Athena SWAN Action Plan

ID

Rationale / Baseline (where applicable)

Action

Responsibility

Start Date

End date

Measure of success

1 Further embed Athena Swan within SSH by instituting clearer formal governance structures

1.1 Administrative mechanism

We do not have a mechanism to enable clear and frequent engagement by all leaders with  action plan

Creation and maintenance of a Teams channel for storage of action plan versions and minutes of quarterly meetings

Secretary to EDI Committee

May 2024

2029

No leader responsible will have all actions they are responsible for RAG rated red

1.2 Governance Structures

Some actions were not carried out, and progress was not consistently monitored because of infrequent communication between leaders about action plan progress

Quarterly, ninety-minute meetings between EDI team and SLT to review progress of actions

EDI Directors (lead)

SLT members. Minutes taken by secretary to SLT.

Sept 2024

2029

Minuted records of quarterly, ninety-minute meetings with no gaps

1.2.1

As above

Quarterly updating of action plan by action holders with EDI Directors having overview to identify areas where support needed

EDI Director (lead)

Action holders

Sept 2024

2029

Quarterly iterations of action plan created and stored on Teams channel, with clear version control to allow progress to be tracked

1.2.2

As above

Annual RAG rating of action plan

EDI Directors to undertake annual RAG rating.

SLT and SAT responsible for progress towards action plan success goals

May 2025

2029

Reduction of red-rated actions year on year by 5% per annum

1.3

Composition of AS SAT

We do not have UG student representatives in the EDI committee and SAT

Annual recruitment of UG student member to AS SAT

EDI Directors

Oct 2024

2029

At least one UG member in the EDI committee and SAT

1.3.1

We do not have grade 5 representation in the EDI committee and SAT

Annual recruitment of PS grade 5 to AS SAT (no grades 1-4 in the School)

EDI Directors

Oct 2024

2029

At least one grade-5 member in the EDI committee and SAT

1.4 Members of SAT receive adequate workload for AS activities

SSA-R and PS staff do not receive formal workload allocation for EDI committee and SAT work

Recognise SSA-R and PS staff activity in the EDI committee and SAT (for example through flexitime, or removal of other duties)

EDI Directors (lead)

Line managers of SAT members (including HO and Heads of Department)

Oct 2024

2029

Documented forms of recognition for work undertaken in EDI committee and SAT

2 Reduce the difference between the length of time it takes for men and women to complete their doctoral research from 0.8 year to 0.4 year

2.1 Pre-arrival and needs assessment 

We are not supporting prospective PGRs in their specific needs and requirements because we do not know what these specific needs are. 

DDP to develop a new template to assess new PGR needs (including gender, caring and disability needs). The template will comprise of 2 sections: the first will allow the PGR to outline specific needs and requirements and will be filled in before they start. The second part of the template will be filled in at the first supervision meeting, together with the supervision team with the fully completed form to be added to the student’s co-tutor record. The template will include sections for continuing assessment of needs for all years of the PhD. The template will include information on what is meant by student needs and will have a specific section aimed at supervisors where it will outline minimum requirements for supervisors in terms of care and assessing and responding to needs.

DDP (lead)

School PGR admin team responsible for monitoring the logging of all completed first and second stage template forms

Autumn 2024 

From April 2025 intake 

January 2025 

Finalised needs assessment template to be in place by January 2025 

Automated mechanism to ensure needs assessment template be sent out to all new starters by School PGR admin team will be in place by April 2025 and which will then be shared with DPLs and supervisors, with the permission of PGRs. 

Initially 80% of all new starters assessed, rising to 100% after 3 years 

2.1.2 Working with PGR students to enable them self-assess needs and to liaise with them to assess what needs and support they need and identify relevant university services that may help them.

We are not working with PGR students to address specific needs and requirements

The supervision team will work with the PGRs under the guidance and support of the DPLs to ensure that all students who outline specific needs and requirements fill in and agree upon the second part of the template needs assessment in the first supervision meeting with the student. Specific care will be given to gender and intersectional needs. The template will provide all the information needed to help the supervision team and DPLs to work with students to fill in the form.

DDP (lead)

PGR supervisors

DPLs

April 2026

April 2029

By April 2026, all new PGRs who have particular needs will have been identified.

By December 2028, the gap between male and female completion times will have narrowed from 0.8 year to 0.4 year. This excludes cases where leave of absence has been taken for maternity leave/caring responsibilities/health reasons. This is to avoid the unintended consequence that we discourage the use of such leave, which when used is often a positive, enabling and supportive step for the PGR concerned.

2.2 Progress review milestones 

We are not systematically using the annual PGR progress reviews to track changed needs and plan for adjustments in planning and support. 

At each annual PGR progress review, the students with their supervision team will update the needs assessment template according to the year they are in (so at the end of year 1, they will fill in the section on the form that relates to year 1) so that there is annual assessment of student needs and necessary adjustments. All updated forms will be added to co-tutor and monitored by the School PGR admin team. The process of reviewing needs will be assessed via a survey with the PGR community every 2 years 

DDP (lead)

PGR supervisors

School PGR admin team

April 2025  

December 2028 

By December 2028, 85% of female PGRs satisfied that the University is meeting their specific needs 

2.3 Training of supervisors in new template on needs assessment and how best to support needs of PGR students

Supervisors do not always know how best to help support student needs and requirements. Some supervisors are not aware of the needs for flexible working due to care responsibilities or how to respond to neurodivergent researcher’s needs – in all these cases a linear trajectory as assumed by university policies cannot always be implemented.

To have specialised q and a and induction sessions provided by DDP and DPLs so that supervisors can ask questions on the new template and process and to have completed 5 sessions by December 2025, one for each department. To run a survey on supervision practices and needs, which will be done by April 2026.

DDP (lead)

DPLs

From December 2024

April 2026

80% of supervisors clear and satisfied with new template and how best to support PGRs by time of survey in April 2026.

2.4 PGR feelings of isolation and belonging

PGRs report feeling isolated and sometimes marginalised in surveys and via feedback to EDI/SAT PGR reps

We will establish a buddy and mentoring scheme whereby 2 PGRs can meet and help develop ways to support one another. The EDI/SAT PGR reps will hold regular informal chats and opportunities for PGRs to come together socially and to raise issues. A series of focus groups with PGRs will be conducted by April 2028 to assess feelings of belonging, inclusion and isolation.

DDP (lead)

DPLs

PGR EDI reps

October 2024

December 2028

Increase to at least 85% satisfaction in PRES and a reduction in PGRs reporting feelings of loneliness in this survey as well as qualitative comments on feeling more included and less isolated via the focus groups.

2.5 Enabling flexible working for PGRs.

Not all PGRs are being enabled and encouraged to work flexibly where needed. Flexible working is very important to PGRs at each stage of the research process; both in-person and online mechanisms are asked for in the PRES to achieve equality of outcome.

We will aim to offer PGR related events in hybrid form, investing in OWLs and agreeing to record events as a matter of course – storing recordings on Learn for the duration of the year before they are updated. In the supervisor inductions (outlined above under 2.3), supervisors will also be encouraged to work with PGRs to enable flexible working as appropriate to their needs; this will also be addressed through the needs assessment templates.

DDP (lead)

DPLs

From Autumn 2024 

December 2028

85% satisfaction in PRES and students reporting feeling happy with how they are working on their PhDs in terms of flexibility in the focus groups (see 2.4).

2.6 Working with the University to ensure policies are designed to support PGRs

Evidence supplied to the SAT by SAT members reveals that not all University policies always end up supporting diverse PGR needs, in part because of perceptions around neat and linear progressions within a 3 year timeframe, which some students (especially women) may struggle to comply with.

The EDI committee will establish a working group of committee members, together with the DDP and ADR to consider and review all relevant University level policies with the view to writing a report on them and how they can better support and enable PGRs with diverse genders and backgrounds to succeed and complete their PhD. This report will be shared with the EDI Operations Committee, HR and the Doctoral College. Policies at the university level will be reviewed for e.g. their family friendly appropriateness or to account for neurodivergent needs. Best practice examples can be found in how flexible working for staff is handled. 

DDP (lead)

EDI committee working group members

October 2024

December 2028

Narrowing the difference between women and men completing from 0.8 year now, to 0.4 year in 2029. This excludes cases where leave of absence has been taken for maternity leave/caring responsibilities/health reasons.

2.7 Completion 

No information on progress by gender at the R2/R3 progress review stage. 

To monitor all Gantt charts/timetables for completion provided by PGRs in their R2/R3 annual progress for a realistic submission timeframe and to examine what is going on by gender. The supervisory team is responsible for assessing this for each student currently. The DDP will then assess this progress towards completion by gender annually, with help from the DPLs

DDP (lead)

DPLs

From December 2024 

Dec 2028 

Through achievement of 85% satisfaction in PRES of the relevant points and narrowing the difference between women and men completing from 0.8 year now, to 0.4 year in 2029.within agreed timeframe.

2.7.1 Processes to support completion

Lack of signposting towards what to expect from the final phases of the PhD project limits PGRs ability to plan ahead and manage expectations.

The DDP and PGR admin team will create a checklist for all stages of the PhD process, to include all new elements as outlined in this section so that PGRs and their supervisors know what to do and when. This completed checklist will need to be submitted with each progress review. This will enable frank discussions to be had around needs and expectations, which will be explicitly addressed through the checklist.

DDP (lead)

PGR admin team

From December 2024

Dec 2028

Checklist to be created by January 2025.

Narrowing the difference between women and men completing from 0.8 year now, to 0.4 year in 2029.

3 Improve the inclusion and safety of transgender, nonbinary, and gender-diverse staff and students

3.1 Staff

We lack knowledge about issues experienced by trans and nonbinary students and staff

Investigate issues through an anonymous survey, a student focus group, and a staff focus group at two time points

EDI Directors (lead)

DPC

ADE&SE

Oct 2024

Oct 2027

June 2025

June 2028

-Reports of survey and focus groups in 2025 and 2028.

-Minuted discussion of the reports at SLT including action points to address issues. 

-Evidence of improved student and staff experience between the two time points.

3.2 Staff recruitment and induction

Staff recruitment and induction processes have not been reviewed and updated in terms of trans accessibility and inclusivity

Review staff recruitment and induction processes based on sector best practice at two time points

DPC (lead)

HR

Oct 2025

2027

June 2026

2028

-Feedback gathered by DPC from probation advisers shows qualitative evidence if improved experience of feeling included and supported for transgender, nonbinary, and gender-diverse staff (collecting data directly from them would overburden them).

3.2.1

As above

Establish a named contact for trans and nonbinary applicants and staff

DPC (lead)

HR

Oct 2024

June 2025

-As above

3.3 Staff training

Informal feedback has shown that staff act in harmful ways (e.g., misgender students), primarily out of lack of awareness

The university provides training LGBT+ awareness training. We will make attendance mandatory for staff who interact with students including current and new staff.

DPC

Oct 2025

June 2026

-90% staff training attendance achieved

-UG, PGT, and PGR reps report anecdotal evidence of impact in terms of increased staff awareness and reduction of harmful behaviour (we use this proxy measure because collecting data directly from transgender, nonbinary, and gender-diverse students would overburden them)

3.4 Students

Informal feedback has shown that students act in harmful ways (e.g., misgender others), primarily out of lack of awareness

Display, endorse, and promote information materials (e.g., posters) on gender inclusive language and practice

ADE&SE (lead)

Marketing

Student reps involved in co-design

Oct 2024

June 2025

-UG, PGT, and PGR reps report positive experience with the materials and anecdotal evidence of impact in terms of increased awareness and reduction of harmful behaviour (we use this proxy measure because collecting data directly from transgender, nonbinary, and gender-diverse students would overburden them)

3.4.1 Teaching

As above

Review across programmes how we teach gender diversity and inclusion.

Implement changes to programmes in the next academic year to address any gaps.

ADE&SE

Oct 2025

June 2027

-UG, PGT, and PGR reps report positive experience with the improved teaching and anecdotal evidence of impact in terms of increased awareness and reduction of harmful behaviour (we use this proxy measure because collecting data directly from transgender, nonbinary, and gender-diverse students would overburden them)

3.4.2 Gender inclusive language

As above

Adopt activities at induction to educate students about gender inclusive language and practice (e.g., link with LU Careers Network to see if it can be incorporated in Personal Best activities for new students)

ADE&SE

Oct 2025

June 2027

-UG, PGT, and PGR reps report positive experience with the induction activities and anecdotal evidence of impact in terms of increased awareness and reduction of harmful behaviour (we use this proxy measure because collecting data directly from transgender, nonbinary, and gender-diverse students would overburden them)

4 Increase satisfaction amongst female staff for how bullying and harassment is addressed at School level

4.1 Line managers

No records are being kept of line managers’ attendance at the Harassment and Bullying course run by Organisational Development

Keep records to ensure all line managers within the School have attended the Harassment and Bullying course run by Organisational Development.

DPC (lead)

HR

Sept 2024

2029

100% line managers have attended the training

4.2 Raise awareness of policy among School staff

Qualitative data from gender equity survey shows confusion about reporting harassment and bullying.

Only 18.2% women are satisfied with how bullying is addressed at School level compared with 42.1% men.

Remind staff about policy and formal and informal reporting at all-school meeting annually. Have different reporting options available to staff.

DPC

May 2024

May 2029

2029 Culture Survey decrease in gap between women and men as to how satisfied they are with how bullying is addressed to less than 10% (from current 24%)

4.2.1 Staff and PGRs

As above

Include information about policy and formal and informal reporting in induction for new staff and PGRs

DPC (lead) DDP

Sept 2024

2029

As above for staff

PRES results for PGRs

4.2.2 Initial increase and then longer term decrease in numbers of incidents reported to HR team and School leadership

As above

Record keeping at the end of each academic year, to ensure numbers of formal and informal reports of harassment and bullying are monitored

HR

Summer 2025

2029

We recognise that numbers will fluctuate as awareness raises and culture changes. Numbers of formally and informally reported cases will be monitored annually, but numerical targets are inappropriate here. Success for this action will be monitored through 2029 Culture Survey as per 4.1 above.

As awareness raises, reporting will rise; as culture improves over longer term, reporting will decrease.

5 Increase gender equity in student populations, awards and graduate student outcomes

5.1 Gender equity in student population

There is gender disparity in International Relations, Politics and History (IRPH). (40% of students are female)

Ensure gender balance of staff and student ambassadors at Open Days and outreach activities.

SSH marketing team (overseen by EDI Committee and E&SE Leadership Team).

June 2024

April 2029

Increase female population by 5% points to 45% by 2028.

5.2 Feelings of ‘only-ness’

We have evidence from SSLCs and ES&E of feelings of gender-based ‘only-ness’ for students.

Implement a graduate led action research project including focus groups with students to further explore gender based ‘only-ness’ issues and potential actions. This will culminate in a report to be shared with ES&E and EDI committee. Views via focus groups will be collected at 2 time points (January 2025 and November 2028) with UG, PGT and PGRs to 1. Assess issues and plan of actions and 2. To assess outcomes of suggested actions. The first focus group will also explore initiatives and activities to enhance participation in classes for all groups who might experience ‘only-ness’ for all student populations (e.g. on gender, class, race and disability and their intersectionalities).

E&SE Leadership team

July 2024

December 2028

Reduction in feelings of ‘only-ness’ in students measurable in second stage student focus groups compared to the first.

5.2.1 Feelings of only-ness - mentoring

As above

Implement a gender-based peer mentoring programme for UG/PGT/PGR students. We will consult with students via e.g. SSLCs and EDI UG, DR and PGT reps on the best ways to achieve this.

E&SE Leadership team;

EDI committee

July 2024

December 2028

Reduction in feelings of student ‘only-ness’ in second stage student focus groups compared to the first

5.2.2 Feelings of only-ness – staff perspectives

As above

Raise staff awareness of gender disparities and potential feelings of only-ness by holding at least 3 staff q and a sessions on results of the first focus groups (see 5.2.1) where information will be provided but questions will also be answered. Notes will be gathered of questions and discussion, which will be shared with the ES&E and EDI committee. Participants will also be asked for written feedback to assess outcomes.

E&SE Leadership team

December 2024

December 2028

80% of staff attending q and a sessions reporting positive feedback on awareness on gender disparities and only-ness.

5.2.3 Feelings of ‘only-ness’ – gendering literature reviews

As above

Implement a series of literature reviews to showcase female and transgender scholarship by including and ‘gendering’ key works by female or transgender scholars. Showcase male scholarship in Criminology, Sociology and Social Policy & English. This will entail writing a report with advice to staff in these departments, followed by at least 1 targeted q and a discussion event in these specific departments. Written feedback on the value of these activities will be gathered from participants.

ES&E leadership team

November 2024

April 2026

80% of staff attending q and a sessions on scholarship report positive feedback on awareness and importance of ‘gendering’ literature.

5.2.4  Feelings of ‘only-ness’ – personal tutor guidance

As above

E&SE leadership team to update personal tutor guidance and training to emphasise requirement to monitor students for gender based exclusion/isolation. These changes will also be addressed and discussed in the q and a sessions mentioned in 5.2.2.

ES&E leadership team

October 2024

December 2025

80% of staff attending q and a sessions on addressing student ‘only-ness’ report a positive increase in gender disparities and ‘only-ness’.

5.3 Gender awarding gap

Between 2018-2022 93.1% of UG women and 87.3% of UG men were awarded ‘good degrees (2i and first-class honours) and in the last year of data, women are more likely to achieve a first (23% versus 17%).

Embed actions in the new SSH personal tutorial policy to ensure consistent and recorded meetings with students and enhanced use of student data to identify those requiring additional support. 

E&SE Leadership Team

July 2024

April 2029

100% students offered meeting with PT and systematic follow up for those who do not attend & 2.5% increase in students accessing all University services per annum (12.5% overall by April 2029).

5.3.1 Gender awarding gap – personal tutors

As above.

Personal tutors to attend training currently being re- developed and improved by the University. Q and a sessions with staff (mentioned under 5.2.2 will also address personal tutoring changes and training. As outlined in 5.2.2, written feedback on the sessions will be gathered to help assess impact.

ES&E leadership team

Academic year 2024/25

December 2028

80 % of participants in staff q and a sessions report positive increase in awareness of gender awarding gap in feedback.

5.3.2 Gender awarding gap – ‘hidden curricula’

As above

Supplement Gold rated (TEF) University-wide Personal Best with School Specific work to address the ‘hidden curricula’ – the rules and expectations of how to succeed which are learned by some students at school and college before they arrive, but which others may have missed.  This includes explaining expectations and using clear vocabulary, emphasising that office hours are for all students, for e.g. more explicit training around vocabulary and how to write a polite email, when to email and when to use an office hour.  This will be outlined in the changes to the personal tutor policy outlined under 5.3 and will be addressed and assessed in the staff q and a sessions as outlined in 5.2.2 where written feedback will be gathered to help assess impact. Student led focus groups exploring factors around the gender awarding gap and how to address it will also be implemented.

ES&E leadership team

Academic year 2024/25

April 2029

80% of staff attending q and a sessions reporting positive feedback on how to address the ‘hidden curricula’ and 80% of students attending focus groups reporting positive feelings around how the ‘hidden curricula’ is being addressed.

5.3.2 Gender awarding gap – assessment framework

As above

 Implement Assessment framework for equality (Campbell et al (2023) as best practice across the School, particularly in Part A and B and as compulsory within selected core modules at Part A.

This template scaffolds students’ assessment, giving a week-by-week timetable of what to do when towards the hand in date and with dedicated workshops to check in, explain assessment criteria and review progress.  Primarily derived from work on race and class equity, this highly structured and scaffolded approach should support addressing all awarding gaps.

ES&E leadership team

October 2024

June 2025

Improved outcomes on assessment demonstrable with annual 1% uplift in male marks in modules with the assessment template.

5.3.3 Gender awarding gap-teaching innovation award

As above

A University funded Teaching Innovation Award will review the hidden curricula and any further best practice from these findings will be implemented in 2025/2026.

ES&E leadership team

October 2024

June 2025

1 % increase in annual minimum of men awarded good degrees ; to rise to 4% uplift in percentage of men getting good degrees by July 2028.

5.4 Gender gap in ‘sandwich year‘

Reduce the male/female gap in the uptake of an UG ‘sandwich year’ across the School (e.g., 28%/44% 2021/2022). International Relations Politics and History (f43%/m25%) and Geography & Environment (f50%/m33%).

A University Teaching Innovation Award (2024/2025) will research reasons for student uptake gaps by gender, other characteristics and their intersections.

E&SE Leadership Team (Director of Graduate Student Outcomes and Placements & ADE&SE)

July 2025

October 2026

Increase male update of the sandwich year by 10 percentage points across the School, in Geography & Environment and IRPH.  By April 2029.

5.4.1 Gender gap in ‘sandwich year‘ – action plan

As above

Develop an action plan in consultation with students via SSLCs and EDI UG student rep on the gender gap in the ‘sandwich year’ initially for 2025/2026 with a view to reviewing and updating it annually. 

E&SE Leadership Team (Director of Graduate Student Outcomes and Placements & ADE&SE)

October 2025

Annual review

Increase male update of the sandwich year by 10 percentage points across the School, in Geography & Environment and IRPH.  By April 2029.

5.5 Gender pay gap

Reduce gender pay gap.

Longitudinal Educational Outcomes data (for UG students graduating in 2017) demonstrates gender pay gaps in the earnings of our graduates across most of our programmes, with males earning more than females.  In Communication and Media, male median salary was £3600 greater than female median salary.  Only Criminology, Sociology and Social Policy had a pay gap in favour of females, with females’ median salaries £1,300 more than males. Politics, Geography & Environment and English had gender pay gaps in favour of males of less than £1000.

Our recently appointed Director of Graduate Student Outcomes and Placements has plans in place to connect with our careers service and improve graduate outcomes for all students.  These include: specific SSH focused careers and alumni events (e.g., Linked-in events; speed connection events; alumni talks). We will assess the value of these activities via targeted consultations with SSLCs and EDI UG rep. 

E&SE leadership team (Director of Graduate Outcomes and Placements, ADE&SE)

Academic year 2024/2025

Ongoing

Reduce gender pay gap to below £1000 across the School and in all individual Departments (by April 2029).

5.5.1 Gender pay gap- employability checklist

As above

Students will be required to produce an employability skills checklist in their dissertation module.  This is in addition to TEF Gold Rated student services, including the Careers service.

E&SE leadership team (Director of Graduate Outcomes and Placements, ADE&SE)

July 2024

December 2025

Reduce gender pay gap to below £1000 across the School and in all individual Departments (by April 2029).

5.5.2 Gender pay gap – graduate skills

As above

A university Teaching Innovation fund project will research employers’ requirements for graduate skills and map our programmes to provide these skills.

E&SE leadership team (Director of Graduate Outcomes and Placements, ADE&SE)

October 2024

April 2029

Reduce gender pay gap to below £1000 across the School and in all individual Departments (by April 2029).

5.5.3 Gender pay gap – gendered career aspirations

As above

Co-produced student research, which has been published (Bates and Holt, 2023) has identified that there is a ‘mirrored ceiling’, with female students limiting their career aspirations to account for expected barriers and caring responsibilities.  We will link with visiting employers and alumni to highlight the need to emphasise work/life balance, opportunities for childcare, supportive policies, and how alumni have succeeded, discussing openly how they have negotiated life and work. These conversations with employers and alumni will be gathered into a report to be shared with the ES&E and EDI committee. 

E&SE leadership team (Director of Graduate Outcomes and Placements, ADE&SE)

October 2024

April 2029

Reduce gender pay gap to below £1000 across the School and in all individual Departments (by April 2029).

6 Improve the experiences of career development, workload planning and recognition among members of the Increase the gender equity of members of the PS Staff (88% of whom are women)

6.1

Our Culture Survey and focus group with PS staff (88% of whom are women) highlighted barriers to promotion.

To work with the university HR team to plan a career pathway pipeline to enhance promotion opportunities and skills. Progress to be reported through SLT and SAT.

HO, SLT, SAT

Oct 2024

June 2028

Record of meetings and discussions via SLT and SAT minutes

Improved participant satisfaction seen through EDI Committee of analysis of qualitative evidence from survey at end of EDI cycle.

6.2

Our Culture Survey and focus group with PS staff (88% of whom are women) revealed difficulties associated with the lack of a workload model.

To quantify the tasks carried out by each job role within PS in order to develop a workload model.

HO and line managers in PS

Oct 2024

June 2028

Improved participant satisfaction seen through EDI Committee of analysis of qualitative evidence from survey at end of EDI cycle.

6.3

Our focus group with PS staff (88% of whom are women) flagged lack of recognition and incentivisation.

To further enhance the School recognition and incentivisation schemes/processes to specifically cater towards and emphasising PS development. 

HO

Oct 2024

June 2028

Increase in PS team feeling valued according to university staff survey by 10%

6.4

More women apply for roles in PS staff across most of the Schools services

Write job adverts with gender balance in mind; have gender balance on shortlisting and interview panels; provide mentorship to new male PS staff

HO

Oct 2024

June 2028

Increase in percentage of male PS staff by 5%

7 Ensure academic staff have equitable and manageable workloads, with no gender differential for both workloaded and non-workloaded tasks

7.1 Understanding female academics’ work

Need to assess the non-workloaded tasks undertaken by male and female academic staff.

Research project to understand academics’ ‘ pastoral and ‘housekeeping’ work.

Director of People & Culture, Heads of Department.

Feb 2025

April 2025

Formal report to SLT. SLT to action change around WAMs/reward and recognition – action plan to be updated following completion of research.

7.2 Monitoring female academics’ attitudes to workload equitability and work-life balance achievability.

School staff report below average positivity on ability to achieve work-life balance. In 2023, 21 staff named workload as ‘the single thing I would most like to change’.

Report to SLT and EDI committee annually following university survey results

Director of People & Culture

April 2025

2029

At least 3 actions identified annually by SLT in response to each report. Positivity measures for female academic respondents to work-life balance question increase 5% over the five year cycle. Number of responses citing workload to decrease for ‘single thing you would most like to change’.

7.3 Monitoring of staff workload allocated through WAMs

Ensure no gender differences in workloaded tasks continues

Report to SLT and EDI committee annually at the end of the academic year

Director of People & Culture

July 2024

2029

Report undertaken annually in July and saved on Teams workspace. Average teaching workload of School staff by gender is different by no more than 50 hours per year.