University of the Highlands and Islands – Gender Action Plan 2017-2020 Key themes Projected Outcomes Actions Owner (Job role) Timescale Progress 1 Infrastructure Systems Humans Resources Relationships There is a gender balance on all university committees including Court. Equality is considered within discussions and in the setting of actions, during meetings. The university overall has a solid foundation (the policies, practices, systems and arrangements) for eliminating gender bias and developing an inclusive culture that values all staff. All students and external partners are treated with respected and dignity, regardless of gender. Work towards achieving a gender balance greater than 75:25 on all committees and Consider the inclusion of ‘equality’ as a standing item on meeting agendas. see and students promote and demonstrate the university’s commitment to gender equality within all internal and external working relationships. Committee Chairs Committee Chairs Athena SWAN SAT All staff and students 2017-2020 2017-2020 2017-2020 2017-2020 2 Influencing the Influencers Educators Gender equality is embedded within the Tertiary and Higher Education M.Ed. Embed gender equality within the generic Teaching & Learning in Tertiary & Programme Leader Sept 2017 Onwards
(Job role) HISA Students have the opportunity to, and are equipped to, engage in the Gender Action Plan playing an active role in supporting the university to tackle gender imbalances. 1-5 HISA officers to identify gender activities that they would like to develop, including clubs and societies. E & D Adviser to support induction of new HISA officers – ie equalities work across the university - including GAP. HISA Officers E&D Adviser October annually 2017-2020 September annually University of the Highlands and Islands – Gender Action Plan 2017-2020 How as a university we will seek to build internal capacity in all departments, including learning and teaching, support staff, placement/employer engagement staff, marketing and communications to implement the plan effectively: Key area Projected Outcomes Key themes Actions Owner (Job role) Timescale Progress SMT Internal capacity is identified in all departments, including learning and teaching, support staff, placement/employer engagement staff, marketing and communications to implement the plan effectively. 1-5 Develop a communication strategy to raise awareness of GAP objectives and actions. Identify/develop appropriate Unconscious Bias training and Positive Action training for all E&D Adviser Head of Human Resources E&D Adviser September 2017 January 2018
University of the Highlands and Islands – Gender Action Plan 2017-2020 How as a university we are addressing the gap between male/female participation in undergraduate study: Key area Projected Outcomes Key themes Actions Owner (Job role) Timescale Progress SMT To be considered University of the Highlands and Islands – Gender Action Plan 2017-2020 How we will work in partnership with other organisations regionally (schools and other FE/HE institutions) and nationally (eg equality specialists): Projected Outcomes Key themes Actions Owner (Job role) Timescale Progress SMT The University works in partnership with other organisations regionally (schools and other FE/HE institutions) and nationally (eg equality specialists): 1-5 The Equality and Diversity Adviser will represent the university at the Equality Challenge Unit Scottish Liaison Group and College Liaison Group ie liaising with national equality specialists, FE and HE institutions. E&D Adviser 2017-2020 University of the Highlands and Islands – Gender Action Plan 2017-2020 How we are proactively promoting gender equality in relation to Executive Office (including progress with addressing gender imbalances at senior academic level and how we are working towards eliminating the gender pay gap):
Key area Projected Outcomes Key themes Actions (Job role) Timescale Progress HR Gender equality in relation to is promoted. Areas of gender imbalance are identified. Positive action measures are devised and impact quantified. The gender balance is adjusted and occupational segregation eliminated within the university. All staff complete training provision related to equality and diversity. 1-5 Our current work to promote gender equality in relation to staff and work towards eliminating the gender pay gap is reported in our: Our reports and action will be updated in 2019 in line with the Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012. Develop a baseline equality data across the employee lifecycle (i.e. recruitment, working patterns, promotion, development, resignation, retirement, etc). Use existing female employees in non-tradition to promote these job opportunities within the University and the wider community. Staff will be encouraged to complete existing training provision related to equality and diversity. Any gaps in training provision will be identified and appropriate provision sourced. Head of Human Resources Head of Human Resources Head of Human Resources Head of Human Resources Report on progress 2019 From August 2017 2017-2020 2017-2020
In line with our Pay statement, the university ensures that a fair and equitable system for the determination of pay rates is maintained across the institution. Staff members who are transitioning are supported. Pay audits will be conducted on an annual basis. Develop a Transgender Policy and associated procedures that should be followed when a member of staff is transitioning. Support the implementation of the policy through appropriate communication and engagement with all staff so that their awareness of the issue and our response is raised. Head of Human Resources Head of Resources 2017-2020 2017-2020 University of the Highlands and Islands – Gender Action Plan 2017-2020 How actions will align with broader work to tackle obstacles for career progression for female staff Key area Projected Outcomes Key themes Actions Owner (Job role) Timescale Progress Athena SWAN Team Actions with broader work to tackle obstacles for career progression for female staff. 1-5 See Action Plan Head of PGR Development 2017-2020
BACP BACYS 3 Raising awareness and aspiration Identify ways to help individuals understand better the routes of entry, roles and career opportunities in order to help increase the number of males being recruited onto ALS courses by 3% per year Market and recruit to men only courses. Include support from employers to deliver some content and placements Develop taster sessions with employers e.g. So you want to Work in Care/Careers in Health, where students are able to actively participate in different course options, aiming to raise awareness of routes to and commitment to further study, raise interest in subjects and challenge gender balances by obliging students to taste non-traditional subjects. Use male staff, students and employers where available. Consider recommendations raised from research in the ALS Scholarship and Research Group as well as wider research findings. TCWGs/PLs TCWGs/PLs SNL/SARG June 19 June 19 June 18 4 Encouraging applications Identifying processes which will positively encourage males to apply for courses in order to help increase the number of males being recruited onto ALS courses by 3% per year Review all promotional materials (prospectus, both UHI and AP, course pages, for computing programmes for equality and diversity and seek opportunities for positive counter-stereotypes Create and transmit positive role model/testimonies, case studies etc to highlight roles of males in care Use alumni male students and current male staff to promote programmes in ALS SN, in particular at open days Marketing/ Marketing/ TCWGs/PLs Marketing/ TCWGs/PLs June 19 June 19 June 18 5 Supporting success Identify methods to support male students when they do on the courses in order to help increase the number of males being recruited onto ALS courses by 3% per year Staff to mentor and support male students to apply for HE courses. Consider use of male PATs for male students and male peer support to be put in place during course. Earlier intervention when either progress or attendance drops off. Promote success stories. TCWGs/PLs/PATs TCWGs/PLs/PATs TCWGs/PLs/PATs June 18 June 18 June 18
University of the Highlands and Islands – Gender Action Plan 2017-2020 HE subjects which have an imbalance of male or female students of more than 75% one gender – all programmes in ALS SN have more than 75% of females Subject area/course 16/17 F/M% Projected Outcome (numerical targets) Action Owner (Job role) Progress SN APPLIED LIFE STUDIES 93/7% Health and Social Care PGt Health: MA Health and Wellbeing MSc Infection Prevention and Control 89/11% 83/17% Increase male participants year on year, aspiring to 3% per year, but with a realistic target of 10% increase over 5 years See actions from the 5 key themes: Infrastructure Influencing the Influencers Raising awareness and aspiration Encouraging applications Supporting success SNL/CMs/PL Monitor annually from 17/18 to 21/22 UG Health: BA (Hons.) Health Studies HNC Care and Administrative Practice 92/8% 95/5% Increase male participants year on year, aspiring to 3% per year, but See actions from the 5 key themes: Infrastructure Influencing the Influencers Raising awareness and aspiration Encouraging applications Supporting success SNL/CMs/PL Monitor annually from 17/18 to 21/22
with a realistic target of 10% increase over 5 years Social Care: CPD leading and Managing Care Services HNC Social Services SVQ4 Social Services and Healthcare PDAs in: Health and Social Care Supervision Health and Social Care: Administration of Medicine Counselling Addiction Promoting Excellence in Dementia Skilled Practice Brief Interventions for Substance Misuse Mental Health Peer Support Supporting Individuals with Autistic Spectrum Disorders 81/19% 89/11% 84/16% 94/6% 89/11% 97/3% 67/33% 78/22% 90/10% Increase male participants year on year, aspiring to 3% per year, but with a realistic target of 10% increase over 5 See actions from the 5 key themes: Infrastructure Influencing the Influencers Raising awareness and aspiration Encouraging applications Supporting success Also look at examples of good practice from: HEA Job Is It Anyway?’ Men into Care One-day taster to increase awareness of men in Care careers and to raise aspirations to enter into these. Addresses gender imbalance through thematic focus and presence of role models SNL/CMs/PL Monitor annually from 17/18 to 21/22
University of the Highlands and Islands – Gender Action Plan 2017-2020 HE subjects which have an imbalance of male or female students of more than 75% one gender – all programmes in ALS SN have more than 75% of females Subject area/ course Base-line Projected Outcome Action Owner (Job role) Timescale Progress UG Complementary Therapies: BSc (Hons) Integrative Healthcare HNC Complementary Therapies HND Complementary Therapies N/A 98/2% 90/10% Increase male participants year on year, aspiring to 3% per year, but with a realistic target of 10% increase over 5 years See actions from the 5 key themes: Infrastructure Influencing the Influencers Raising awareness and aspiration Encouraging applications Supporting success SNL/CMs/PL Monitor annually from 17/18 to 21/22 UG Beauty Therapy: HNC HND Beauty Therapy 100/0% 100/0% Increase male participants year on year, aspiring to 3% per year, but with a realistic target of 10% increase over 5 years See actions from the 5 key themes: Infrastructure Influencing the Influencers Raising awareness and aspiration Encouraging applications Supporting success SNL/CMs/PL Monitor annually from 17/18 to 21/22
University of the Highlands and Islands – Gender Action Plan 2017-2020 HE subjects which have an imbalance of male or female students of more than 75% one gender Subject area/course Base-line Projected Outcome Action Owner (Job role) Timescale Progress MSc HRM MSc Leadership and Management PG Cert Health Leadership and Management F-76% M-24% F-38% M-62% F-80% M-20% tbc Undertake PDA in Advancing Equality and Diversity through Inclusiveness by members of programme team School visits that also invite parents to attend – re. careers in Talent Management Build in curriculum activities to get students to think about gender equality and issues in the workplace. We do already do this within the MSc HRM as students study Managing Diversity and talent management strategies to ensure gender equality. Invitation evening to employees/employers in the region to come and learn about managing people/talent management 1-5 and 7 and 8 Programme PL 76b PL and HOS 1-5 and 7 and 8 through to July 2018 6 is a longer term development and will be phased in over 2018 and 2019
University of the Highlands and Islands – Gender Action Plan 2017-2020 - Creative and Cultural Industries HE subjects which have an imbalance of male or female students of more than 75% one gender Subject area/course Base-line Projected Outcome Action Owner (Job role) Timescale Progress BAH Fine Art HND Contemporary Art Practice F= 82% M= 18% F = 84% M = 16% This is a cultural issue, and is replicated (though not as extremely) in other Art schools. It will be difficult to overcome. The Art world itself is relatively free of gender discrimination but there is research looking at the gendered nature of art education in schools and perceived employment opportunities Continue to work with schools in catchment areas to promote. Continue to ensure positive gender role modelling in teaching or publicity materials. Most art teachers in schools are female, so lack of male role models at this level – visits by male and female Staff. Undertake research into balance at other art schools and look for collaborative approach. PL, staff team (Moray, Perth, Inverness, Orkney, Shetland, LCC) BSc Audio Engineering F = 20% M = 80% A cultural issue shared across the subject area, any positive outcome will be welcome Investigate change of title to replace ‘engineering’ however this is the industry-current title, and we need to be careful with student expectations and patronising potential female students. PL, Staff team (Perth)
Promote positive role models of all genders wherever practical Check t&l environments for suitability HNC Sound production F = 21% M = 79% There is a gender bias towards the music industry – perceived ‘jobs for boys’, although music in schools is often female-dominated, the popular music industry tends to appeal more to males, often coming out of the adolescent need for rock music and rebellion . BAH Applied is much more balanced because of the mix of musical genres. Continue to work with schools in catchment areas. Continue to ensure positive gender role modelling in teaching or publicity materials HND musical theatre has provided an outlet for more female students interested in as has Applied Music. BAH Contemporary Textiles F = 100% Even one Male student would be a success. Positive reinforcement of male designer images: knitwear on Shetland has traditionally been a female domain, and this will be difficult to shift. PL, Staff team (Shetland)
University of the Highlands and Islands – Gender Action Plan 2017-2020 - Creative and Cultural Industries HE subjects in which retention levels significantly differ by gender Subject area/ course Base-line Projected Outcome Action (Job role) Timescale Progress HNC Acting and Performance F = 17.6% M = 80% (2/9) tbc Very small numbers so not really statistically reliable, but the team need to investigate why so many male students are not completing HNC Music F = 35% M = 25% tbc Quite high rates but not particularly gender-related. Some investigation required around female students and expectations, check environment HNC Technical Theatre F = 12.5% M = 50% tbc HNC Sound production F = 0% M = 36.4% tbc The relatively small number of female students all completed – some work generally required around expectations
Only around 20% of A Level physics students are girls and this has not changed in 25 years. University of the Highlands and Islands – Gender Action Plan 2017-2020 Key themes Projected Outcomes Actions Owner (Job role) Timescale Progress 1 Infrastructure Liaise with relevant internal and external groups to determine how to increase the number of females being recruited onto EBE programmes by 5% by 2020 Work with government agencies and policies and which can increase the number of females e.g. SDS, IET, RAeS, SDS, SFC and STEM. Developing the Young Workforce, Skills Investment Plans Liaise with schools and employers where appropriate, looking at new and innovative ways to recruit females putting them on appropriate placements and increasing the number of females into employment UHI – recruit more female academic and technician staff to provide positive role models, visit schools to promote females onto our programmes and provide support for female students Work with agencies specifically setup to Tertiary Curriculum Working TCWGs/PLs/STEM Ambassadors TCWGs/PLs WISE/PLs/STEM Ambassadors 3 year timescale, full review in June 2020 Annual review, Programme SED and SN SED, full review 2020 3 year timescale, full review in June 2020 3 year timescale, full review
promote women in to engineering ie Women in Science and Engineering (WISE) in June 2020 2 Influencing the Influencers awareness of those who can help increase the number of females being recruited onto EBE programmes by 5% by 2020 Careers advisors: female role models - counter stereotypical staff, students or STEM ambassadors Parents: female role models and knowledge at nursery and primary schools Current students: Proactively female applicants for discussion of courses Female only courses Ensure targeted support in place from induction for female students. Peer support put in place Embed in courses gender equality in particular those which will influence children’s thinking for the future: Engineering Environment TCWGs/PLs/STEM Ambassadors TCWGs/PLs/STEM Ambassadors TCWGs/PLs/STEM Ambassadors 3 year timescale, full review in June 2020 3 year timescale, full review in June 2020 3 year timescale, full review in June 2020 3 Raising awareness and aspiration Identify ways to help individuals understand better the routes of entry, roles and career opportunities in order to help increase the number of females being recruited onto EBE programmes by 5% by 2020 Design, develop, market and recruit to women only courses. Include support from employers to deliver some content and placements Develop taster sessions with employers e.g. TCWGs/PLs/STEM Ambassadors 3 year timescale, full review in June 2020 3 year timescale,
“Careers in Engineering and Construction’, students are able to actively participate in different course options, aiming to raise awareness of routes into HE and a commitment to further study, raise interest in subjects and challenge gender balances by obliging students to taste non-traditional subjects. Use female staff, students and employers where available. Consider recommendations raised from and national research into the promotion of females into STEM subjects/programmes SNL/PLs full review in June 2020 3 year timescale, full review in June 2020 4 Encouraging applications Identifying processes which will positively encourage females to apply for courses in order to help increase the number of females being recruited onto EBE programmes by 5% by 2020 Review all promotional materials (prospectus, both UHI and AP, course pages, for computing programmes for equality and diversity and seek opportunities for positive counter-stereotypes Create and transmit positive role model/testimonies, case studies etc to highlight roles of females in STEM areas Use alumni female students and current Marketing/ TCWGs/PLs Marketing/ TCWGs/PLs TCWGs/PLs/STEM Ambassadors 3 year timescale, full review in June 2020 3 year timescale, full review in June 2020 3 year timescale,
female staff to promote programmes in EBE SN, in particular at open days and student conference events full review in June 2020 5 Supporting success Identify methods to support female students when they do enrol on the courses in order to help increase the number of females being recruited onto EBE programmes by 5% by 2020 Staff to mentor and support female students to apply for HE courses. Consider use of female PATs for female students and female peer support to be put in place during course. Earlier intervention when either progress or attendance drops off. Promote success stories. PLs/PATs PLs/PATs Marketing/TCWGs /PLs/PATs 3 year timescale, full review in June 2020 3 year timescale, full review in June 2020 3 year timescale, full review in June 2020
Use female engineering lecturers/staff as role models Advise women on new apprenticeships ie advanced and graduate apprenticeships Support UHI and areas with new STEM initiatives AP open days to include female engineering staff to talk to prospective female students Work with WISE in Science and Engineering), girl geeks etc to support growth in female numbers Female SN staff UHI learning and PLs SN and STEM ambassadors AP staff SN staff 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020 Aircraft Engineering 7% female 5% increase in females by 2020 STEM activities, supporting female only groups School liaison, discussions with more female groups on aircraft engineering courses Increasing the understanding of the variety careers in Aircraft Engineering suitable for women UHI STEM UHI school liaison and AP staff UHI and AP marketing, SN staff 2017-2020 2017-2020 2017-2020
Raise the awareness of subject choices needed to enter Aircraft Engineering Increase STEM activities with primary schools Continue work to remove current perceptions of ‘aircraft engineering’ to females Use female aircraft engineering lecturers/staff as role models Advise women on new apprenticeships ie advanced and graduate apprenticeships Support UHI and local areas with STEM initiatives AP open days to include female aircraft engineering staff to talk to prospective female students Work with WISE (Women in Science and Engineering), girl geeks etc to support growth in female numbers UHI and AP marketing, SN staff SN staff and STEM ambassadors SN Staff Female SN staff UHI learning and PLs SN staff and STEM ambassadors AP staff SN staff 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020
Engineering 14% female 5% increase in females by 2020 STEM activities, supporting female only groups School liaison, discussions with more female groups on civil engineering courses Increasing the understanding of the variety careers in civil engineering suitable for women Raise the awareness of subject choices needed to enter civil engineering Increase STEM activities with primary schools Continue work to remove current perceptions of ‘civil engineering’ to females Use female civil engineering lecturers/staff as role models Advise women on new apprenticeships ie advanced and graduate apprenticeships UHI STEM UHI school liaison and AP staff UHI and AP marketing, SN staff UHI and AP marketing, SN staff SN staff and STEM ambassadors SN Staff Female SN staff UHI learning and PLs 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020
Support UHI and local areas with STEM initiatives AP open days to include female civil engineering staff to talk to prospective female students Work with WISE in Science and Engineering), girl geeks etc to support growth in female numbers SN staff and STEM ambassadors AP staff SN staff 2017-2020 2017-2020 2017-2020 Construction 10% female 5% increase in females by 2020 STEM activities, supporting female only groups School liaison, discussions with more female groups construction courses Increasing the understanding of the variety careers in Construction suitable for Raise the awareness of subject choices needed to enter Construction courses Increase STEM activities with primary schools UHI STEM UHI school liaison and AP staff UHI and AP marketing, SN staff UHI and AP marketing, SN SN staff and STEM ambassadors 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020
Continue work to remove current perceptions of ‘construction’ to females Use female construction lecturers/staff as role models Advise on new apprenticeships ie advanced and graduate apprenticeships Support UHI and local areas in STEM initiatives AP open days to include female engineering and construction staff to talk to prospective female students SN Female SN UHI learning and PLs SN staff and STEM ambassadors AP staff 2017-2020 2017-2020 2017-2020 2017-2020 2017-2020
University of the Highlands and Islands – Gender Action Plan 2017-2020 HE subjects in which retention levels significantly differ by gender Subject area/ course Base-line Projected Outcome Action Owner (Job role) Timescale Progress HNC Computer Aided Draughting and Design 50% of Females are Reduce the ratio of females to 20% by 2020 Increased monitoring of female student progress Increased monitoring of female student attendance Female PAT to be used where possible One to one sessions with the PAT. Earlier intervention when either progress or attendance drops off. Team meetings to include issues pertinent to females on the course Partner up females in the class to act as support ‘mentors’ to each other Support females into jobs PAT AP senior staff PAT PAT & tutors Course team Course team Course team Course Leader and UHI Careers 2017 -2020 2017 -2020 2017 -2020 2017 -2020 2017 -2020 2017 -2020 2017 -2020 2017 -2020
BSc Hons Air Traffic Management (off campus learning) 33% of Females are Reduce the ratio of females to 10% by 2020 Increased monitoring of female student progress Increased monitoring of female student contact with staff Female PAT to be used where possible One to one sessions with the PAT. Earlier intervention when either progress or contact drops off. Team meetings to include issues pertinent to females on the course Partner up females in the class to act as support ‘mentors’ to each other PAT AP senior staff PAT PAT & tutors Course team Course team Course team 2017 -2020 2017 -2020 2017 -2020 2017 -2020 2017 -2020 2017 -2020 2017 -2020 2017 -2020 University of the Highlands and Islands Gender Action Plan 2017-2020 Humanities Education and Gaelic
University of the Highlands and Islands – Gender Action Plan 2017-2020 Humanities, Education and Gaelic HE subjects which have an imbalance of male or female students of more than 75% one gender Subject area/course Base-line Projected Outcome Action Owner (Job role) Timescale Progress PGDE Primary 80.7% female in 16-17 PGDE was 100% female in 13-14 and 82.5% in Aim is to contjnue this trajectory to bring PGDE below the 75% threshold by 19-20 Continue with policies which have already achieved an improved balance Promote balance through marketing and publicity information eg photographs of students Connect with national initiatives on balance and recruitment Head of Teacher Education 2019-20 BAH Social Sciences 76.3% female in 16-17 To bring the balance below the 75% threshold by 18-19 The HNC Social Sciences is 72% female in 17-18. Improve male retention and progression from HNC PL BASS 2018-19
University of the Highlands and Islands – Gender Action Plan 2017-2020 HE subjects in which retention levels significantly differ by gender Subject area/ course Projected Outcome Action Owner (Job role) Timescale Progress MEd Critical Enquiry 76.8% female in 16-17 To bring balance below threshold by 2020-21. Note that this is a new programme and relates to the PGDE Emphasise Secondary Education opportunities in marketing Link with national initiatives on recruitment Use PR opportunities to promote successful graduates Head of Teacher Education 2020-21 MSc Interpretation 89% female in 16-17 Note that numbers are very low. The balance is usually under the threshold though declining numbers have exaggerated the imbalance Continue to work with the Advisory Group and Marketing, and related PGT initiatives, to attract greater recruitment.
participation imbalances. Capitalise on external enablers such as national campaigns ‘ Coordinated engagement with sector campaigns e.g. Tackling the Technology Gender Gap Together . SNL coordination and sharing of intelligence CM provision of time and funds to attend events several staff attended events in Glasgow and Inverness March 2017 Ensure promotion with sector wide campaigns e.g. Digital World Marketing and Communications manager Work institutionally, in collaboration with other institutions and in partnership with other sectors. Engage with British Computing Society ‘Cygnets’ group ; propose a representative for UHI CM to dedicate resource to this Representation on UHI Athena Swan SAT from a member of computing team CM to dedicate resource to this Continued engagement with SICSA and any gender themed workstreams SNL Develop holistic and longitudinal approaches that support people Map existing engagement with young people throughout their education and identify any gaps. Ensure all engagement activities are at least gender neutral or ideally promote positive counter stereotypes. STEM team leader Baseline activity: STEM activity at primary schools;
throughout their educational choice process engagement with careers and secondary school guidance teachers; coding Review all promotional materials (prospectus, both UHI and AP, course pages, for computing programmes for equality and diversity and seek opportunities for positive Marketing and Comms with PL Baseline: almost all images of computing staff/ students are male in the UHI prospectus Work with UHI photographer and webteam to produce images and case studies of gender roles Marketing and Comms with course teams Support student involvement in approaches through the development of and initiatives. Coordinate focus groups or online survey to understand the perspective of our female computing support and to identify any opportunities to support their success. HISA
and initiatives. Equine 0M/100F . Work institutionally, in collaboration with other institutions and in partnership with other sectors. Raise as a high level priority for strategic dialogue with other land based providers e.g. UHI and SRUC. Deputy Principal Liaise with other equine providers to look for ways to work together on gender equality PL Develop holistic and longitudinal approaches that support young people throughout their educational choice process Review all promotional materials (prospectus, both UHI and AP, course pages, for computing programmes for equality and diversity and seek opportunities for positive Marketing and with PL Baseline: all photos of equine students are female in UHI prospectus Work with UHI photographer and webteam to produce images and case studies of gender roles Marketing and Comms with course teams Support student Coordinate focus groups or online survey to understand the perspective of our male HISA
involvement in approaches through the development of and initiatives. students and to identify any opportunities to support their success. Gamekeeping and Wildlife Management 91M/9F . Work institutionally, in collaboration with other institutions and in partnership with other sectors. Liaise with equine providers to look for ways to work together on gender equality PL Develop holistic and longitudinal approaches that support young people throughout their educational choice process Review all promotional materials (prospectus, both UHI and AP, course pages, for computing programmes for equality and diversity and seek opportunities for positive Marketing and Comms with PL Baseline: all photos of equine students are female in UHI prospectus