A higher proportion of female NST undergraduates select second year NST Pathology, which compares favourably with total NST admissions to the University (Figure 3; Table 3). All second year medics and vets take Biology of Disease, so the gender breakdown reflects admissions data in Table 5 (p12). 3. Second Year Student Intake Numbers in the Department of Pathology by Course and Gender Year Second Year Course Male Female Total % Female 2012-13 MVST Biology of Disease NST Pathology Vet Medic 15 157 38 57 138 54 72 295 92 459 79.2 46.8 58.7 2013-14 MVST Biology of Disease NST Pathology Vet 17 159 38 46 132 45 63 291 83 437 73.0 45.4 54.2 2014-15 MVST Biology of Disease NST Pathology Vet Medic 18 148 37 57 140 53 75 288 90 453 76.0 48.6 58.9 On entering third year, students can choose Pathology from the 19 Natural Sciences courses offered. Competition for places is intense, with a maximum of 50 places for NST Pathology and 30-40 students for BBS Major Subject Pathology. Entry is determined by ranking of second year exam results. A higher percentage of females (~55%) are accepted onto the third year courses (Table 4), in line with the national average of 58% female biological science undergraduates (national benchmark data for 2013/14 from HESA). Table 4. Third Year Student Numbers in the Department of Pathology by Course and Gender Year Third Year Course Intake NST Vet Medic % Female 2012-2013 NST Pathology BBS Subject Pathology TOTAL 50 70 120 17 13 6 15 27 42 44.0 62.9 55.0 2013-2014 NST Pathology BBS Major Subject Pathology TOTAL 50 37 87 19 6 4 9 27 22 52.0 40.5 55.2 2014-2015 NST Pathology BBS Major Subject Pathology 51 31 82 8 13 5 7 38 11 47.1 64.5 53.7 Annually, we will continue to monitor student intake onto undergraduate Pathology courses and, if any gender imbalance develops, we will refer concerns back to the Department Teaching Committee and develop strategies for correction (action 3.1).
2.3 Broad consultation regarding good practice University AS coordinator sits on ASWG and shares examples from within and outside Cambridge GF participated in AS discussion group (Bristol 2015) ASWG members attend University AS Network events termly invite Athena SWAN representatives from other Departments and Institutions to focused seminars and discussion groups (at least twice a year) Department staff to participate in Athena SWAN events in other Departments and Institutions e.g. GF giving an AS presentation at Sussex University (February 2016) Development of Department Athena SWAN action plan as a result of sharing good practice Implementation of new Athena SWAN initiatives in the Department as a result of sharing good practice Department Gender Champion and ASWG members 2.4 Student and Staff consultation via surveys Student and Staff surveys carried out in 2013. Results used to inform development of current action plan Revise and repeat graduate student and postdoctoral researcher survey (by end 2016) Participate in School of Biological Sciences staff survey (by April 2016) Increase in Department and School survey completion (>60% from 32% in 2013 and >75% from 59% in 2013 respectively) Progress benchmarked against 2013 results Improvement in and student satisfaction across a range of areas ASWG, DS-AS Support from Admin 2.5 Departmental Gender Champion Gender Champion appointed to 2015 highlighting commitment of Department to progressing Gender Equality Gender Champion to lead/oversee e.g. Department Athena SWAN seminars, reporting on Athena SWAN at Department Committees and lobbying of involved in undergraduate admissions Gender Champion ensures consideration of gender equality in senior committees (termly standing item on agendas) Department Gender Champion supported by ASWG
2.5 Departmental Gender Champion (continued) Gender Champion now sits on Department Executive Support the work of the Department Gender Champion by e.g. providing termly updates on development of the Department Athena SWAN action plan Activities of the Gender Champion will be advertised e.g. through the new Department Athena SWAN web pages by May 2016 Information about gender Champion in induction pack for new staff & students from October 2016 Awareness of role of gender champion and level of engagement measured via consultation at specific Departmental events (at least twice a year) Support from Admin Department Gender Champion supported by ASWG Support from Admin 3. A PICTURE OF THE DEPARTMENT - aiming for a representative proportion of women across all career stages Student data – to maintain or improve proportion of women students in line with national averages (currently >50% F) 3.1 (O) Proportion of women in Pathology Continue to monitor gender breakdown of undergraduates taught in the Department in Years 2 & 3 including intake from different degree routes considered annually by ASWG Annual review of student intake onto second and third year undergraduate Pathology courses (February each year). Ensure the proportion of female undergraduates (54% in 2015) remains in line with national average (58%). If gender imbalance develops, identify strategies to address Tripos Teaching Committee and ASWG Support from TO 3.2 (O) Proportion of women Continue to monitor gender breakdown of postgraduates Ongoing monitoring of postgraduate student intake for both Masters and PhD Degrees (February each year) Ensure the proportion of female postgraduate students Graduate Education
3.7 (U) Admission of women (continued) Monitor degree of variation in % female applications and acceptances to postgraduate courses. Ensure that all interviewers involved in postgraduate admissions are made aware of unconscious bias by e.g. directing them to Harvard University’s Project Implicit website and via participation in University training courses. >80% interviewers completing Project Implicit or University unconscious bias awareness training by end 2017 Ensure the proportion of female postgraduates admitted (2015 intake 61%) remains in line with national average (54%) For E&D training completion, HoD with support from Admin 3.8 (O) 3.9 (O) 3.10 (O) 3.11 (O) Student attainment Continue to monitor attainment (currently, no gender difference observed). Continue to monitor PhD student attainment (currently, women show better attainment). Improve postgraduate student induction, training and awareness of Athena SWAN from October 2016 Continue formal monitoring of postgraduate students at key points Analyse time to completion for PhD students (regular data collection implemented by end 2016) Collect and analyse data on degree attainment for research Masters students (from February 2017) Actions developed to address issues with postgraduate attainment, if required Continued high-level attainment by women undergraduates and postgraduates Tripos Teaching Committee, Graduate Education Committee, ASWG Support from TO Staff data – to redress the significant under-representation of women in the academic staff group 3.12 (O) 3.13 (U) Increase proportion of women academics Continue to monitor gender balance among academic staff. Current proportion of female academics is 25% with an additional two (40%) Identify and contact suitable female early career academics to encourage them to apply for independent Research Fellow positions Higher proportion of female applicants (>40%), initially for two Departmental Research Fellowships and two academic HoD, Executive Committee, Department Gender Champion
4.2 (U) 4.3 (U) researchers and academics Ensure that all staff involved on recruitment selection panels are aware of unconscious bias and have completed the University Equality & Diversity training. The Head of Department will only approve grant applications from academic staff who have completed this training. E&D training 100% completion rate for all Department staff involved in recruitment (reach target by end 2016 and maintain 100% rate, currently 91% Academic staff completion rate). For E&D training completion, HoD with support from Admin 4.4 (U) 4.5 (U) Attract women to apply for academic and research posts All potential job candidates are made aware of the Department’s family friendly working arrangements and commitment to principles of Athena SWAN. This information is currently made available when positions are advertised. Include information on Department’s family friendly working arrangements and commitment to principles of Athena SWAN in letters inviting applicants to interview from January 2016. Regularly update the above information on the Department website (from January 2016). Increased (by at least 5%) proportion of women applying for research and academic positions (currently 49% and 25% respectively). ASWG, DS-AS Support from Admin 4.6 (U) 4.7 (U) Support women at key career transition points: researcher Continue to encourage female postdoctoral researchers to discuss career progression with senior academic colleagues as part of the University’s Career Provide female postdoctoral researchers with a network of mentors to provide advice and support on career development. A departmental mentoring scheme will be established and academic staff Increased positive perceptions of progression to an academic career as measured by Department survey of female postdoctoral researchers (2013 survey results showed were Executive Committee, Department Gender Champion
4.8 (U) 4.9 (U) 4.10 (U) 4.11 (U) 4.12 (O) 4.13 (O) progression to academic positions Support women at key career transition points: researcher progression to academic positions (continued) Management Review (CMR) process. Continue to publicise the work and highlight the successes of female academic staff in the Department newsletter and on the Department web pages, including our new Athena SWAN web pages. encouraged to take up existing mentoring training (from early 2017). Department to run Athena SWAN seminars for postgraduate students, postdoctoral researchers and academic staff to discuss career progression and to promote the Department as an attractive workplace for women at all stages of their career (annually from 2016). Modify postgraduate and postdoctoral survey to include free text box in which women can describe perceived barriers to career progression in academia (by end 2016). Improve the induction process for postdoctoral researchers by including information on Department and external initiatives and resources that support career progression for women (from early 2017). Set up postdoctoral researcher committee in association with University Office of Postdoctoral Affairs (OPdA)(by June 2016). 3 times more likely to disagree than men ) Significant number of female researchers with a mentor (>30% by mid 2018) Proportion of women researchers progressing to independent Fellowships and academic positions collated and showing a year on year increase Department develops a clearer view of the barriers to career progression, as perceived by women researchers and resulting actions introduced by mid 2017. Active postdoctoral committee embedded in Department committee structure (by end 2016) New Department Athena SWAN webpages online in 2016 with number of hits and website awareness showing a year on year increase of >10% per Support from Admin
4.19 (O) 4.20 (O) 4.21 (O) 4.22 (O) Support career progression for women through effective appraisal Department will continue to ensure that appraisers and those being appraised undertake relevant Professional and Personal Training courses. Academic staff appraisals to run annually from 2015. Department to collect data on uptake of annual appraisals by academic staff (from January 2016). Promote high uptake of appraisal (>70% across all groups), by publicising (in induction packs, on web pages) the supportive nature of appraisals as an opportunity to discuss career progression. Annual appraisals embedded in Department culture. Higher satisfaction with appraisal process among female researchers and academics as measured by SBS staff survey (from 55% in 2013). Increased uptake of appraisal training (>50% staff completing reviewer/reviewee training by end 2019) HoD, Heads of Division, DS-AS Support from Admin 4.23 (O) 4.24 (O) 4.25 (O) Support career progression for women through effective induction and training Department continues to monitor attendance by staff at training and career development events to gauge uptake and explore reasons for low attendance. Revise Department induction packs to include an introduction to the principles of Athena SWAN and the Department’s commitment to equality of opportunity (by October 2016). Promote relevant personal development and training courses as part of the annual appraisal process (from 2016 onwards). 20% increase in uptake of training and career development opportunities (14 training events attended by academics and 62 by researchers 2013-2015). Higher satisfaction with induction process among researchers and academics as measured by SBS staff survey (>75% up from 52% in 2013). DS-AS Support from Admin
HoD to review data annually to ensure an even balance of responsibilities for female academic staff (from 2016). 4.32 (O) Hold meetings and social activities within Department core hours Continue to schedule all Department committee meetings and social activities within core hours, which are 9.30-12.30 and 14.00 to 16.30 (16.00 on Fridays). Recommend that all lab meetings take during Department core hours. High proportion (>85%) of lab meetings scheduled within core hours by end 2017. DS-AS Support from 4.33 (O) 4.34 (O) Promote an inclusive and culture Continue to host family friendly social events throughout the year and encourage all staff to attend Post new Athena SWAN/Equality & Diversity noticeboards in prominent positions at the Department’s Addenbrooke’s and central Cambridge sites by early 2017 Strong engagement of staff with social events (attendance monitored by gender from 2016) Greater awareness of Athena SWAN as measured by increased attendance at Athena SWAN activities and increased ‘hits’ on Department Athena SWAN webpages Department Gender Champion, DS-AS Support from Admin 4.35 (O) 4.36 (O) Encourage and reward staff for participation Department will continue engage closely with the work of the Naked Scientists by providing content for its radio shows and web pages. Staff will be made aware, through appraisals, that participation in outreach activities should be included in applications for promotion (from 2016). All staff reporting outreach activities via appraisals and activity reviewed by gender annually DS-AS Support from Admin
in outreach activities Department will continue to encourage staff at all levels to interact with schools and the public in order to increase awareness of scientific research. Continued high-level of outreach activity as measured through annual workload returns (from 2016). Flexibility and Managing Career Breaks 4.37 (O) 4.38 (O) 4.39 (O) (O) Support staff during and after maternity leave Department to explore the possibility of providing equal provision to all staff employed on limited term contracts with regards to their maternity leave. Department to investigate allocation of funds for temporary replacement research staff to cover maternity leave. Department to keep records of the reasons for researchers’ career decisions following a period of maternity leave. Department to monitor individual terms and conditions on grants funding an individual’s salary and how these affect the career choices made by women after periods of maternity leave. Decision on funding for provision and staff cover during maternity leave by early 2017 Department develops a clearer view of what drives researchers’ career decisions following a period of maternity leave Increase maternity return rate for researchers to >80% (from 67% currently). HoD, Executive Committee, Support from Admin
4.41 (O) Increase awareness of flexible working Department to continue to promote awareness of flexible working Including information on flexible working in induction packs and on new Department Athena SWAN web pages (from 2016) Increased awareness of on flexible working staff as monitored by Department and SBS survey (in 2013 48% academic /research staff felt able to strike a balance between work and home life and currently <5% of researchers work part-time) DS-AS Support from Admin