Table 3.7: Non-academic staff by gender per STEMM department (headcount) 2012 2013 2014 Female Female % Male Female Female % Male Female Female % Male STEMM Education & Health Science 67 87 10 76 85 13 72 85 13 Science & Engineering 53 44 68 64 47 71 53 47 60 2012 2013 2014 Department Female Female % Male Female Female % Male Female Female % Male STEMM EHS Dean’s Office EHS 4 80 1 4 80 1 4 80 1 Clinical Therapies 18 100 0 19 100 0 16 100 0 Education & Professional Studies 7 58 5 7 58 5 7 64 4 Graduate Medical School 18 95 1 24 86 4 25 86 4 Nursing & Midwifery 14 93 1 13 93 1 13 93 1 Physical Education & Sport Sciences 3 60 2 6 86 1 3 60 2 Psychology 3 100 0 3 75 1 3 75 1 Health Research Institute 0 0 0 0 1 100 0 Total EHS 67 87 10 76 85 13 72 85 13 Dean’s Office S&E 6 86 1 5 100 0 5 100 0 S&E Chemical & Environmental Science 4 50 4 11 61 7 9 60 6 Civil Engineering & Materials Science 3 38 5 4 44 5 4 40 6 Computer Science & Information Systems 5 38 8 5 36 9 5 42 7 Design & Manufacturing Technology 4 24 13 5 28 13 4 24 13 Electronic & Computer Engineering 3 21 11 3 23 10 2 18 9 Lero 0 1 0 1 1 50 1 Life Sciences 9 90 1 9 82 2 7 100 0 Materials & Surface Science Institute 3 75 1 5 83 1 4 100 0 Mathematics & Statistics 7 64 4 6 75 2 4 67 2 Mechanical Aeronautical & Biomedical Eng. 1 8 12 4 21 15 1 9 10 Physics & Energy 6 67 3 5 63 3 4 57 3 School of Architecture 1 33 2 1 33 2 2 50 2 Stokes Institute 1 33 2 1 50 1 1 50 1 Total S&E 53 44 68 64 47 71 53 47 60 Grand total 120 61 78 140 63 84 125 63 73 In 2014, staff totalled 715: 518 academic/research (72% of total; F = 195; M = 323) and 198 non-academic (28% of total; F = 125; M = 73). 3.2 Staff data (i) Proportion of all categories of academic staff by gender
Table 4.26 Membership of Academic Council by gender, 2013-2015 Year Total Male Female 2013 63 39 24 2014 65 37 28 2015 66 42 24 The Scheduling Review Committee The Scheduling Review Committee makes recommendations on academic programmes and modules from a scheduling perspective. Chaired by the Director of Student Affairs, its members include the Vice President Academic & Registrar, the Student Academic Administration officer and representatives of the four faculties, Buildings & Estates and Student Affairs. 4.27 Scheduling Review Committee by gender, 2015 Total Male Female 17 8 9 Faculty committees Each faculty has a faculty board, management committee, course directors committee, research committee and research ethics committee. S&E also has a marketing committee. Faculty management committees The EHS and S&E management committees comprise HoDs, the Assistant Dean Academic Affairs (ADAA), the Assistant Dean Research (ADR) and the faculty manager. The three research institute directors are also members of the S&E Management Committee. Table 4.28 STEMM faculty management committees by gender, 2015 EHS Management Committee Male Female EHS Management Committee (10) 5 5 S&E Management Committee (18) 16 2 STEMM faculties total (28) 21 7 Faculty boards Each faculty is chaired by the dean and includes lecturers below the bar and higher grades who hold contracts of at least 12 months, all adjunct professors, one academic representative from each of the other UL faculty boards, the faculty manager, the faculty Cooperative Education manager and the faculty librarian. Table 4.29 Faculty boards (STEMM) by gender, 2015 Faculty board membership Total Male Female EHS 143 53 90 S&E 198 158 40
Nov 13 Engineers Smart Futures roadshow Post-primary schools 1 3 42 41 Nov 13 Cosmic Explorers: Journey to Mars Primary and schools 1 3 207 199 Nov 13 Intel Ireland and UL Technology of Tomorrow public exhibition Primary and schools and general public 6 2 350 250 Nov 13 Analog Devices and UL: Connecting Tomorrow’s Universe Post-primary schools 2 3 130 120 Nov 13 Analog Devices and UL: Technology Driving the Future Post-primary schools 2 3 110 90 Nov 13 Science week public lecture: The Human Body – the Ultimate Machine General public 2 3 140 80 Nov-13 Junior Achievement Power workshop x 2 Primary school 0 3 100 110 Nov-13 Junior Achievement Carbon Monoxide workshop x 2 Primary school 2 0 100 110 Nov-13 Junior Achievement Busting workshop x 2 Primary school 1 2 100 110 Nov-13 Science Week Science Magic Show Primary school 0 2 150 153 Nov-13 Outreach training for students for junior achievement volunteering Third-level students 0 2 3 3 Nov-13 SSPC Movie in the Market General public 3 4 150 150 Jan-14 BT Scientist competition Primary and schools/general public 13 8 unknown unknown Feb-14 Postgraduate careers fair students 0 1 100 100 Feb-14 Engineers TY work placement Post-primary school pupils 5 1 3 9 Feb 14 Engineers Week schools show Primary and schools 0 2 290 300 Feb-14 Career Zoo General public 0 1 Mar-14 Irish Science Teachers Association annual conference Primary and school science teachers 0 1 35 84 May-14 SciFest Post-primary school pupils and teachers 0 1 140 140 May-14 FUTURES event Post-primary school pupils 3 1 24 25 May-14 Mallow SMART Careers poster competition Primary and school pupils 0 1 160 180 May-14 Listowel Writers Festival Primary school 1 1 85 57 Jun-14 UL Science & Eng. summer camps Post-primary school pupils 33 9 67 45
faculty board, department and research centre meetings. and discussion about AS and its principles items within faculty boards (which meet 4 times per academic year) 2.5 Raise campus-wide awareness of gender equality issues and embed AS in UL. Ongoing events to raise levels of gender equality. Work with UL’s communications function to ensure AS activities are publicised. Director HR, AS Co-ordinator, ASSC, Corporate Affairs Oct. 2015 Annually Active participation by STEMM staff at events as presenters, co-ordinators and audience Host an annual Women in Science (WIS) symposium. Deans, Director HR, VPR March 2016 Ongoing Successful annual event featuring high-profile female STEMM speaker Monitor to ensure female representation HoDs, course directors Sept. 2015 Ongoing Higher female intake to STEMM subjects Female academics to discuss career progression with younger women (UG level) Corporate Affairs, ASSC June 2015 Review in May 2016 Schedule of events in place 2.6 Review publicity in websites, programme literature, etc. to ensure both genders are reflected. Where there is an of female students and staff, review processes to ensure females are seen as academic role models through the use of the web etc. Deans, HoDs and course directors in STEMM June 2015 Review in May 2016 Increased female representation in marketing activities and intake 2.7 Establish a high-profile annual AS scholarship for Leaving Certificate students to STEMM programmes that have low numbers of females. Establish bursary and advertise President, VPAR, VPR, deans Jan 2016 Review Annually High-profile and increased number of female applicants to STEMM 2.7 Fund a recurring PhD studentship within STEMM. Provision of annual bursary President, VPAR, VPR, deans Jan 2016 Review annually Identify issues relating to female success and
emphasis on the STEMM subject areas. associate professor and professor 3.3 Undertake a comprehensive pay gap analysis, ensuring anonymity. Undertake a detailed pay gap analysis, including reviewing the length of time remain at the top of their grades. HR, HoDs, deans Dec. 2015 June 2016 Pay gap analysis undertaken 3.4 Examine data relating to in casual labour and CID situations. Devise a strategy for fuller integration of women employed in casual labour contracts or CIDs into structured career paths. HR, HoDs, deans June 2016 Dec. 2016 Detailed analysis available on contract with clearly defined actions Key career transition points: recruitment, induction and review 4.1 Publicise the university’s membership of AS in job advertisements and on UL’s webpage. Include explicit statements on commitment to AS principles in UL recruitment packages and advertisements. Director HR From Aug. 2015 Ongoing University-wide roll-out of advertisements and recruitment packages with AS statements 4.2 Following on from the research undertake by the EU FESTA project, set up a working group to examine ways to generate more female applicants to STEMM departments andeview UL’s recruitment procedures to ensure they pose no obstacles to the recruitment and appointment of female applicants in STEMM. Establish working groups within EHS and S&E to examine ways of generating more female applicants to STEMM, to carry out a review of recruitment procedures to ensure no obstacles exist for female applicants, to gather statistics and analyse data and to make recommendations for action, where appropriate. Deans EHS and S&E, HR, ASSC Sept. 2015 April 2016 Increased female applicant pool. Increased representation of females in under-represented departments. Thorough review undertaken and improvements implemented. 4.3 Gender-proof the language used in job descriptions. Provide training on the use of gender-sensitive language to deans, HoDs and others who prepare job descriptions. HR, deans, project leaders, faculty managers, etc. Sept. 2015 Review annually Increased success rate of female applications to STEMM positions
(8 from STEMM) on the Aurora programme annually. 4.16 Promote strategic career development for female staff and continue to offer ongoing professional development programmes. Offer ongoing professional development programmes to STEMM that includes careers support seminars, promotions seminars, one-to-one coaching, PDRS training and research training. HR Training, deans, HoDs, UL Research Office Sept. 2015 Ongoing Increased participation by females in all programmes on offer 4.17 Review international research training initiatives with a view to incorporating best practice into UL initiatives. Identify creative ways to actively advertise and encourage of training initiatives. Ongoing review of programmes on offer in line with best practice. New programmes continually on offer Ongoing Ongoing Uptake monitored and year-on-year increase of 25% by 2018 4.18 Provide specific PI training on management, mentoring and managing post-doctoral staff. Programmes offered and uptake increased. Develop a briefing document for PhD supervisors on topics such as the frequency of meetings and the level of support required.. Programmes designed in line with feedback received from PIs, etc. Sept. 2015 Ongoing Briefing document developed 4.19 Provide career transitions training and support to enable post-doctoral, technical and scientific support to transition into wider research/project management posts. Put in place projects that will support this process. Deans, HoDs Jan. 2016 Dec. 2016 Greater female representation and advancement in these roles 4.20 Foster collaborative research projects across faculties and departments to support career pathways and progression. Proactively create links to connect people in related areas to facilitate joint research projects. UL Research Office, HoDs Jan. 2016 Ongoing Increased number of cross-functional projects.
4.21 Provide research-focused workshops at institutional and departmental levels, including workshops on team management and the commercialisation of research. Provide workshops to support female academics in managing larger research teams and deal with commercialisation of their research; train female academics in the core activities expected of HoD or research institution directors. HR Research, UL Research Office Sept. 2015 Ongoing Increased number of females leading departments and institutes 4.22 Complete the EU FESTA project to examine the role of women in research. Communicate the findings of the completed project. FESTA researcher Sept. 2016 Project completion Jan. 2017 Key findings published 4.23 Undertake a comprehensive review of the mentoring scheme. (i) Conduct groups, interviews and a survey with mentors and mentees to ascertain satisfaction levels with the scheme. (ii) Find ways of improving the scheme. (iii) Establish if there is a link (as suggested by the literature) between career advancement and having a mentor. (iv) Examine other mentoring scheme options, such as early intervention, reverse mentoring and Ad Feminam mentoring. AS Co-ordinator Oct. 2015 June 2016 Scheme reviewed following detailed analysis of the feedback received. New scheme launch Oct. 2016 4.24 Undertake a review of the research coaching scheme to determine the effectiveness of the programme. Conduct a survey of those who have availed of the coaching programme to ascertain the programme’s effectiveness. HR Research, UL Research Office Jan. 2016 March 2016 Greater uptake of coaching by females in STEMM Flexible working and managing career breaks
4.30 Develop initiatives to increase the number of females on key decision-making committees such as EC, Management Council and Academic Council. Gender-proof job specs and job adverts. Actively encourage female applicants. EC, deans, HR Immediate Ongoing Greater representation of females on key committees. 4.31 Develop initiatives to increase the number of females who act as S&E course directors and also initiatives to increase the representation of females on the S&E Management Committee, Research Committee and Research Ethics Committee. Undertake a review of the procedures to ensure that the procedures used to advertise the relevant S&E will be gender neutral and that the faculty will actively encourage female applicants. Deans Sept. 2015 Dec. 2015 Revised policy in and additional females on the decision-making committees Organisation and culture – workload management 4.32 Review and evaluate the implementation of the WAP. Review and evaluate the implementation of WAP. HR, 2015 Sept. 2016 Implementation of a fair and transparent WAP. Identify if a gap exists between policy and practice. Improve the WAP to make it more transparent and easier for managers to adopt (in PDRS and teaching/work allocations). Taskforce April 2015 Sept. 2016 A standardised workload allocation model used across all departments. Integrate the WAP with an system to ensure greater transparency of workloads. Analyse relevant data on workload experiences from the recent wellness survey circulated by HR to all staff. HR, deans, HoDs April 2015 Sept. 2016 Improvement in workload experiences data from the next wellness survey 4.33 Review flexibility around teaching timetabling and address the academic scheduling constraints of the system. Review to allow the full academic year to be planned and use more effective deadlines. Director Student Affairs, HR, EC April 2016 April 2017 A more flexible scheduling system in
4.34 Review the flexible working/job-sharing policy for academics/researchers. Review standard core working hours. HR, HoD, ASSC Sept. 2015 Ongoing Flexible working practices reported upon. Clarify the policy on staff availing of part-time working being able to return to full-time working at a later stage. Promote awareness of flexible working options. HR, HoD, ASSC Sept. 2015 Ongoing Information sessions delivered 4.35 Gather statistics on the timing of faculty and research group meetings. Undertake a comprehensive review of the timing of meetings in depts. Deans, faculty managers Oct. 2015 Dec. 2015 All faculty meetings held in core time 4.36 Champion a working environment that promotes a positive work-life balance. Provide training to HoDs on the adequate implementation of work-life balance taskforce recommendations/WAP. HR Sept. 2015 Ongoing Improvements in work-life balance in future wellness or work-life balance surveys Organisation and culture – outreach 4.37 Ensure that female students have role models in the form of female academic members who serve as HoDs, assistant deans, deans, external examiners and invited seminar speakers. Put a plan in place to increase the number of STEMM females who act as role models. HoDs, course directors Sept. 2015 Ongoing Increased number of female undergraduate students at UL 4.38 Through consultation, identify a number of initiatives that will provide schoolgirls with the opportunity to see the range of successful careers women can have by choosing STEMM subjects. A number of case studies showcasing the achievements of female STEMM staff and graduates to be developed and utilised on the web, during open days and on visits to schools. HoDs, professors Sept. 2015 Ongoing Increased number of female undergraduate students at UL A number of case studies developed that capture the range of successful careers women can have in STEMM.