‘Finance and Econometrics’ pathway. Both can be studied full- or part-time. At present the gender split is near parity. The total cohort comprises 48.5% female students and 51.5% male. The ratio of applications to offers is broadly equal, marginally favouring female applicants (see Table 21).

Table 19: Total Number of PGR Students by Gender (HESA Benchmark 44.8%)

Year Female Male %female

2014/15 71 87 44.9

2015/16 83 88 48.5

2016/17 100 106 48.5

Table 20: Number of PGR Students Enrolled in 2016/17 by Gender and Mode of Study

Mode of Study Female Male %female

Full – time 20 22 47.6%

Part - time 7 14 33.3%

Total 27 36 42.9%

Whilst the overall shape of the cohort is well within the HESA benchmark, we always look to improve. One concern has been differential application rates, and why female applications should be consistently lower than male applications (Table 21). This has been the subject of analysis internally by a Future Leaders Board project (GEM B.2.1). Following this, a range of actions were delivered. Signs of progress, albeit slow, are apparent.

34

Table 21: PGR Application Success Rate by Gender

Year Female Male

Apps Offers %

Success Accepts Apps Offers

% Success

Accepts

2014/15 167 27 16.2 18 276 53 19.2 32

2015/16 166 45 27.1 26 257 48 18.7 25

2016/17 209 49 23.4 29 301 69 22.9 40

Table 22: PGR Applications, Offers, Acceptances and Enrolments by Gender

Year

Female Male

Apps Offers Accepts Enrols Apps Offers Accepts Enrols

2014/15 37.7% 33.8% 36.0% 36.0% 62.3% 66.3% 64.0% 64%

2015/16 39.2% 48.4% 51.0% 51.1% 60.8% 51.6% 49.0% 48.9%

2016/17 41.0% 41.5% 42.0% 41.5% 59.0% 58.5% 58.0% 58.5%

37.7%

39.2%

41.0%

33.8%

48.4%

41.5%

36.0%

51.0%

42.0%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0%

2014/15

2015/16

2016/17

% Female

Aca

de

mic

Ye

ar

Chart 7: Percentage of Female PGR Applications, Offers & Acceptances - WBS

Accepts Offers Applications

35

Table 23: PGR Completions by Gender

Table 24: PhD Destinations by Gender

Destination 2015 2016 2017

M F M F M F

Academic role at WBS 1 2 2 1 2 1

Academic role elsewhere

4 9 7 5 5 2

Industry 2 2 4 1 2 -

Not known 2 - 4 1 4 2

% staying in academia 55.6% 84.6% 52.9% 75.0% 53.8% 60.0%

Around 60% of female PhD students remain within academia on completion of their studies. As a Business School, many of our students take PhDs, especially in Finance and Econometrics, to get industry jobs, for example, in central banks. (AP4.1.9)

Year of Completion

Number of students started

Number of Conferred Awards Percentage of Students

achieving Award within regular

cycle later than regular

cycle

M F %F M F Total M F Total M F

PhD Business and Management

2014 12 21 63.6% 7 8 15 1 2 3 66.7% 47.6%

2015 18 10 35.7% 5 4 9 4 4 8 50.0% 80.0%

2016 10 9 47.4% 5 4 9 1 2 3 60.0% 66.7%

PhD Finance and Econometrics

2014 4 0 0.0% 1 0 1 3 0 3 100.0% N/A

2015 8 2 20.0% 4 2 6 2 0 2 75.0% 100.0%

2016 5 0 0.0% 3 0 3 0 0 0 60.0% N/A

Part-time PhD

2014 5 2 28.6% 1 0 1 0 0 0 20.0% 0.0%

2015 1 5 83.3% 0 1 1 0 0 0 0.0% 20.0%

2016 0 1 100.0% 0 1 1 0 0 0 N/A 100.0%

36

(v) Progression pipeline between undergraduate and postgraduate student levels

Since our Bronze award, we have improved at progressing PGT students onto our PhD programme. This has been achieved through better internal marketing and communications between programmes. The key action is that all postgraduate students averaging 65% after term 1 are directly mailed information about the WBS PhD programme. Clear signs of progress are apparent in the 2016/17 data, which reports a near doubling in student numbers via this route.

We continue to offer WBS PhD scholarships, and take gender into consideration. 50 scholarships were allocated between 2014/15 and 2016/17 (26 female / 24 male). 5 of the 50 (10%) were to WBS Masters students.

Table 25: Progression from PGT to PGR

Year Male Female Total %male %female

2014/15 9 6 15 60.0 40.0

2015/16 6 7 13 46.2 53.8

2016/17 13 11 24 54.2 45.8

Relatively small numbers of our students progress from UG, through PGT, and onto the PhD programme (2 in 2015/16; 4 in 2015/16; 1 in 2016/17). (AP4.1.10)

37

4.2. Academic and research staff data

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

and research or teaching-only

Table 26: All Academic Staff by Grade, Contract Function and Gender

Contract Function

2015 2016 2017

M F F Prop M F F Prop M F F Prop

Teaching and

Research

FA 7 28 18 39.1% 25 12 32.4% 30 13 30.2%

FA 8 26 10 27.8% 31 16 34.0% 30 18 37.5%

FA 9 55 11 16.7% 58 10 14.7% 63 11 14.9%

Total 109 39 26.4% 114 38 25.0% 123 42 25.5%

Research Only

FA 5 1 1 50.0% 1 1 50.0% 2 1 33.3%

FA 6 7 12 63.2% 5 14 73.7% 9 13 59.1%

Total 8 13 61.9% 6 15 714% 11 14 56.0%

Teaching Only

FA 6 2 2 50.0% 2 2 50.0% 2 3 60.0%

FA 7 5 5 50.0% 5 5 50.0% 8 6 42.9%

FA 8 6 4 40.0% 6 4 40.0% 7 5 41.7%

FA 9 11 1 8.3% 11 1 8.3% 12 1 7.7%

Total 24 12 33.3% 24 12 33.3% 29 15 34.1%

All Academic

FA5 1 1 50.0% 1 1 50.0% 2 1 33.3%

FA6 9 14 60.9% 7 16 69.6% 11 16 59.3%

FA7 33 23 41.1% 30 17 36.2% 38 19 33.3%

FA8 32 14 30.4% 37 20 35.1% 37 23 38.3%

FA9 66 12 15.4% 69 11 13.8% 75 12 13.8%

Total 141 64 31.2% 144 65 31.1% 163 71 30.3%

The number of male academics employed by WBS have increased by 15.6% since

August 2015 (141 to 163) whilst the number of female staff has increased from 64 to 71

(10.9% increase). The proportion of female academic staff dropped from 31.2% in

2014/15 to 30.3% in 2016/17.

Whilst our percentage of female faculty compares favourably with our key competitors,

we need to improve. Our target is 36% by the time of our next submission, which would

place us 5th in the UK, 11th in Europe and joint 13th in the world (Financial Times, 2017,

Global MBA Rankings). We have developed a number of actions to achieve this

(AP4.2.1, AP4.2.2).

The majority of academic staff at WBS are employed on ‘research and teaching’

contracts. Female academics make-up 25.5% of this group. This is a stable proportion,

which is below the sector average of 40.4% (AP4.2.1).

38

By grade, from Table 26 and Chart 8, we can see that:

At Research Fellow and Teaching Fellow (FA6), WBS employs more women than

men (2016/17, 59.3%);

At Assistant Professor and Senior Teaching Fellow (FA7), women are in a

minority (2016/17 33.3%);

At Associate Professor and Principal Teaching Fellow (FA8), there are good signs

of progress, with improved monitoring and mentoring (2014/15, 30.4%;

2015/16, 35.1%; 2016/17, 38.3%).

In the three years between 2014/15 and 2016/17, 13 female Assistant

Professors (FA7) completed probation and were promoted to Associate

Professor (FA8). We progress the majority (80.0%) of junior female faculty

through probation ahead of schedule.

In the 2017/18 round, all three WBS staff recommended for promotion to

Professor are female.

The most substantial problem WBS faces is at the professorial level. In Figure 13 we describe practices developed to address this. These actions are having impact. However, at 13.8%, we are currently below the Russell Group average of 21.5% (ECU 2014-15). Comparisons with our direct competitors favourable. (AP4.2.2)

From Table 27, we see that of all the male academics, 46% are Professors. This appears is falling marginally (46.81% in 2014/5; 46.62% in 2015/6; 46.01% in 2016/7). The proportion of senior female academics (FA8 and FA9) has risen marginally (FA8 from

39

31.34% in 2015/6 to 32.39% in 2016/7; FA9 from 16.42% in 2015/6 to 16.90% in 2016/7). (AP4.2.1, AP4.2.2)

Table 27: Proportion of Male / Female at Each Grade

Teaching and Research staff

Teaching only staff

The profile of ‘teaching only’ staff within WBS requires some contextualising.

The data in Chart 10 includes 10 ‘Professors of Practice’ (PoP). PoP are fractional

appointments that bring business experience into WBS. Currently all PoPs are

male. Changing the profile of this cohort is a key action going forward (AP4.2.3).

PoPs appear as ‘teaching only’ staff, but are a distinct group.

All Academic Staff

FA5 FA6 FA7 FA8 FA9

2014/15 Male 0.71% 6.38% 23.40% 22.70% 46.81%

Female 1.56% 21.88% 35.94% 21.88% 18.75%

2015/16 Male 0.68% 4.73% 20.95% 27.03% 46.62%

Female 1.49% 25.37% 25.37% 31.34% 16.42%

2016/17 Male 1.23% 6.75% 23.31% 22.70% 46.01%

Female 1.41% 22.54% 26.76% 32.39% 16.90%

40

For ‘regular’ teaching-only staff, WBS is one of the few Business Schools to have a

clearly defined route through to Chair. We have three ‘professorial teaching

fellows’, all in the Accounting and Finance area.

WBS employs all teaching-only staff on permanent open contracts.

Around one third of ‘teaching only’ staff are female, which rises above the ECU benchmark (to 44.3%) if the PoPs are removed from this data. The proportions by grade are relatively even. We have three Professorial Teaching Fellows, two males and one female.

Research only staff

We have a relatively small population of post-doctoral researchers. Over the last three years these have mainly been associated with four research streams, led by two female and three male academics:

the ‘data science lab’;

the CLAHRC West Midlands initiative;

the Enterprise Research Centre;

the IKON (Innovation Knowledge and Organizational Networks).

33.33 33.33 34.09

0

20

40

60

80

100

0

10

20

30

40

2014/15 2015/16 2016/17 Sector Average

Nu

mb

er

of

Staf

f

Academic Year

Chart 10: Teaching Only Staff by Gender

Male Female Sector Average Percentage Female

41

(ii) Academic and research staff by grade on fixed-term, open-ended/permanent

and zero-hour contracts by gender

In 2016/17, 23.9% (or 17) female staff were on fixed term contracts. Three are 0.2FTE ‘research environment professors’, who are in secure employment at top US institutions. The remainder (20.6% or 14) are all post-doctoral researchers. WBS is thus well below the sector average benchmark (41.8% on open-ended contracts, 42.4% on fixed-term contracts) and is a leader in the field.

Table 28: Academic and Research staff by Contract Type

Year Male Female

Fixed Open % Open Fixed Open % Open

2014/15 26 115 81.56 19 45 70.31

2015/16 26 122 82.43 21 46 68.66

2016/17 27 136 83.44 17 54 76.06

48.761.9

71.4

56.0

0

10

20

30

40

50

60

70

80

0

2

4

6

8

10

12

14

16

2014/15 2015/16 2016/17 Sector Average

% o

f St

aff

Nu

mb

er o

f St

aff

Year

Chart 11: Research Only Staff by Gender

Male Female HESA '% Female

SILVER APPLICATIONS ONLY

Where relevant, comment on the transition of technical staff to academic

roles.

Not Applicable

42

Table 29: Academic and Research Staff on Fixed-Term Contracts by Grade and Gender

Contract Type

2015 2016 2017

M FTC

F FTC

Prop FTC

Female

M FTC

F FTC

Prop FTC

Female

M FTC

F FTC

Prop FTC Female

Teaching and

Research

FA 7 - - 0.0% - - 0.0% 1 - 0.0%

FA 8 - - 0.0% - - 0.0% - - 0.0%

FA 9 7 2 22.2% 8 2 20.0% 10 3 23.1%

Research Only

FA 5 1 1 50.0% 1 1 50.0% 2 1 33.3%

FA 6 7 12 63.2% 5 14 73.7% 9 13 59.1%

Teaching Only

FA 6 2 2 50.0% 2 3 60.0% - - 0.0%

FA 7 2 2 50.0% 3 1 25.0% - - 0.0%

FA 8 - - 0.0% - - 0.0% - - 0.0%

FA 9 7 - 0.0% 7 - 0.0% 5 - 0.0%

(iii) Academic leavers by grade and gender and full/part-time status

We have seen a considerable slowing of the rate at which staff leave WBS (2014/15, 31, 2015/16, 16; 2016/17 14) since our bronze application. By gender, the absolute numbers are quite even. A greater proportion of senior females have left WBS, all for personal reasons.

43

Table 30: Academic & Research Staff Leavers by Grade, Gender & FT Status (2015-17)

Year Grade FT Average

male headcount

No. of male

leavers

Male Turnover

Average female

headcount

No. of female leavers

Female Turnover

2015

FA 5 FT 2 2 100.00% - - -

FA 6 FT 13 3 23.08% 17.5 1 5.71%

FA 7 FT 49.5 3 6.06% 35 4 11.43%

FA 8 FT 48.5 3 6.19% 22.5 2 8.89%

FA 9 FT 78.5 5 6.37% 16 2 12.50%

2016

FA 5 FT 0.5 - - 2 1 50.00%

FA 6 FT 12.5 2 16.00% 17.5 2 11.43%

FA 7 FT 47.5 3 6.32% 27.5 2 7.27%

FA 8 FT 50 - - 22.5 - -

FA 9 FT 79.5 - - 14.5 - -

2017

FA 5 FT 2 - - 0.5 - -

FA 6 FT 11.5 - - 21 2 9.52%

FA 7 FT 46 2 4.35% 22.5 1 4.44%

FA 8 FT 57.5 1 1.74% 29.5 1 3.39%

FA 9 FT 85.5 4 4.68% 15 - -

Table 31: Academic & Research Staff Leavers by Grade, Gender & PT Status (2015 -17)

Year Grade PT Average

male headcount

No. of male

leavers

Male Turnover

Average female

headcount

No. of female leavers

Female Turnover

2015

FA 5 PT 2 2 100.00% 0 0 0.00%

FA 6 PT 5 0 0.00% 13.5 2 14.81%

FA 7 PT 18.5 0 0.00% 16 0 0.00%

FA 8 PT 17.5 0 0.00% 8.5 1 11.76%

FA 9 PT 51.5 1 1.94% 9 0 0.00%

2016

FA 5 PT 1.5 0 0.00% 1 0 0.00%

FA 6 PT 3.5 0 0.00% 13.5 1 7.41%

FA 7 PT 18.5 0 0.00% 12.5 0 0.00%

FA 8 PT 20 0 0.00% 12.5 0 0.00%

FA 9 PT 55.5 3 5.41% 8.5 2 23.53%

2017

FA 5 PT 1 0 0.00% 1.5 0 0.00%

FA 6 PT 6.5 0 0.00% 12 1 8.33%

FA 7 PT 21 0 0.00% 13.5 0 0.00%

FA 8 PT 19.5 0 0.00% 14.5 1 6.90%

FA 9 PT 56.5 1 1.77% 8 0 0.00%

44

As Table 32 shows, WBS had no complusary redundancies or dismissals in 2016/17. Staff usually leave WBS because of job opportunities (12), or for personal reasons. Of the 62 people who left, 2 expressed dissatisfaction with the employer (3.2%). Table 32: Academic and Research Staff Leavers by Reason and Gender (2015-2017)

Area and reason 2014/15 2015/16 2016/17

M F M F M F

Capability dismissal - - 1 - - -

Comp. redundancy fixed-term 7 1 1 3 - -

Dissatisfaction with employer - 1 - - - 1

Early retirement - - - - 1 -

Going for better job prospects 5 1 - 2 3 1

Going for higher salary 1 1 - - 1 -

Late retirement - - - - 1 -

Other non-work related 1 1 - - 1 -

Other work related reason - 3 3 1 1 2

Relocating 2 3 2 1 - 1

Resignation - domestic care 1 - - - - -

Resignation (no reason given) 3 - 1 1 - -

Returning to education - 1 - - - -

Totals 20 12 8 8 8 6

45

(iv) Professional Services Staff (PSS)

Table 33: Professional and Support Staff by WBS Grade

Professional Staff FA1 FA2 FA3 FA4 FA5 FA6 FA7 FA8 FA9

2014/15

Male 0 1 3 1 8 12 10 8 1

Female 0 0 15 55 12 32 30 6 1

%female 0% 0% 83% 98% 60% 73% 75% 43% 50%

2015/16

Male 0 0 3 0 7 13 13 9 2

Female 1 0 13 66 13 31 31 5 1

%female 100% 0% 81% 100% 65% 71% 71% 36% 33%

2016/17

Male 0 0 0 5 8 14 12 10 2

Female 1 0 11 61 15 34 34 8 1

%female 100% 0% 100% 92% 65% 71% 74% 44% 33%

The proportions are in line with the sector average of 76.5% female, and there are signs of progress towards a more even gender balance. (AP4.2.4). On the PSS side, female staff are in the majority at junior levels (FA1-FA7). At more senior levels WBS is close to parity, both at FA8 (10 men and 8 women) and FA9 (2 men and 1 women).

0%

20%

40%

60%

80%

100%

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

Fem

ale

Mal

e

FA1 FA2 FA3 FA4 FA5 FA6 FA7 FA8 FA9

Chart 14: Professional and Support Staff by WBS Grade and Gender

2014/15 2015/16 2016/17

46

(2213 words)

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%

Male Female Male Female Male Female

2014/15 2015/16 2016/17

Chart 15: Proportion of Professional Support Staff at Each grade by Gender

FA1 FA2 FA3 FA4 FA5 FA6 FA7 FA8 FA9

Actions

AP4.2.1 Increase number of female academics at WBS AP4.2.2 Increase the number of female professors at WBS AP4.2.3 Recruit female Professors of Practice AP4.2.4 Investigate reasons why a smaller proportion of female students achieve a

1st class degree

47

5. SUPPORTING AND ADVANCING WOMEN’S CAREERS


5.1. Key career transition points: academic staff

(i) Recruitment

Since our Bronze award, we have created a WBS Staffing Committee. Previously, staffing decisions were taken by the Dean and Deputy Dean, in conversation with HoGs, all of which were men. As work began on our Silver submission, members of the ASWG consulted with Warwick colleagues in Chemistry (Silver), Physics (Silver), Warwick Medical School (Silver) and Warwick Manufacturing Group (Bronze). It became clear we were out of line with AS principles. We committed to making structural and cultural change, creating a new gender balanced committee (4 men and 6 women; 3 female professors and 3 male professors) with oversight of all major staffing decisions including recruitment.

In a series of actions beyond our GEM AP, we have actively encouraged female academics to apply for positions by:

Improving our website to portray a good mix of male and female staff

representation;

Making explicit commitment to AS principles;

Creating case studies which showcase supportive family-friendly policies at

Warwick;

Upgrading our adverts to include the AS logo;

Alerting senior female academics in relevant fields each times a vacancy is opened.

(Figure 12).

48

Staffing committee has developed extensive practices for attracting female staff at different grades (Figure 13 and AP4.2.1). One sign of progress is that application rates from female scholars are now rising across FA7, 8 and 9, albeit more slowly than we would like (Table 34). Also, for the most part, female applicants are more likely to be shortlisted. At FA6 we hire more women than men.

Hiring senior female academics remains challenging. At FA7 (Assistant Professor, Senior Teaching Fellow), FA8 (Associate Professor and Principal Teaching Fellow) and FA9 (Professor, Professor of Practice and Professorial Teaching Fellow) we face challenges. Reviewing best practice in the sector, we have put actions in place, – progress remains difficult. We recognise this and commit to continuing to address this issue. (AP4.2.1 and AP4.2.2)

Since our Bronze award, training on ‘recruitment and selection’ and ‘diversity’ has become mandatory for all academics who participate in recruitment shortlisting and panels. Training on ‘unconscious bias’ is mandatory for all senior managers (HoG; SH; Programme Leads; Executive Team members) and also for all new starters at WBS, forming part of their induction. Only staff who have completed the training can sit on panels. The next action is to require all WBS staff to complete this training (AP5.1.1, AP5.1.2).

Image 4: Screenshot from WBS front page

49

Summarising, since our Bronze submission we have revised every stage of the recruitment process. (1) All staff involved in recruitment work undertake the necessary training; (2) job adverts, and our website, display our commitment to AS Principles; (3) job adverts are distributed systematically through extended networks of leading female academics; (4) we systematically target a larger pool of female talent via the North American job market; (5) all HoGs have to report occurrences of ‘all male shortlists’ to the newly formed staffing committee; (6) Staffing Committee closely monitor recruitment data (AP5.1.3)

of 112

of 112

Table 34. Academic Recruitment

Year Level Female Male Prefer not to disclose Total, Incl. % female

Applied Shortlisted Accepted Declined Applied Shortlisted Accepted Declined Applied Shortlisted Accepted Declined Applied Shortlisted Accepted Declined

2014/15 Level 5 4 0 1 0 15 0 0 0 0 0 0 0 19 (21%) 0 (N/A) 1 (100%) 0 (N/A)

Level 6 53 6 2 0 89 4 2 1 1 0 0 0 143 (37%) 10 (60%) 4 (50%) 1 (0%)

Level 7 58 6 2 0 92 9 4 1 0 0 0 0 150 (39%) 15 (40%) 6 (33%) 1 (0%)

Level 8 20 2 1 0 60 4 2 0 0 0 0 0 80 (25%) 6 (33%) 3 (33%) 0 (N/A)

Level 9 4 0 0 0 25 0 1 0 0 0 0 0 29 (14%) 0 (N/A) 1 (0%) 0 (N/A)

Year total 139 (33%)

14 (45%)

6 (40%)

0 (N/A)

281 (67%)

17 (55%)

9 (60%)

2 (100%)

1 (0.1%)

0 (N/A)

0 (N/A)

0 (N/A)

421 31 15 2

2015/16 Level 5 2 0 0 1 1 1 0 0 0 0 0 0 3 (66%) 1 (0%) 0 (N/A) 1 (100%)

Level 6 102 17 7 0 179 27 4 0 8 1 0 0 289 (35%) 45 (38%) 11 (64%) 0 (N/A)

Level 7 219 13 4 1 475 27 7 1 15 0 0 0 709 (31%) 40 (33%) 11 (36%) 2 (50%)

Level 8 78 3 1 2 176 8 8 1 4 1 0 0 258 (30%) 12 (25%) 9 (11%) 3 (67%)

Level 9 20 2 0 0 99 5 5 0 1 1 0 0 120 (17%) 8 (25%) 5 (0%) 0 (N/A)


35 (33%)

12 (33%)

4 (67%)

93 (69%)

68 (67%)

24 67%)

2 (33%)

28 (2%)

3 (3%)

0 (N/A)

0 (N/A)

1379 106 36 6

2016/17 Level 6 45 9 2 0 73 10 1 0 3 0 0 0 121 (37%) 19 (47%) 3 (67%) 0 (N/A)

Level 7 138 12 1 0 281 17 3 0 9 0 0 0 428 (32%) 29 (41%) 4 (25%) 0 (N/A)

Level 8 51 3 0 1 86 5 1 2 3 1 0 0 140 (36%) 9 (33%) 1 (0%) 3 (33%)

Level 9 11 0 0 0 44 6 5 1 0 0 0 0 55 (20%) 6 5 1 (0%)


24 (41%)

3 (23%)

1 (25%)

495 (67%)

38 (59%)

10 (77%)

3 (75%)

15 (2%)

1 (2%)

0 (N/A)

0 (N/A)

744 58 13 4

Grand total 805 73 21 5 1706 123 43 7 44 4 0 0 2544 195 64 12

of 112

52

(ii) Induction

Between 15 and 25 academics join WBS throughout each year. At the time of our bronze submission, we ran a single annual induction event. Since then, we have significantly improved our induction process (GEM D.2.3 completed). (1) Day one: all new staff meet their

line manager and the WBS HR

Team.

(2) Termly informal meetings: Each

term, all new starters are invited to

a lunchtime event, attended by the

Executive Team. The tone is

informal, in response to feedback.

Each new starter introduces

themselves, and there is an open

discussion.

(3) The WBS marketplace (Image 5):

runs on the same day as the termly

meeting, after the Executive Team

session. It enables new staff to

continue discussions and meet colleagues from all sections.

(4) T&L Induction: All new academic staff are allocated a ‘teaching and learning consultant’. The

T&L consultants introduce new staff to WBS programmes and courses, as well as key

committees and regulations.

(5) One month catch-up: Pro-Dean (Faculty) and WBS HR meet with new Assistant Professors

within one month to fully explain the Academic probation process and their personal

probation criteria.

(6) Six-month catch-up: HR and Pro-Dean (Faculty) invite new staff to discuss their experiences

and the usefulness of the induction process. The T&L Induction was a direct response to

feedback received at a ‘six-month catch up’.

(7) Induction Booklet: All new academic staff receive an induction booklet and information about

the Research Office.

Each staff member gives feedback after each event which is reviewed by the ASW and can result in changes being made. The shift to a more informal style of interaction, from a more PowerPoint driven approach, was in response to feedback. AP5.1.4 sets out how we intend to further improve our induction process.

Image 5: Induction marketplace

of 112

53

(iii) Promotion

Staffing Committee has developed new practices to monitor progression towards promotion (GEM D.5.2). Table 35 describes academic promotions since 2014, excluding probationers who are discussed later. Promotion patterns are now quite even by gender. Clear and very satisfying signs of progress are apparent.

Table 35: Academic Promotion by Grade and Gender

2014/2015 2015/2016 2016/2017 2017/18

Female Male Female Male Female Male Female Male Grade A P A P A P A P A P A P A P A P

FA5 to FA6 0 0 0 0 1* 1* 1* 1* 1* 1* 2* 2* 0 N/A 0 N/A

FA6 to FA7 1 1 0 0 0 1 0 1 0 1 0 1 1 N/A 0 N/A

FA7 to FA7 0 0 0 1** 0 0 0 0 0 0 0 0 0 0 0 0

FA7 to FA8 0 0 0 0 0 0 0 1 1 0 0 0 1 N/A 1 N/A

FA8 to FA9 2 1 4 2 0 0 0 0 0 0 4 4 3 *** 0 N/A

*These figures indicate Research Assistants being promoted to Research Fellows on conferral of their PhD, thus being promoted without applying. **The figures indicate where an academic has applied for an academic role via an advert and been subject to a formal interview process and achieved promotions via that route, e.g. RF to Assistant Professor (FA7). ***Outcomes not yet known.

In this data we see a higher proportion of female staff apply for and gain promotion. Should the five recommendations in 2017/18 be successful, WBS will move into a period where female staff are significantly more likely to be promoted than their male counter parts (8.0% male verses 15.5% female).

Probation: From Assistant (FA7) to Associate Professor (FA8)

The probationary period for ‘Research and Teaching’ staff is five years. Successful completion of probation leads to promotion to Associate Professor. Assistant Professors are allocated mentors and given clear performance targets. Progress towards these targets is assessed by mentors, and through annual meetings with Pro-Dean (Faculty) and WBS HR. Staffing Committee has oversight. We have been extremely successful at progressing junior faculty through probation within the 5 year period. AP5.1.5 sets out how we intend to expand this work.

of 112

54

Table 36: Assistant Professor to Associate Professor following completion of probation

2014/2015 2015/2016 2016/2017

Female Male Female Male Female Male Grade Number

complete Early Number





complete Early

FA7 to FA8

0* 0 2 2 7 6 3 3 3 2 3 2

*In 2014/15 one female assistant professor moved to a teaching only track – so from level 7 to Senior Teaching Fellow - level 7.

Since 2015, ten female Assistant Professors completed probation and were promoted to Associate Professor (FA8). Eight completed probation early (80%). WBS now progresses the vast majority of junior female faculty through probation ahead of schedule. In this period, eight male staff completed probation, of these seven completed early (87.5%).

Table 37: Assistant Professors to Associate Professor by completion of probation

Data removed for publication.

Table 38: Non Completion of Probation by gender

Data removed for publication.

of 112

55

Promotion to Chair

Having closely monitored their development, in 2016/17 Staffing Committee recommended three female scholars to be put forward to Chair. Their workload – objectively captured via our ABM system – was tightly controlled in this period. No major administrative tasks were allocated, to provide each a ‘clear run’. This represents a clear progress point since our Bronze application.

For promotion to Chair, Staffing Committee monitors the progress of all FA8 staff against objective criteria. Faculty are approached when they are judged to be ‘two years out’. This triggers a process of consultation. The Pro-Dean (Faculty) and WBS HR meet and advise the staff member, with their mentor and HoG. When people are judged to be ‘close’, they are asked to produce a draft ‘personal statement’ for Staffing Committee. This is reviewed and staff that are encouraged to apply work closely with the Pro-Dean (Faculty) and WBS HR to complete the relevant paperwork. (AP5.1.6)

Teaching track promotions

WBS employs 31 Teaching-Track academics (not including PoPs). As is common in research-intensive universities, historically the teaching track had been viewed by some as the ‘second class’ option. There is a gendered component to this, as there are comparatively more female teaching track staff. Through a series of substantial actions, well beyond our GEM plan, Staffing Committee has removed key material differences between the two tracks:

The recruitment process for the two tracks has been aligned;

Teaching-track staff are employed on open-ended contracts;

Teaching staff get the same £5,000 annual allowance for personal development;

All non-professorial teaching staff are now allocated a mentor;

Contrary to Warwick’ accomodation policy, teaching staff do not share offices.

All teaching staff are allocated a mentor who works with them to develop active career plans. Showing signs of progress in 2015/16 two teaching-only faculty were put forward for promotion (1 female, 1 male) whereas in 2016/17 three teaching track staff have been recommended for promotion (2 female, 1 male). 16.1% of teaching staff have been recommended for promotion in the last two years.

(iv) Department submissions to the Research Excellence Framework (REF)

WBS has always submitted a high proportion of staff to the REF, over 80%. Many of our competitors

exclude staff to gain the highest possible rating. WBS pursues a more inclusive approach.

Table 39: REF and RAE Submission by gender

Eligible employees Submitted employees Submission rate %

M F TOTAL M F TOTAL M F TOTAL

REF 2014 99 42 141 85 29 114 85.86% 69.05% 80.85%

of 112

56

RAE 2008 110 64 174 93 50 143 84.55% 78.13% 82.18%

Whilst there was a 9% drop in the proportion of female academics from 2008 to 2014, roughly seven

in every ten female academics were submitted. Investigating this disparity (GEM C.4.1) is now moot

because all research-active staff will be submitted to the 2021 REF. At WBS we systematically review

research performance. Where performance dips significantly, staff are drawn into supportive

developmental discussions with their HoG, Pro-Dean (Research), Pro-Dean (Faculty) and HR. In

collaboration, plans are developed to enable staff to perform. In the recent past, these have

included supporting temporary reductions in teaching hours, supporting applications for study leave,

and shifting teaching so it falls in one term (AP5.1.7).

5.2. Key career transition points: professional and support staff

(i) Induction

Our induction processes bring together academic and PSS to foster a sense of community. Some elements of the induction process differ for PSS employees. PSS staff are provided with a 30 page induction booklet which acts as a single reference point for all housekeeping information, including maps of the building, sickness policies and mandatory training requirements. The booklet provides information about the vision and history of WBS.

The responsibility for personalised induction plans rests with line managers. These consist of meetings with team members, professional support colleagues, and key stakeholders in leadership positions, such as SHs, Assistant and Associate Deans. These meetings span a number of weeks.

As noted in Section 5.1(ii), a considerable amount of time and effort has been invested to improve the induction processes. A clear progress point is that uptake in the PSS is now 100%. We continue to survey inductees after each event and to date this feedback has been exclusively positive.

(ii) Promotion

Within the PSS, promotions result from current employees applying for advertised vacancies. Vacancies in WBS or the broader University are often advertised to internal candidates first, encouraging existing employees to develop their careers within the organisation.

WBS goes further to encourage PSS development, advertising appropriate short term positions (3 weeks to 6 months) directly to WBS employees. Vacancy information is emailed to staff on the same or lower grades. Historically, WBS recruited temporary workers to such roles. The ‘expressions of interest’ route was introduced in response to the PULSE staff survey, where staff said there was a lack of transparency in relation to such opportunities.

WBS actively encourages secondments into more senior roles. In some cases, they allow staff to be appointed on a permanent basis. In recognition of the short-term nature of these opportunities,

of 112

57

formal recruitment processes are not always carried out. A formal process has to take place before the role is made permanent.

Table 40 indicates the number of individuals who have taken up secondments over the last three years. In addition to the numbers indicated below, 13 females and 2 males were seconded to a role at the same grade, either in the University or WBS.

Table 40: PSS Secondments/promotion transfers

2014/2015 2015/2016 2016/2017

Female Male Female Male Female Male

Grade Second Transfer Second Transfer Second Transfer Second Transfer Second Transfer Second Transfer

FA2 to FA3 - - - - - - - 1 - - - 1 FA3 to FA4 1 1 - - 2 2 - - - 2 2 - FA3 to FA5 - - - - - 1 - - - - - - FA4 to FA5 - - - - - - - 1 - 1 - - FA4 to FA6 1 1 - - 2 2 - - 1 3 - - FA5 to FA6 - - - - - 1 - 2 - - 1 1 FA5 to FA7 - - - - - - - 1 - 1 - - FA6 to FA7 2 2 2 - - - - - - 2 - - FA7 to FA8 - - - - - 1 - - - 2 - - FA8 to FA9 - 1 - 1 - - - - - - -

We have not systematically collected this data in the past, largely because it is very challenging to

identify as the promotion pathways are not always transparent (AP5.2.1).

5.3. Career development: academic staff

(i) Training

In the review period (2014/15-2016/17) WBS has spent £333,707 on training, rising from £54k in 2014/15, to £140k in 2016/17. Training and career development was central to our Bronze AP (GEM B.2.1, B.4.1, B.4.2, B.4.3, B.4.4). From our 2015 PULSE survey, it is gratifying to see a significant improvement in staff perceptions of training and development offered at WBS, with female staff feeling more supported (23% rise).

Table 41: PULSE Survey Results Related to PDR by Gender

PULSE Question

Percentage Positive Responses

2015/6 2013

All WBS Female All WBS Female

Q14. The training and development I have received has helped me to do my job more effectively

50 57 31 34

Q18. I believe I have the opportunity for personal development and growth in the University

63 64 - -

of 112

58

Leadership training and development

In 2016/17, four academics attended the Leadership in Action Programme (3 female and 1

male).

SH and HoG receive an annual invitation to participate in the Warwick Leadership Programme,

a nine-month development programme. Since 2014/15 one academic female and three males

(FA9) have progressed through this programme.

The Warwick academic shadowing programme ran for the first time in 2015/16. One female

academic went through the programme in 2016/17.

WBS funds two members of staff each year to attend the Aurora leadership development

programme. One academic and one PSS have been supported in both 2016/17 and 2017/18.

Teaching and research

WBS supports staff development in terms of teaching and learning and research. There are a number of teaching and learning events, advertised on the WBS main website with invitations sent to all staff via the ‘WBS Business’ weekly email. The events are scheduled early on Wednesday afternoons, when most academic staff have availability.

Recognising not all staff will be able to attend events, a huge amount of training is now available online. The research pages, for example, include:

video podcasts where staff can learn about impact;

raising the profile of research through press and broadcast media;

getting published in world leading journals;

generating non-academic impact through public engagement;

public engagement in the data science lab.

In these materials we make use of internal female role models (GEM E.1.1), in leadership position within WBS.

All academic staff receive an annual allowance of £5,000 which can be spent on activities relating to teaching and research, including any training activities. This has increased, from £2,000, since our Bronze application. Allowances are mainly spent attending conferences, seminars and symposia. We do not count such expenditure as ‘training’. Table 42 describes bespoke specialised training funded in addition to the annual research allowance.

Table 42: Training Spend by Gender (Academic Staff)

14/15 15/16 16/17

M F M F M F

Number of staff 3 1 2 1 1 2

Spend £3,972 £7,605 £1,739 £8,170 £6,543 £1,200

of 112

59

(ii) Appraisal/development review

The annual ‘personal development review’ (PDR) is a University process, an annual developmental conversation between the individual and their mentor. Historically, staff at WBS have not always appreciated these reviews. Since our Bronze submission we have fostered a culture of staff development, with enhanced mentoring, increased research allowances, more training, and the CORE Professional Development Programme on the PSS side. There are signs these initiatives are starting to filter through into staff perceptions, with PDR seen as a more meaningful activity, because there are more development opportunities available. Female staff are more likely to feel PDRs enables their development.

Table 43: PULSE Survey Results related to DPR by Gender

Question

Percentage Positive Responses

2013 2015

All WBS Female All WBS Female

Q11. I believe that my Development & Performance Review (DPR) enables me to agree my objectives and aspirations

36% 33% 43% 51%

Q12. I believe that my Development & Performance Review (DPR) assists me with my longer term career development

32% 31% 36% 41%

PDR was re-launched in 2017, replacing the previous DPR (Development and Performance Review). Completion rates have been high. From the data we see a decline in participation from the old DPR to the new PDR system (84% to 73.2%). The earlier DPR process was directly linked to merit pay, a University-wide annual bonus scheme. The new PDR framework has severed that link. PDR is now purely a developmental discussion with no financial pay-off. In this context, we were happy three-quarters of all staff participated. A key target is to drive this number back-up beyond 80%. (AP5.3.1)

of 112

60

Whilst PDRs are held annually, all academic staff are encouraged to meet with their mentor at least termly. Beyond our Bronze AP, a new mentoring policy articulates expectations for mentors and mentees. We evaluate whether this is happening, for example by surveying junior faculty annually. (AP5.3.1)

(iii) Support given to academic staff for career progression

WBS seeks to support academic career progression in a series of ways: (1) All non-professorial staff have a dedicated senior mentor;

(2) Workload is objectively measured and controlled through ABM;

(3) Encouraging staff to attend ‘demystifying promotions’ events at University level; and by

running sessions ‘demystifying promotions’ internally, for example as part of our ECR

network (GEM D.5.1);

(4) Progression is closely monitored by Staffing Committee;

(5) Staff receive generous personal allowances (£5K);

(6) Staff are reviewed annually through PDR and staff on probation meet annually with Pro-

Dean (Faculty) and HR.

of 112

61

We have a small population of post-doctoral researchers (Table 28), mainly affiliated with one of 4 research units, IKON (Innovation Knowledge and Organization networks), the Enterprise Research Centre (ERC), CLAHRC (Collaboration for Leadership in Applied Health Research and Care West Midlands) and our ‘Behavioural Science Lab’.

We have been successful at progressing post-doctoral researchers into permanent academic posts. The central currency in Business and Management are peer-reviewed articles in top journals. We work hard with post-doctoral researchers to ensure they develop a strong pipeline of papers.

(iv) Support given to students (at any level) for academic career progression

WBS PhD students have an overall allowance of £1,440 each, of which £300 can be ring-fenced to use on non-conference expenditure such as training courses, transcription services, books, etc. Additional conference funding is available, on application, to students to attend overseas conferences. In addition we offer:

Research: An extensive suite of online materials that summarize all major funding

opportunities; face-to-face training sessions, workshops and seminars; annually a number of

distinguished speakers and editors offer one-to-one coaching with our PhD students.

Teaching: A newly developed Teaching Practice in Higher Education module. This offers all

PhD students the opportunity to progress towards an HEA fellowship.

WBS PhD students are required to engage in at least ten days professional development per year at University level. Five of these days will be completed by developing discipline-specific academic skills through their research and a further two days will be satisfied by conferences and seminars. The remaining three days must be used to develop transferable skills outside their academic discipline. Provision is categorised under six themes.

PhD students can access the University’s Research Student Skills Programme. A diverse range of training, research seminars and conferences offered by Warwick academic departments.

of 112

62

(v) Support offered to those applying for research grant applications

The WBS Research Office, in conjunction with the Pro-Dean (Research) provide support for all staff

applying for research grant applications. Support includes:

Creation of an ECR forum;

Series of seminars and workshops to help develop publishing skills and writing research bids;

Dedicated set of webpages with links to resources, advice and examples of bids.

There is an informal peer review system for research bids, however we have identified actions to

strengthen this area. (AP5.1.5)

5.4. Career development: professional and support staff

(i) Training

WBS is proactive in developing the careers of PSS employees. There are a wide range of development programmes available through Warwick’s LDC. Staff are encouraged to participate, both on an ongoing basis and through the PDR process. In addition to courses which address specific skills and competencies, four programmes explore leadership and management:

‘Warwick Preparing to Manage’, for those moving into line management;

‘Warwick Introduction to Management’, for those new to a management role;

‘Warwick Administrative Management Programme’, for those with potential to progress;

‘Warwick Leadership Programme’, for those in senior management roles.

Table 44: Attendance at Management Programmes by Gender and Grade

WPM WIM WAMP WLP

M F M F M F M F

2014/15 - 1 (FA4) - 1 (FA4) - 1 (FA6) 2 (FA8) 1 (FA9)

2015/16 - 1 (FA4) - 1 (FA4) - 10 (7 FA6, 3 FA7)

2 (FA8) 1 (FA8)

2016/17 - 2 (FA4) - - 1 (FA6) 1 (FA6) 3 (FA9) -

Totals 0 4 0 2 1 12 7 2

WBS holds a budget to fund individuals to undertake training relevant to their job. This budget is managed by the COO and is allocated in agreement with the CFO, on the basis of needs identified during the PDR process. Table 46 describes growth in training spend since our Bronze submission, especially relating to WBS accredited programmes.

of 112

63

Table 45: Training Spend by Gender (Professional and Support Staff)

14/15 15/16 16/17 M F M F M F

Number of staff

4 13 4 21 8 17

Spend £2,532 £38,158 £10,571 £115,770 £9,088 £62,147

Table 46: Training Spend by Type of Programme (All Staff

Type of Programme 14/15 15/16 16/17

WBS Accredited Programmes £24,000 £97,350 £103,743

University programmes - £850 £895

External Degrees £14,595 £14,433 £13,328

Other External Courses £15,518 £26,436 £22,559

Total £54,113 £139,069 £140,525

WBS recognises the needs of teams as well as individuals. For example, in 2016 WBS established a new Recruitment and Admissions team that was required to be working at peak efficiency within a very tight timescale. This involved the team moving from being ‘competent information providers’ to ‘trusted advisors’ within the first year of operation. The Director of Marketing and Recruitment and the COO devised a programme of training and development for the team of sixteen, involving away days, specific skills training, on-the-job coaching, and review sessions over a period of seven months. WBS invested over £10,000 in funding this bespoke programme of activity.

(ii) Appraisal / development review

PSS undertake the same PDR process as academic colleagues, with the paperwork involved being tailored to PSS. The PDR process is designed to be an open, constructive, two-way process, giving staff a structured opportunity, alongside more informal mechanisms, to discuss their performance and development with their immediate line manager. Although there is an annual cycle, it is expected that review conversations will take place at more regular intervals throughout the year. The conversations are based on both the reviewer and the reviewee’s assessment, and give equal weight to performance, contributions and achievement, and personal development and career aspirations. An agreed written record is produced of the discussion and its outcomes, including

identification of development needs for reviewees.

Warwick provides comprehensive training around the PDR process, for both reviewers and reviewees, and staff in WBS are actively encouraged to engage in this.

of 112

64

(iii) Support given to professional staff for career progression

Explain what support the department offers to staff before they go on maternity and adoption

leave.

A major innovation beyond our Bronze AP, has been the development of a bespoke programme, designed and delivered using in-house expertise, to identify, develop and retain staff and to help in their personal and professional development. The CORE Professional Development Programme, established in 2017, is aimed at staff in FA4 and FA5 grade roles. The Programe was developed because staff told us the transition to grades beyond FA5 can be challenging. The CORE programme involves structured workshops, supplemented by Action Learning Sets, personal development plans, an analysis of individual strengths and preferences through Discovery Insights, coaching sessions, mentoring, and interview training. The programme, of which WBS is justifiably proud, will run on an annual basis. Eighteen of the first cohort of twenty are females, and the four Action Learning Set leaders are all female (AP5.4.1).

WBS regularly funds individuals in undertaking HE qualifications, either within WBS or in other institutions. Over the past five years, WBS has funded five staff (4 female) to undertake the Higher Education Management MBA at UCL. Over the same period, WBS has funded seven staff (5 females) to attend the WBS Executive MBA.

We are keen to encourage internal secondments, recognising the benefits from encouraging colleagues to develop both horizontally and vertically, and the positives of gaining experience within a different setting, and therefore where fixed-term vacancies exist, applications for secondments are welcomed.

5.5. Flexible working and managing career breaks

Note: Present professional and support staff and academic staff data separately

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

WBS policy is in-line with UK legislation and Warwick policies. When PSS take maternity leave their roles are advertised and recruited to on a fixed term basis. For academic staff, their teaching and administrative duties are covered by the group and bought-in-teaching. As soon as a member of staff has informed their line manager/HR that they are pregnant, the following occurs:

A workstation and maternity risk assessment and discussions on safe working practices;

Discussions on required paperwork: policy, the maternity leave plan, KIT days (a member of

staff can take up to 10 voluntary ‘Keeping in Touch’ days, for which they will be paid)

(AP5.5.4) and the accrual of annual leave;

Academics are told about the Returners Fellowship, which gives returners a period of study

leave equal to the time spent on maternity leave.

In the last three years, one person on a fixed term contract has taken maternity leave. These cases are dealt with as and when they arise to ensure the best possible solution that suits all parties is made.

of 112

65

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

WBS policy is in-line with UK legislation. Up to a maximum of ten ‘Keeping in Touch’ days (KIT days)

may be worked during adoption leave, in agreement with the line manager. Across 2014/15 to

2016/17, two academic employees claimed nine KIT days between them. In total, eight PSS claimed

11 days between them.

Staff on leave continue to receive the weekly newsletter and are informed by their line managers of

significant changes.

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

The Warwick Academic Returners Fellowship was introduced in January 2015. Via this scheme, deparments can ‘buy-out’ the time of academic staff returning from long term leave, such as maternity, adoption, extended paternity and long term parental leave. ‘Long term’ is defined as between 6-12 months. The length of the Fellowship mirrors the leave taken. This Fellowship enables staff to re-build their pipeline (AP5.5.1 and AP5.5.2).

Table 47: Take-up Of Returners Fellowship by Grade and Gender

Returners Fellowship - Academic Only

Grade 2014/15 2015/16 2016/17

F M Length of break F M Length of break F M Length of break

FA7 - - - - - - 3 - 1 x 12 months 1 x 10 months 1 x 6 months

FA8 - - - - - - 1 - 10 months

FA9 - 1 7 months - - - - - -

In 2014/15, one male staff member took a Returners Fellowship of seven months. Across 2016/17, four academic staff (all female) took Returners Fellowships of between six and 12 months. No applications have been refused.

(iv) Maternity return rate

Return rates from maternity leave are high within WBS. In the period 2014/15 to 2016/17, only one member of staff did not return from leave. One academic colleague left within twelve months of her leave ending. The remaining 18 continued to work within WBS.

of 112

66

Table 48: Maternity Return Rate by Job Type

Year Number of employees

Left due to FTC before end of ML

Left before end of ML

Left within 3 months of ML end



Left within 18 months of ML

Ac PSS Ac PSS Ac PSS Ac PSS Ac PSS Ac PSS Ac PSS

2014/15 1 7 - - - - - - - - - - - -

2015/16 1 4 - - - 1 - - - - 1 - - -

2016/17 2 3 - - - - - - - - - - - -

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

Delivering on our Bronze AP (GEM D.7.1; GEM D.8.1; GEM D.9.1), we now accurately monitor requests for flexible working across WBS. Over the period being reviewed (01/8/14 – 31/07/17) WBS had one male PSS (FA7) take four months shared parental leave. One male academic (FA9) took adoption leave of seven months.

WBS actively supports late requests for paternity leave to enable people to have time with their new family. The process of notification is handled by the employee and the line manager, WBS HR only get involved if an employee or manager has a query about the process. (AP5.5.3)

Table 49: Paternity Leave Uptake: Academic and PSS

Paternity Leave – Academic and PSS

Grade 14/15 15/16 16/17

Academic PSS Academic PSS Academic PSS

FA4 - - - - - 1

FA5 - - - - - 1

FA6 1 - 1 1 1 1

FA7 3 2 1 - 1 1

FA8 2 - 1 - 1 1

FA9 2 - - - - -

(vi) Flexible working

Flexible working requests are received from WBS staff for a variety of reasons primarily maternity, children starting school, long term sickness and retirement.

Staff have an opportunity to discuss the options with HR prior to making a formal requests. Requests are submitted in writing to line managers outlining the details, including hours/days preferred, the reason for request and whether the arrangements are likely to be short term or permanent.

of 112

67

Managers, and if requested HR, meet with the employee to discuss the request. Whilst requests

have to be considered against business requirements, WBS recognises the benefits of a flexible

workforce and all requests in the review period have been supported.

Table 50: Requests for flexible working/ reduced hours arrangements, not including those

returning from maternity leave

Grade 14/15 15/16 16/17

Ac Male

Ac female

PSS Male

PSS female

Ac male

Ac female

PSS male

PSS female

Ac male

Ac female

PSS male

PSS female

FA3 - - - 1 - - - - - - - -

FA4 - - - 1 - - - 1 - - - 1

FA5 - - - - - - 1 - - - -

FA6 - 1 - 1 - - - - 1 - - 2

FA7 1 - - - - - - - 1 - - -

FA8 - - - - - 1 - - 1 1 - -

FA9 2 - - - 1 - - - - - - -

In addition staff are able to purchase ‘additional annual leave’ of up to ten days per year. This option has only been taken up to date by PSS. Across the period 2014/15 – 2016/17, we have had five cases, all female (1 FA4, and 4 FA7).

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

In nine cases, staff have returned following maternity leave on reduced hours: two academic staff (1 in 2014/15, 1 in 2015/16) and seven PSS (2 in 2014/15, 2 in 2015/16 and 3 in 2016/17). In just one case in this period, were the days requested changed to fit with business needs.

WBS received three requests for extended career breaks from academics in the period. All were supported:

2014/15: one FA8 academic male requested a two year break;

2014/15: two PSS requested career breaks;

2015/16: one PSS FA4 female requested a 12 month break;

2016/17: two male Professors (FA9) requested leave of 12 months;

2016/17: one PSS FA6 male requested a nine month break.

Of these requests, two were for the employees to undertake extended travel plans (non-academic), two were for family reasons (academic) and one was to enable the applicant to work as an academic in another overseas institution building research links.

If a member of staff wishes to return from part-time back to full-time, the request would be discussed with their line manager and HR to see how it could be accommodated. There is flexibility to allow this to happen.

of 112

68

5.6. Organisation and culture

(i) Culture

In September 2016, following an extended period of consultation, the new Dean introduced four key strategic themes that would underpin the work of WBS. One is ‘making WBS a great place to work’. Related to this, the Dean stressed two areas of focus: gender and the status of ‘teaching-only’ staff.

In June 2017, as part of the strategy refresh process, four CORE values for WBS were agreed: Curiosity, Openness, Restlessness and Excellence. Openness refers to a ‘cosmopolitan mindset that embraces diversity and different perspectives’. Our commitment to diversity is now enshrined in our CORE values. These values have been embedded throughout WBS. Students have been introduced to the CORE values as part of their induction.

In September 2017, decals (Image 6) were added to walls throughout the building which reflect WBS values, and incorporate external female role models (GEM E.1.2) including bell hooks (Image 4), Margaret Mead, and Sheryl Sandberg.

WBS actively encourages staff and students to interact outside of the classroom. There is a free daily coffee service in the staff lounge between 10:30 and 11:15 providing an opportunity for PhD students, academics and PSS to meet informally. The coffee service provides a setting where staff can be updated on actions taken following the PULSE survey, as well as fundraising events such as MacMillan Coffee morning and Children in Need. The E&D noticeboard in the Staff Lounge is updated regularly.

For staff, there are annual whole-School Summer and Christmas parties. At the Summer dinner, a new suite of awards were presented to recognise the contribution of staff.

Managed by Staffing Committee, award categories included: teaching, research and CORE values, where staff and students were encouraged to nominate colleagues. Over 300 hundred students participated in this. Across all categories, awards were evenly allocated by gender (17 male and 18 female).

WBS is a dynamic performance culture. These awards recognise and celebrate excellent work. Likewise, annual merit pay awards recognise the performance and contribution of academic and PSS. At present women are more likely to receive merit pay. In 2016, 36.4% of all female staff, and

Image 6: Example of decals in WBS

of 112

69

26.8% of all male staff, received an award. In 2017, the gap had grown to 41.6% female and 24.6% male.

As part of WBS’s commitment to E&D, a team of staff support the Dignity at Warwick events which run annually and provide opportunities to start discussions around issues related to E&D.

WBS has supported International Women’s Day hosting events at both the Shard (2015, 2016 and 2017) and Warwick campus (2016) (Images 5 and 6). The WBS website front page is edited to reflect the current theme for IWD and includes links to articles about gender diversity, written by WBS academics (GEM E.1.3 addressed).

2016 Shard event: #IWD2016: Relive Changing Faces of Female Influencers. Speakers

included CEO Battersea Dogs & Cats Home, the founder of Impact Investment Partners LLP

and the Communications Director, Boston Consulting Group (all female).

2017 Shard event (#IWD2017: Gender Diversity in the Boardroom) the guest speaker was

Allison Ogden-Newton of Keep Britain Tidy, and the panel included internal female role

models (GEM E.1.2) including an Associate Professor (FA8).

Image 7: WBS website front page IWD 2017

https://www.wbs.ac.uk/news/iwd2016-relive-changing-faces-of-female-influencers/

of 112

70

WBS has hosted events as part of the University series “Inspiring Women”, a series of lunchtime talks which offer opportunities to reflect on the different career paths that successful women have taken. The talks started in 2016.The Inspiring Women series included talks aimed at female students, to inspire them with their careers. The first event was held in 2015 with a talk by Aksana Pekun, (Managing Director, Deutsche Bank), former CEO of Spiritual Beauty.

The SPRINT programme is a Personal Development Programme for UG students run over 3.5 days. Students have the opportunity to network with senior professional women and receive career advice as well as a professional mentor for 2 months, aiming to help students develop their confidence, assertiveness and networking skills.

The PULSE survey provides a barometer of the culture within WBS:

Our overall ‘Employee Engagement’ score (an average of 7 key questions) was 72% in 2015, an

increase of 9% from the previous survey conducted in 2013. This is evenly balanced by gender.

Female staff are just 1% more engaged than males.

Image 8: Twitter feed from IWD event 2017

of 112

71

Table 51: PULSE Survey Results by Gender

Theme

Percentage Positive Responses 2015/16

2013

WBS Female Male Prefer not to say?

UoW WBS

Your Employee Engagement

72% 76% 75% 51% 72% 63%

Your Development 47% 49% 52% 24% 46% 37%

Your Job 71% 75% 72% 56% 69% 63%

Equality & Diversity 62% 63% 67% 42% 64% 59% work/life

balance) Dignity at Warwick 69% 70% 74% 54% 74%

Line / Department Management

56% 59% 59% 38% 63% 56%

Communication 53% 57% 55% 31% 58% 45%

Senior University Leadership

40% 46% 39% 20% 42% 35%

Perceptions of the University

71% 75% 73% 48% 71% 63%

Job Security 66% 76% 61% 42% 55% 41%

Action 44% 51% 47% 13% 44% N/A

(ii) HR policies

WBS adheres to Warwick’s HR policies in these areas. Staff are made aware of these policies during induction and through completion of the university moodles on ‘unconscious bias’ and ‘diversity in the workplace’. To ensure consistency in application with HR processes WBS HR team are able to advise and guide staff who have a need to enforce a policy. (AP 5.6.1).

Employees or managers who raise concerns meet with WBS HR quickly and expediently to

discuss options available to them

WBS HR ensures resulting actions are followed through to resolve issues.

SH and HoGs are updated of any policy changes via regular communications and termly

meetings, and this is cascaded to all WBS staff.

(iii) Representation of men and women on committees

Following a systematic review of committee membership (GEM B.2.3), we have supported female staff to take senior positions relatively early in their career. For example, one female member of staff (then FA7) progressed through FLB (GEM B.2.1), and then onto Research Committee for a year. During that time WBS sponsored her through the Aurora programme. She then took an Assistant Dean position (FA8) and now sits on Undergraduate Committee and Programme Strategy Committee.

of 112

72

Table 52. WBS Strategic Committee membership by gender 2016/17

Committee Female Male

DP Committee 42.86% 57.14%

Equality & Welfare 66.67% 33.33%

Future Leaders Board 45.45% 54.55%

Heads of Group 0.00% 100.00%

Masters Board 43.48% 56.52%

Programme Delivery Committee 45.45% 54.55%

Programme Strategy Committee 40.00% 60.00%

Recruitment Review Group 44.44% 55.56%

Section Heads 44.44% 55.56%

Senior Management Team 26.67% 73.33%

Staffing Committee 50.00% 50.00%

Technology Strategy Committee 40.63% 59.37%

Undergraduate Committee 55.56% 44.44%

Grand Total 42.66% 57.34%

The three most senior committees in WBS are.

Senior Management Group: representation is moving in the right direction and clear

progress has been made, moving from 19% to 27% (noting that female staff make up 13.8%

of all senior academic staff).

Heads of Group: we currently have no female HoG. This is a significant structural challenge.

All senior female staff willing to take a senior role have one. Our action here involves hiring.

We are currently active in the labour market for female academics willing and able to act into

senior roles.

Section Heads: representation of women amongst SH is moving in the right direction (47%

2014/15; 50% 2015/16; 56% 2016/17).

Table 53: Committee Membership by Gender and Year

Committee

Senior Management Group

Heads of Group

Section Heads

Year M F M F M F

2014/15 12 (80%) 3 (20%) 14 (100%) 0 (0%) 9 (53%) 8 (47%)

2015/16 13 (81%) 3 (19%) 14 (100%) 0 (0%) 9 (50%) 9 (50%)

2016/17 11 (73%) 4 (27%) 15 (100%) 0 (0%) 8 (44%) 10 (56%)

of 112

73

The fact we have too few senior female academics in WBS causes problems for female staff. In order to achieve a degree of gender balance on key committees, WBS relies on senior female staff to take administrative duties. All but two of our female professors have senior administrative and/or management duties within or beyond WBS. As such, female academics are more likely than their male counterparts to be in a leadership role, reflecting the Dean’s commitment to placing women in leadership positions (GEM E.1.1). Recognising the danger here, all efforts are made to ensure these roles do not hinder career development. We allocate significant ABM workload for all administrative roles, and work flexibly with study leave cover too. For example, our female Associate Dean for Pedagogy is taking two terms study leave in 2017/18, whilst remaining in post as Associate Dean.

80%

81%

73%

20%

19%

27%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2014/15

2015/16

2016/17

Chart 16: WBS Senior Management Group by Gender

Male Female

53%

50%

44%

47%

50%

56%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2014/15

2015/16

2016/17

Chart 17: WBS Section Heads by Gender

Male Female

of 112

74

Considering the rest of WBS’s committees, female staff represent 30.3% of all academic staff, but 42.67% of all committee members. This provides a basis for progression to more senior committees. One example is an FA6 female academic, who served on the Undergraduate Committee before moving through to PDC once she was made Course Director of our largest UG Management Programme.

(iv) Participation on influential external committees Following the aforementioned review of committee membership, it became apparent a disproportionate number of males served on University committees. The Executive Team took the conscious step of re-balancing the gender profile of WBS staff that occupy University leadership roles (GEM B.2.3). In a clear sign of progress, as of 2017/18, the numbers are now even.

of 112

75

Table 55: External Committee Membership by Gender

Committee 2016/17 2017/18

Academic Processes Review Male Male

Academic Quality and Standards Committee Male and Female Female

Academic Resourcing Committee Male

Academic Staffing Committee Male

Arts Centre Board Male

Senate Female and Male Female and Male

Board of Graduate Studies Female

Board of Faculty of Arts Female

Board of Faculty of Social Science Female and Male Male and Male

Board of Faculty of Social Science UG Appeals committee Panel Female

Continuation of Registration Committee Panel - PG Male

Continuation of Registration Committee Panel - UG Male

Course Proposal Scrutiny Panel Female

Discipline Appeals Committee Male

Discipline Committee Male

Education Committee Female and Male

Equality & Diversity Committee Female

Faculty of Social Sciences Building & Facilities Group Female

Graduate Appeals Committee Male

Graduate Studies Committee of the Board of FSS Male

Investigating Committee into Cases of Suspected Cheating Panel Male

Investment Sub-Committee Male

Partnerships Committee Female

Student Learning Engagement & Experience Committee Female and Female

UG Students Committee of the Board of Faculty of Social Science Male

University Estates Committee Male

University Health and Safety Committee Female Female

University International Foundation Programme Board of Studies Male

Widening Participation Female

Faculty Education Committee (Arts) Female

Total

19 members (4 separate females; 7 separate males)

22 members (6 separate females; 6 separate males)

of 112

76

(v) Workload model

The Academic Balance Model was developed by WBS e-solutions staff to provide a transparent and engaging means of assessing workload. The model works in ‘units’, with each academic expected to deliver 15 units of work, one unit equating to a notional 110 hours.

The ABM illustrates the CORE value of openness. All staff can see the workloads of their colleagues. At WBS, all staff regardless of seniority, carry a full load. ABM gives the management of the School top-level oversight of workload. (AP5.6.4)

(vi) Timing of departmental meetings and social gatherings

Since our 2014/15 Bronze submission, all WBS committee meetings have been scheduled between 10am and 4pm (GEM E.4.1 achieved). Whole School events are organised for either afternoon or evenings on different days of the week to enable part-time staff to attend. Staff are given at least 6 weeks notice of social events. (AP5.6.5)

Termly Departmental Meeting dates are published at the start of each academic year and, as far as possible, are held on different days of the week. Social events are organised at times to enable as many staff as possible to attend.

of 112

77

(vii) Visibility of role models

We give visibility to role models via decals, FLB, MBA scholarships, marketing material and course brochures, roles on WBS and University committees, etc. To promote senior female academic role models (AP5.6.6), we targeted the North American labour market to make a number of fractional (0.2FTE) appointments of very high profile female academics in the areas of finance, ISM and organisation theory. We challenge our ‘Research Environment’ (0.2FTE) professors to support and inspire junior faculty and PhD students.

Our marketing team has identified role models from our student body. The illustrative case below relates to Victoria Azubuike, a remarkable and inspiring WBS student who began on our foundation programme.

(viii) Outreach activities

The FY is one way WBS has attempted to widen access to our courses. Further outreach and access activities include the following:

RSA Taster Days: Events for Year 8 school students that have a partnership with Warwick. Events involve ice-breaker sessions, short classes, campus tour and informal interactions with staff and student ambassadors.

The Big Deal Enterprise Challenge: In its 12th year, this involves teams of Year 10 students working together with a business mentor to create a business idea, write a business plan and present to judges. The gender composition of mentors is balanced. From 2014-2017 we have worked with 24 female and 23 male mentors.

Image 9: Website article about Victoria Azubuike

of 112

78

Multicultural Scholars’ Programme: The MSP, celebrated within WBS, supports academically

talented, low-income British students from poorly represented ethnic groups. Support is

offered via a financial scholarship of £2,000 per year, as well as pastoral guidance and careers

advice. In 2016 our first group of MSP students graduated. Currently we have 22 scholars on

the MSP, (six females and 16 males). Seven progressed from the first cohort (2015/16) of the

FY.

Image 10: News article about MSY

of 112

79

(6648 words)

Actions

AP5.1.1 Unconscious Bias training completed by all staff AP5.1.2 Diversity in the Workplace completed by all staff AP5.1.3 Improved collation of recruitment statistics AP5.1.4 Induction into Subject Group AP5.1.5 Support for Early Career Researchers AP5.1.6 Improve awareness of promotion criteria AP5.1.7 Impact and REF AP5.2.1 Address concerns about progression opportunities for PSS AP5.3.1 Address staff concerns about PDR process AP5.4.1 CORE Development Programme AP5.5.1 Improve return to work experience following maternity / adoption leave AP5.5.2 Provide support for mothers to continue breastfeeding on return to work AP5.5.3 Paternity and Shared Parental leave AP5.5.4 Use of KIT days AP5.6.1 Ensure merit pay is gender balanced AP5.6.2 Improved awareness of HR policies AP5.6.3 Female representation at strategic level within WBS AP5.6.4 Improve the current workload model reporting and analysis AP5.6.5 Review timing of department meetings and events AP5.6.6 Increase visibility of role models AP5.6.7 Effective communication within WBS

80

6. ACTION PLAN

Actions have been coded in column 1 to indicate whether they are High, Medium or Low priority)

Reference and Priority

Planned action/ objective

Rationale (i.e. what evidence is there that prompted this action/ objective?)

Key outputs and milestones

Timeframe (start/end date)

Person responsible (job title)

Success criteria and outcome

Section 3 – Self Assessment Process

3.1.1 (High)

Expand work of EDC

54% of staff responded positively to PULSE survey Q23 I believe that there is equality of opportunity at the University, down from 57% in 2015. This is a recognition of the intersection of all protected characteristics and the importance of addressing al characteristics to ensure long lasting culture change within WBS.

a) Raise profile of E&D amongst staff.

June 2017

Jan 2020

Executive Team EDC Leads

At least 70% of staff respond positively to PULSE Q23 (or equivalent) in January 2020.

b) 5 initiatives implemented each year, e.g. i. gender neutral

toilets; ii. analyse data

related to intersectionality;

iii. offer workshops on menopause;

iv. Infographics booklet.

Nov 2017

Review via EDC meetings and report in June each year

EDC Leads Director of Marketing

5 initiatives implemented and reviewed each year. Details published on WBS website and in WBS Business.

c) Annual report presented to Senior Management Group.

Sept 2018

Report discussed

ASM supported by WBS HR and EDC Leads

Report presented annually to SMG

81

Sept each year

EDC, published on my.wbs (intranet)








3.1.1 (cont) d) Celebration of E&D achievements at Departmental Meetings / Events and through website.

June 2018 Ongoing Dean & Pro-Dean (Faculty)

Achievements celebrated at Departmental meetings and events

3.2.1 (High)

Accountability and implementation of Section / Group / Programme AS action plans

AS work has been embedded into all School review processes with Subject Groups, Programmes and Sections now including AS actions within their strategy and review documents. Progress towards achieving actions and identifying new actions needs to be captured and reviewed annually.

a) Incorporate AS actions from strategy documents into AS action plan.

Sept 2017

Nov 2017 Pro-Dean (Faculty) & ASM

All Strategy documents will incorporate AS actions and progress updates.

b) Report on progress towards actions via appropriate meeting (SH, HOGs, PSC, EDC).

June each year

Sept each year

Assoc. Deans, HoGs, SH

Summary report discussed by Executive Team each September.

c) Present summary of progress to Executive Team.

Sept each year

Sept each year

Pro-Dean (Faculty) & ASM

d) Addition of new actions to action plan as required and allocated to

Oct 2018 and each Oct thereafter

Oct each year

Pro-Dean (Faculty) & ASM

AS action plan updated with new actions and progress made.

82

appropriate ASWG members.








3.2.2 (High)

Increase engagement with Student Voice

We have not comprehensively analysed our relationship with students from an E&D perspective. We are at a preliminary stage. There is a need to engage more fully with our 5,000 students to understand the actions required. Student responses to NSS and PTES questions about student voice suggest there is room for improvement (69% for NSS and 67% for PTES)

a) Student wellbeing and diversity event held in Term 2 annually.

Sept 2018

Mar 2019 ADSE & UGSEEM

E&D events held annually and attended by at least 20% of students

b) Increase information about E&D, Dignity and CORE values in student spaces.

Jan 2018

Jan 2018 UG & PG teams

c) UG student experience working group discussion around gender equality, barriers to progression to PG study.

Jan 2018

Apr 2018 UGSEEM

Following discussion, identified top 5 issues from a student’s perspective and ways to address these.

d) Communications plan developed and implemented for sharing updates about E&D issues with students.

May 2018

Oct 2018 Pro-Dean (Faculty), ADSE & UGSEEM

10% improvement in NSS and PTES results for questions related to student voice.

83








3.2.2 (cont.)

e) PG ‘Tea Parties’ (informal meetings) used to discuss gender issues informally, with information feeding into the EDC.

Jan 2018 Jun 2018 Oct 2018

Ongoing each term

ADSE

5% improvement in PTES results for questions related to opportunities to feedback on experiences.

f) Improved induction information for students about E&D.

Apr 2018

Oct 2018 Pro-Dean (Faculty), ASM & Director of T&L

Induction slides updated, shared with and used by all CDs.

g) SSLCs to include E&D on meeting agendas termly, with a nominated rep for E&D.

Jan 2018

Ongoing each term

ADSE & UGSEEM

At least one representative from UG, PGT and PGR feeding into EDC

h) Annual meeting with E&D SSLC reps and ASWG members.

Jun 2018

Ongoing each June

Pro-Dean (Faculty), ADSE & UGSEEM

Feedback from students incorporated into AS action plan and discussed at ASWG.

i) Review findings from above and identify new actions to implement.

Sept 2019

Dec 2019 Pro-Dean (Faculty), ADSE & UGSEEM

84








3.2.2 (cont) There has been greater engagement with PhD students since 2016, however, this work needs to be embedded further.

j) PhD SSLC reps to join Doctoral Programme Committee.

Jan 2018 Ongoing DPM 2 SSLC reps attend each DPC meeting

k) Continue with weekly coffee afternoons which provide informal opportunity for students to raise issues. Supplement with more formal WBS Wellbeing group for PhD students. Ensure views are fed into EDC.

Oct 2017 Ongoing SAR (Research) At least 3 wellbeing groups held each year with outcomes fed into EDC.

3.3.1 (Medium)

Organise a national symposium for Business Schools to discuss gender equality.

There are a number of Business Schools engaged with AS and initial meetings suggest that there is an enthusiasm for wider discussions of how we can collaborate at a national level.

a) Planning discussions arranged.

Dec 2017

Feb 2018 Pro-Dean (Faculty) & ASM

Arrangements made for national event

b) Invite speakers from range of institutions.

Feb 2018

Mar 2018 Pro-Dean (Faculty) & ASM

At least 3 external speakers agree to present

c) Promote and run event.

Mar 2018

July 2018 ASM & Marketing

Event held and attended by at least 20 people

d) Evaluate feedback and discuss future joint AS options.

Sept 2018 Oct 2018 Pro-Dean (Faculty) & ASM

Decision made re future events built into action plan

85








3.3.2 (Medium)

Improved reporting on AS to whole School.

To encourage greater staff engagement with AS principles, and to ensure improved monitoring of impact, AS data will be collected annually and analysed. Action Plan will be reviewed and amended in the light of revised data to ensure impact of actions.

a) Details of key facts and initiatives to be updated regularly on AS webpages.

Nov 2017 Ongoing Director of Recruitment and Marketing & ASM

AS pages updated at least termly

b) Report of progress towards AS action plan given at Department Meetings.

Jun 2018 Ongoing Pro-Dean (Faculty) & ASM

AS included as an item at a Department Meeting each year

c) Annual report on and suggestions to improve AS data provided to Executive Team and Staffing Committee.

Sept 2018 Ongoing Pro-Dean (Faculty) & ASM

Report discussed by Executive Team

d) Produce an Infographics booklet with student and staff profile data and distribute to staff.

Jan 2018 Mar 2018 Director of Recruitment and Marketing, ASM & Pro-Dean (Faculty)

Infographics booklet produced and given to all staff. Included as part of induction pack for new staff.

86








Section 4 – Student Data

4.1.1 (Medium)

Address diversity on FY programme

30.0% of students on the Foundation Programme are female in 2017/18 compared to 44.0% in 2015/16.

a) Review marketing materials and recruitment practices.

Sept 2018

Sept 2019 Assoc Dean WP Marketing

Increase the percentage of female students on Foundation Programme to 40% by 2021/22.

4.1.2 (Low)

Broaden the range of scholarships available to FY students and expand to offer full-fee scholarships for FY

The Executive Team felt it was wrong that foundation students, many of whom come from disadvantaged backgrounds, should be faced with more debt, i.e., an additional £7,500 fee.

a) FY full-fee scholarships implemented.

b) Evaluate impact of full-fee scholarships on student intake and achievement.

Nov 2017 Oct 2019

Oct 2018 Dec 2019

Executive Team UG PM WP Assoc Dean WP

FY students pay no fees from Oct 2018 onwards.

4.1.3 (Medium)

Address variability in gender balance across UG programmes

The percentage of female students on UG programmes varies between 37.5% and 66.7% in 2016/17.

a) Student engagement working group discussion to understand reasons for course choices to identify if there is a gender related issue here.

Oct 2018

Dec 2018 UG SEEM Asst Dean UG UG PM WP

Reduce variation in % female students on UG programmes from almost 30% to 15% by 2021/22.

87








4.1.3 (cont.)

b) Review marketing materials and recruitment practices for degree programmes, ensuring that WBS CORE value of openness is embedded.

Nov 2018 June 2019

Asst Dean UG & Director of Recruitment and Marketing

More visible female role models across all UG programmes at all levels.

c) Increase visibility of female academics at open days.

Jun 2018 Oct 2020 Asst Dean UG & UG CD

4.1.4 (low)

Investigate reasons why a smaller proportion of female students gain a 1st class degree

The percentage of female students gain a first class degree has declined from 23.8% in 2014/15 to 17.9% in 2016/17

a) Review profile of intermediate year students on track for 1st who then get 2:1.

July 2018

Sept 2018

OD UG, UG PM, Assoc & Asst Dean UG

Trend reversed or at least balanced

b) Identify possible ways to support achievement of 1st class degree and evaluate impact of actions.

Oct 2018 June 2021 Assoc & Asst Dean UG

88








4.1.5 (High)

Address variability in gender balance across PGT programmes

43.0% of PGT students are female compared to the sector average of 50.6%. There are significant variations between programmes (from 28% to 82%).

a) Continue to review marketing materials and recruitment practices, ensuring that WBS CORE value of openness is embedded.

Ongoing since Jan 2016

Sept 2019 Director of Recruitment and Marketing

Gap between WBS and sector average for female PGT students will have closed by 5% points

b) Evaluate impact of targeted MBA scholarships (30% Club and WBS Inspiring Women).

Sept 2018

Sept 2020 Director of Recruitment and Marketing Assoc. Dean Post-Experience Masters

Gender balance across MBA portfolio improved to 50%

c) Develop partnership with City Women’s Network, 30% Club and Womanthology including hosting events.

Events currently planned for end 2017 and May 2018

CareersPlus and Marketing teams

5 events held by 2021

d) Engage further with the Professional Women of Warwick network, including running ‘letter to your younger self’ event.

Spring 2018 Summer 2019

CareersPlus and Marketing teams

89








4.1.6 (Medium)

Increase female representation on PGT SSLC

Ensuring that female students are represented on all SSLCs will enable their views and opinions to be heard more clearly. Post Experience Strategy review document and Masters Programmes Section review identified imbalance in SSLC gender representation.

a) Programme Teams to actively encourage females to self-nominate for SSLC roles.

b) ASDE to provide input to each course about benefits and role of SSLC reps, including on Masters Committee.

Jan 2019 Sept 2018

Jan 2020 Sept 2020

ADSE Asst and Assoc Dean (Post Exp) Masters Team: PMs; PM Quality; PG CDs

Female participation in SSLC increased to 50%.

4.1.7 (Medium)

Tackling inappropriate behaviour in the classroom

Post Experience Strategy review document identified a number of instances of inappropriate behaviour on the PGT programmes. Feedback from programme teams suggest that staff feel ill-equipped to deal with inappropriate / bullying behaviour

a) Promote awareness of the Dignity at Warwick policy to all students.

Sept 2018 (for all) Evaluate impact in Jan 2019 Revise as required for Sept 2019

Sept 2019 ADSE Assoc Dean (Post Exp) Masters Team PMs PG Course Directors PM Quality OD (PGT)

Increased awareness amongst staff and students of the Whistleblowing policy. Students able to report concern. Reduction in number of informal comments by 2020.

b) Promote the Whistleblowing policy to staff and students.

c) Provide a safe way for students and/or staff to report incidents.

90








4.1.7 (cont.)

d) Provide staff development for Masters Programme Team in how to challenge inappropriate behaviour.

Jan 2016 Sept 2020 OD (PGT) All staff confident to tackle inappropriate behaviour, measured via PULSE survey.

4.1.8 (Medium)

Address gender imbalance in the take up of part-time study options. (Working with the BoE and Exec Ed)

WBS offer a number of closed programmes, where the cohort is determined by the employer. There is a tendency for these programmes to not be gender balanced.

a) Discuss with external partners ways to address gender balance of cohort.

April 2018 Sept 2022 Director Exec Ed Assoc Dean (External Programmes)

Increase proportion of female students by 15% by 2022.

4.1.9 (High)

Support for PhD students to pursue a career in academia

The percentage of female students continuing in academia has declined over the last 3 years (although numbers are small).

a) Review effectiveness of annual review process in identifying support needs of students.

Oct 2019 Dec 2019 SAR (Research) Asst Dean (PhD)

Improvements suggested and implemented to the review process. PhD students agree support needs are met, measured through PRES survey.

91








4.1.9 (cont.)

b) Promote development opportunities to all PhD students related to career development.

Oct 2017 Ongoing DPM 20% increase in attendance at workshops by PhD students by 2022.

c) Subject groups to ensure PhD students are plugged into staff networks and invited to group seminars and meetings.

Sept 2017 Ongoing HoGs with PhD supervisors

20% increase in number of students attending seminars. Questions related to research culture on PRES survey show 10% positive improvement.

d) Career round-table activities, held half-termly, encouraging PhD students to discuss academic careers with current WBS academics.

Oct 2017 Ongoing DPM, Asst Dean (PhD)

6 events held each year, attended by at least 50% of PhD students.

92








4.1.9 (cont.)

e) Identify best practice whereby PhD students have been supported /enabled to pursue academic career either at WBS or another high profile Business School.

Sept 2019 Sept 2021 Pro-Dean (Research), SAR (Research), Asst Dean (PhD)

Case studies made available to staff and students. Percentage of female PhD students remaining in academia increased to 10% above 2015 data.

4.1.10 (Low)

Increased promotion and support for students progressing from UG to PGT and PGT to PGR programmes

Student numbers progressing from UG to PGT programmes are relatively small given the size of the UG cohort. There are even fewer students who progress from UG to PGT and PGR at WBS, although it is recognised that it is important for students to gain different experiences.

a) All finalist UG students to receive information about PGT courses available.

Oct 2018 March 2021 PM UG, Director CareersPlus, UG Senior Tutors

Number of students progressing from UG to PGT increased by 20% Number of students progressing from PGT to PGR increased by 20%

b) Increase student awareness of scholarships to support cost of PGT.

Jan 2019 May 2021 PM UG

c) Encourage project supervisors to identify good candidates to progress to further study and provide a mechanism to provide targeted information / advice.

Feb 2019 Oct 2021 OD UG, Assoc Dean UG

93








Section 4 – Staff Data

4.2.1 (High)

Increase number of female academics at WBS

The proportion of female academics at WBS as declined from 31.2% to 30.3% over the last 3 years.

a) Annual report on academic staff data made to Staffing Committee with recommendations to facilitate further progress.

Aug 2018 Oct 2018 and annually thereafter

Pro-Dean (Faculty) / WBS HR

For all outcomes: The proportion of female academic staff will increase to 36% by 2021/22

b) Analyse effectiveness of current avenues for advertising vacancies, e.g., beyond jobs.ac.uk Explore alternatives and evaluate impact.

Oct 2018 WBS HR & EDC Theme Lead

The number of high quality female applicants will increase by 10% compared to 2016 data.

c) Increase use of professional networks to promote vacancies to wider pool of potential applicants.

Jan 2016 Ongoing HoGs

d) Make the adverts and further particulars more personable and more informative.

April 2018 WBS HR & HoG

94








4.2.2 (High)

Increase the number of female professors

There are currently 12 female professors which represents of 13.8% of the professoriate

a) Ensure that all FA8 female academics are reviewed annually and have a plan to support progression to FA9.

May 2018 Nov 2022 Dean , Pro-Dean (Faculty), WBS HR

The proportion of female professors will be 20% by 2021/22.

b) Ensure all female academic have an appropriate mentor to advise/support/open networks for them through Associate to Chair.

Oct 2017 Ongoing HoG & WBS HR

c) Evaluate effectiveness of expanded mentoring scheme on promotion outcomes

Nov 2019 Jan 2020 Dean, Pro-Dean (Faculty), WBS HR & EDC Lead

d) Evaluate effectiveness of revised recruitment practices for professorial roles. Implement actions to improve process.

Dean, Pro-Dean (Faculty) & WBS HR

e) HoGs to justify any all male shortlists

September 2017

On going HoGs

95








4.2.3 (Medium)

Recruit female Professors of Practice

There are currently no female Professors of Practice at WBS

a) Work with advisory board to identify suitable candidates for role.

b) Work with current external partners to explore possibilities.

Jan 2019 Ongoing

Ongoing Pro-Dean (Faculty) & Assoc Dean (Exec Ed)

At least one female Professor of Practice appointed by 2022.

4.2.4 (Medium)

Increase proportion of PSS male staff, particularly in roles FA1 – FA7

23.6% of PSS staff are male, of these 47.1% are in roles at grades FA7-9.

a) Investigate reasons for gender imbalance at grades FA3 – 6 and identified actions to address.

September 2017

On going WBS HR & ED CTheme Lead

Increase proportion of male PSS to 30%, whilst maintaining gender balance at FA7-FA9.

b) Promote awareness of role models.

Jan 2019 Ongoing SH

c) Shortlists - require justification for all female lists.

Nov 2017 Ongoing SH

96








Section 5

5.1.1 (Medium)

Unconscious Bias training completed by all staff

90% Executive Team, HoGs and SH have completed the UB training. The training now needs to be completed by all staff.

a) Increase take up of training outside of SMT to all staff.

September 2017

Ongoing

SH, HoGs & WBS HR

All staff to have completed Unconscious Bias moodle by Oct 2022.

b) Make training part of induction process and meet all new staff 4 weeks in to the role to confirm training has been done.

January 2018

On going

Line Manager & WBS HR

All new staff to have completed training within first 4 weeks, by Feb 2018.

c) Provide an area that staff can do moodles away from their own desk.

April 2018 July 2018 WBS HR with eSolutions & BFM

Space available within WBS by July 2018.

5.1.2 (Medium)

E&D training completed by all staff

90% Executive Team, HoGs and SH have completed Diversity Moodle. Uptake amongst staff overall has increased from 6% in 2014 to 25.6% in 2017.

a) Provide updated completion data to SH and HoGs termly.

September 2017

On going

WBS HR

Increased uptake of E&D training amongst staff from 25.6% to 75% by 2022.

b) Report completion data to HoG and SH committees termly.

January 2018

Ongoing

WBS HR

97








5.1.2 (cont) c) PDR objective for all staff who have not completed training.

May 2018 May 2019

July 2018 July 2019

HoGs, SH supported by line managers

d) Provide an area that staff can do moodles away from their own desk.

April 2018 July 2018 WBS HR with eSolutions & BFM

Space available within WBS by July 2018.

e) Regular reminders and promotion of Moodles in WBS Business

Jan 2018 Ongoing WBS HR & Marketing

f) Make training part of induction process and meet all new staff 4 weeks in to the role to confirm training has been done.

January 2018

On going

WBS HR

5.1.3 (Low)

Improved collation of recruitment statistics for academic and PSS posts.

Recruitment activity is devolved to recruiting manager. E&D data is recorded by University and is not available on a post-by-post basis.

a) Devise template for recruiting managers to complete which captures details of shortlist, interviewees, panel composition and outcomes.

Jan 2018

Feb 2018 WBS HR AS data related to recruitment available throughout the year and used to inform decisions about recruitment strategy.

98








5.1.3 (cont) b) Monitor completion of template and chase where not received.

April 2018 & start of each term

Ongoing WBS HR

c) Review data collected, use to inform recruitment strategy and make recommendations to Staffing Committee

May 2018 Ongoing WBS HR

5.1.4 (Low)

Induction into the Subject Group.

Currently there is variation in practice across Subject Groups. WBS would like to ensure all new starters receive a consistent experience and are able to integrate into Subject Groups quickly.

a) Devise and distribute induction protocol for HoGs and Group Coordinators to incorporate best practice.

b) Run annual focus groups to explore current experience of joining a group, ways to improve and assess impact of changes.

Mar 2018 July 2019

Sept 2018 Oct 2019 and ongoing

Pro-Dean (Faculty), ASM & WBS HR Pro-Dean (Faculty), ASM & WBS HR

New staff feel embedded in to their Subject Group and the School quickly.

99








5.1.5 (Medium)

Support for Early Career Researchers

Whilst the Research Office has implemented a number of new initiatives to support ECR, there is a need to ensure that these are embedded into WBS and expanded to better support ECR.

a) Continue and expand the ECR forum to provide support network and informal advice.

Oct 2016 Oct 2020 Pro-Dean (Research)

ECR attendance at forums and workshops will be increased by 20% by 2021. Mentoring of ECR will incorporate support for research and development. Increase in ECR participating in funding bids.

b) Expand series of workshops and seminars to support publishing and funding activities.

Oct 2017 Oct 2021 SAR (Research)

c) Incorporate records of attendance at ECR workshops and seminars into the probationary review process.

Oct 2017 Oct 2018 Research Office

d) Establish a more formalised research and development mentoring scheme across WBS.

Oct 2018 Jul 2020 I&EO, Pro-Deans (Faculty & Research)

e) Formalise peer review process for research bids.

Oct 2019 Oct 2021 I&EO & Pro-Dean (Research)

100








5.1.6 (Medium)

Improve awareness of promotion criteria

In 2015, 25% of staff believed the University academic promotion procedures are fair (PULSE 2015/16). Although we have started to address this, there is further work to be done.

a) Devise a fact sheet / information sheet for all staff about the academic promotion process.

Nov 2018

Dec 2018

Pro Dean (Faculty) & WBS HR

Response to question about promotion on PULSE staff survey improved to 75%.

b) Promote and run demystifying academic promotion sessions.

Every 18 months

Ongoing Pro-Dean (Faculty) & WBS HR

Increase in number of successful promotion cases.

c) Develop clearer internal guidance on promotion criteria (with the recognition cases are unique).

Jan 2019 April 2019 Dean & Executive Team

d) Circulate outcomes of UoW level review of promotion process and ensure that any recommendations are fully implemented at WBS.

On completion of University review

Pro-Dean (Faculty) & WBS HR

e) Evaluate effectiveness of mentoring scheme in supporting promotion.

Nov 2020

Nov 2021 Dean, Pro-Dean (Faculty) & WBS HR

101








5.1.7 (Low)

Impact and REF REF 2021 will see submissions from all research active faculty. There is a need to ensure that ECR are supported to engage with the impact agenda.

a) Trial 1:1 drop in sessions with Research Funding Officer for ECR to support drafting and compilation of research bids.

April 2018 Ongoing Research Funding Officer

Increase in ECR engagement with impact cases – can be measured through ABM credit for impact and research bids.

b) Impact sub-committee to analyse impact cases and ways to support junior faculty to engage with impact agenda.

Oct 2019 Dec 2021 Pro Dean (Research)

5.2.1 (High)

Address concerns about progression opportunities for PSS

It is recognised that it can be difficult for PSS staff who wish to progress from lower grades to FA6 and above roles.

a) Work with SHs to identify career pathways in each section, noting that staff may progress sideways within the University.

September 2017

Ongoing SH & WBS HR

PSS staff will recognise that there is a more structured career pathway and respond positively to PULSE staff survey question about promotion.

b) Evaluate impact of CORE Development Programme and expand to include FA3.

Oct 2019 Oct 2021 COO, SH & WBS HR

20 staff will have participated in the programme each year by 2021.

102








5.2.1 (cont.)

c) Develop shadowing scheme to support skills development, awareness of WBS.

Jan 2019 Jan 2021 SH & WBS HR

Increase in PSS staying at either WBS or University and being promoted

d) Ensure career opportunities are promoted to all PSS staff.

Sept 2017 Ongoing SH & WBS HR

e) Ensure career aspirations become embedded in to the annual DPR process and followed through on to training plans.

May 2018 July 2018 & ongoing each year

SH & WBS HR

f) Increased awareness amongst all PSS of the opportunities available via LDC.

May 2018 Ongoing SH & WBS HR

103








5.3.1 (Medium)

Address staff concerns about the PDR process.

43% of all staff, and 51% female staff in 2015/16 agreed that the PDR helped to agree objectives and aspirations. This drops to 36% (all staff) and 41% (female) who agree the PDR helps with longer term career development. Although these figures are a significant improvement on the 2013 statistics, there is still room for improvement.

a) Seek feedback / focus groups on PDR process to gain a better appreciation of the concerns with current process.

Feb 2018

Apr 2018

WBS HR 70% of staff will respond positively to the statement about PDR helping to agreed objectives and career development. 80% of staff will participate in the PDR process.

b) Greater consistency in approach (i.e. top-down, ensuring all objectives link to school strategy).

May 2018 July 2018 WBS HR, HoGs & SH

c) Provide further information / advice for line managers on how to conduct PDR.

May 2018 Ongoing WBS HR In house training sessions run by LDC and attended by at least 20 people.

5.4.1 (Medium)

CORE Development Programme

Provide PPS staff with appropriate career development opportunities to enable them to have a clear career path.

a) Expand roll out of the

new CORE programme

September 2019

Ongoing COO, CFO, OD PG

Increase in the number of FA3 and FA4 staff progressing to FA5 roles and above.

104








5.5.1 (Medium)

Improve Return to Work Experience following Maternity / Adoption leave

Staff feel more supported on their return to work following a long absence

a) Promote the Returning

Parents Mentoring

Scheme.

March 2018 for all actions

Ongoing for all actions

WBS HR, EDC Theme Lead for all actions

Improved feedback on PULSE scores for this area

b) Promote the University

run Working Parents

Network.

c) Encourage members of

WBS staff to become

mentors for the

scheme to provide

support to staff

through the process.

d) Hold focus groups with

staff recently returning

from maternity /

adoption leave and

identify actions to

implement.

e) Review feedback and

implement projects

105








5.5.2 (Low)

Provide support for mothers to continue breastfeeding on return to work.

Although there is a family room at University House and one due to open in the Social Studies building which staff can use, there is a lack of awareness of these facilities. Staff also do not always have time to walk to different buildings. Staff have previously used a private office but this is not ideal.

a) Provide a private comfortable area and secure fridge storage for mothers wishing to express milk or breastfeed, during their working day.

Jan 2018

Sept 2019

EDC Theme Leads

A space within WBS will be created for breastfeeding and milk expression. Information will be provided to staff as they go on maternity leave and on return. Students who are pregnant / returning to studies will be made aware of the space.

b) Work with Building and Facilities Manager and Estates to identify suitable location.

Jan 2018

Sept 2018

EDC Theme Leads / BFM / HR/Estates EDC Theme Leads / HR

c) Promote space to all staff and students.

Sept 2019

Ongoing EDC Theme Leads / HR / UG & PG teams

d) Review use of space and implement further improvements as required.

March 2019 Jun 2019 EDC Theme Leads

106








5.5.3 (Low)

Paternity and Shared Parental Leave

WBS has an international workforce which means that there is a lack of awareness of policies and entitlement around paternity and shared parental leave.

a) Raise awareness of the

policy and entitlement

to all staff through

staff induction and

higher visibility on local

HR website.

Mar 2018 for all actions

Ongoing for all actions

WBS HR /EDC Theme leads

All staff entitled aware of their entitlement with regard to paternity leave. Increased take up of paternity and shared parental leave compared to 2017.

b) Ensure that all non UK

staff are aware of UK

entitlements and

benefits and how to

gain access to them.

WBS HR

c) HR to meet with all

people following

paternity leave to

ensure they and their

partners have the

support and access to

networks as needed.

WBS HR

5.5.4 (Low)

Use of KIT days The impact of KIT days has not been fully evaluated.

a) Evaluate the impact of

KIT days.

Mar 2018 Ongoing WBS HR Case study written about impact of KIT days.

107








5.6.1 (Low)

Ensure merit pay is gender balanced

Currently more

females than males

receive merit pay, a

trend which has

increased in the last

two years.

a) Investigate reasons for

gender imbalance in

merit pay and consider

ways to address.

June 2018 June 2020 Staffing Committee

The likelihood of receiving merit pay will be gender balanced.

5.6.2 (Medium)

Improved awareness of HR policies including flexible working, maternity and paternity

There is limited take

up of phased return

following maternity

leave. There are

processes already in

place for people who

have been off sick for

more than 4 weeks.

57% of female staff and 62% of male staff believe that they are able to strike the right balance between home and work (PULSE survey 2015)

b) Encourage managers

to be more proactive

and discuss options

such as a ‘phased’

return to work

following maternity

leave.

June 2018 for all actions

On going for all actions

SMG/WBS HR

Improved wellbeing of staff. Reduction in OH referral resulting from stress related absences. 10 % increase in positive response to PUSLE questions about the balance between home and work.

c) Increase staff

awareness of flexible

working options via

website, inductions,

annual reviews and

return to work

interviews following

sickness.

Line managers/WBS HR

108








5.6.2(cont.) d) Line managers more

aware of options

available to staff who

may be struggling

because of external

issues e.g.:

o flexibility around

start and finishing

hours for a short

period;

o Reduced hours;

o Working from home.

SMG/WBS HR

5.6.3 (High)

Female representation at strategic level within WBS

There are currently no female HoG, females make up 15.7% of the SMG and 28.6% of the Executive Team. There is a need to ensure that there are visible female role models at all levels for staff.

a) Explore ways to better

include the female

voice at SMG and in

Executive Team.

b) Appoint at least one

female HoG.

Oct 2018 Jan 2018

Ongoing Oct 2019

Dean & Executive Team Dean, Pro-Dean (Faculty)

Increase female representation on WBS strategic committees through appoint on at least one female HoG.

109








5.6.4 (Medium)

Improve the current Workload model reporting and analysis

ABM reporting is limited but has the capacity to enable greater analysis of workload by gender and type of work than is currently reported on. This information can then be used to inform discussions within Subject Groups around Teaching Plans and mentoring. Currently, there is a perception that imbalances exist within workload allocation. This contributes to reduced visibility of female role models on some programmes (e.g. MBAs). The UG Programmes Strategy Review identified that female academics tended to manage the larger modules

a) Identify and agree

suite of new reports

for ABM. Work with

HoGs and Assoc. /

Assist Deans to agree

requirements.

Examples of new

reports include:

o ABM credit by

gender, grade and

type (Research /

Teaching /

Supervision /

Admin)

o Teaching allocation

by gender and level

(UG, pre/post

experiences, PGR)

Feb 2018

Apr 2018

Director Academic Services, ASM, Head of Applications Development

Summary of analysis presented at HoGs and SMG meetings.

Detail of report shared with appropriate HoG and Assoc. Dean and used in the planning process.

Reduction in any variances between gender and grade in workload allocation over the next 4 years.

Increased visibility of female academics across programmes.

110








5.6.4 (cont.)

(average of 172 students per module compared to 120 for male-led modules).

b) Share detail of reports

with HoGs and SMG in

time to inform

teaching plans for

2018/19.

Apr 2018

July 2018

Pro-Dean (Faculty) and ASM

c) Compare the reports

for 2017/18 and

2018/19 to identify any

changes. Share with

HoGs and SMG as part

of teaching planning

process for 2019/20.

Feb 2019

April 2019

Pro-Dean (Faculty), ASM, Director Academic Services

d) Review reports and

make

recommendations on

annual basis.

Feb 2020

Ongoing

HoGs, Pro-Dean (Faculty), Assoc. Deans

e) Present analysis and

recommendations to

Staffing Committee on

annual basis.

Sept 2018

Annually Pro-Dean (Faculty)

111








5.6.5 (Low)

Review timing of Department Meetings and events across the week

Enable all staff to attend at least one Department meeting per year (look at days and time of year)

a) Review committee

schedule each year to

ensure all staff are able

to attend at least one

meeting

b) Review event plans to

ensure a mix of day

and evening events

with varied days of the

week over 2 years.

Sept 2018 Jan 2018

Ongoing Ongoing

WBS Executive Office Senior PA WBS Events Coordinator

All staff able to attend at least one meeting and event every year.

5.6.6 (Medium)

Increase visibility of role models

There is a lack of visible female role models across the pipeline. This action address gaps not covered in earlier actions.

a) Increase proportion of

female faculty

lecturing on the MBA.

Sept 2017 July 2020 Director of Recruitment and Marketing

More video clips of female faculty on website.

112








5.6.7 (High)

Effective communication within WBS

Although there has been an improvement in the PULSE survey from 45% positive responses in 2013 to 53% in 2015/16, there is still work to do to improve communication within WBS

a) Increase readership of

WBS business by

revisiting its purpose.

b) Develop more bespoke

communication

channels to specific

cohorts of staff.

c) Introduce digital

change maker board.

Apr 2018 Jan 2019 Jan 2019

Ongoing April 2019 April 2019

Director of Recruitment and Marketing

70% of staff will respond positively to PULSE survey questions about communication by Jan 2022.

Abbreviations

ADSE Assistant Dean Student Experience (PGT)

ASM Academic Support Manager

Assist Assistant

Assoc Associate

BFM Buildings and Facilities Manager

CD Course Director

DPM Doctoral Programme Manager

HoG Head of Group

I&EO Impact and Environment Officer

OD Operations Director

PM Programme Manager

PM WP Programme Manager (Widening Participation)

SAR Senior Assistant Registrar

SH Section Head

T&L Teaching and Learning

UGSEM Undergraduate Student Engagement and Experience Manager

Department Application Bronze and Silver Award · Email [email protected]...

Documents

Transcript of Department Application Bronze and Silver Award · Email [email protected]...