Top tips for a successful Athena SWAN application: November 2017 Departments

1. Top tips for a successful Athena SWAN application: November 2017 Departments Sarah Fink – Athena SWAN Programme Manager (Ireland)

2. Workshop Agenda • Introductions • Award criteria • “Checklist” (beyond the questions) • SMART action planning and group discussion

3. Award Criteria

4. Updated Athena SWAN principles Recognise talents of all Advance gender equality Recognise disciplinary differences Tackle the gender pay gap Remove obstacles Address short-term contracts Tackle discrimination against trans people Demonstrate senior commitment Make structural and cultural changes Consider intersectionality

5. Award criteria remain the same

6. Why does Athena SWAN work? • Athena SWAN framework requires you to: 1. Collect data (quantitative and qualitative) 2. Critically analyse data 3. Identify reasons for exclusion and under-representation 4. Develop a 3 year action plan to address these 5. Show progressover time • individualised approach; not a box-ticking exercise Data→Analysis→Action

7. Checklist for a successful application

8. Across the entire application • Have clear gender equality priorities • When you are directly asked for data, provide 3 years • Include specific data from staff consultation, disaggregated by gender • Link each issue to action(s) directly related to why that issue exists • Don’t just describe institutional activity – consider how the department supports or experiences policies and practices

9. Letter of endorsement • Demonstrate commitment of the HoD, discuss how Athena SWAN is valued (time, money, recognition) • Discuss specific challenges and actions for the future • Link to strategy of department • Be candid and honest • Mention if you chair the SAT or are responsible for any actions

10. The self-assessment process • Include specific details from staff and student consultation(who, what, when, response rates) • Detail role on the SAT to show how work is shared ECU’s updated SAT guidance: http://www.ecu.ac.uk/wp-content/uploads/2014/06/SAT-Guidance-July-2017-PDF.pdf

11. Instead of this “think like a panellist” The extensive and engaging self-assessment process was achieved through collaboration across the department, made possible by the commitment, drive and vision of staff participating in the Self-Assessment Team (SAT) structures and consultation process. This in turn was enabled by the Athena SWAN awareness raising activities and other equality related work carried out prior to the establishment of the formal SAT structure. Significant preparatory work went into raising and building capacity for the initiative internally, prior to putting formal project structures in place.

12. Provide this “think like a panellist” To raise awareness and build capacity for the initiative internally, prior to putting a formal self-assessment team together: • All-staff emails were sent from the departmental SAT lead to raise awareness of, and signal senior commitment to, Athena SWAN • Workload allocations (64 hours) were made for three Athena SWAN Champions to visit an award holding institution, attend regional network meetings, and observe a panel assessment • Athena SWAN introductory seminar was held and included a town hall with the departmental SAT lead during core hours (28 attendees, 68% women)

13. A picture of the department • Benchmark externally with your discipline (or similar) for student data and staff pipeline • Identify leaks in the pipeline, reflect on why they exist and link to actions • Disaggregate by course/specialism where appropriate

14. Key career transition points and career development • Ensure you are reflecting on staff awareness of, take-up (even of mandatory activity and feedback on particular initiatives (by gender) – this will help ensure your application is analytical rather than descriptive

15. Flexible working and managing career breaks • Reflect on both informal and formal supports • Ensure you are reflecting on staff awareness of, take-up and feedback on particular initiatives (by gender) • If you are applying on the expanded process, present PSS separately

16. Instead of this “think like a panellist” Our high maternity return rate shows that leavers are well supported in the department.

17. Provide this “think like a panellist” Following feedback from the Parents’ Network, we ran a targeted survey in 2014 (60 responses) looking at the quality of service received by staff going on maternity leave. 33% reported no support prior to maternity leave; 75% reported no support during maternity leave; and 30% reported no support on their return.

18. Organisation and culture • Provide 3 years of committee data • Use feedback from consultation to provide a picture of departmental culture • Include PSS staff if applying on the expanded form • This is a common section where panellists look for proactive actions rather than further research

19. Using data to tell a story Successful applications: • Give a clear description of methods • Present data clearly • Demonstrate an in-depth analysis • Show honesty & self-reflection Unsuccessful applications: • Omit data • Mask issues • Describe, rather than reflect • Lack relevant, gender-specific analysis

20. Developing SMART actions

21. Identifying issues Women are less likely to apply for promotion • Some women have not been encouraged to apply – is this widespread? • Research is the primary driver of success – is this built into the criteria, i.e. is this a perception, or a process problem? • Appraisal is rated less helpful by women – could they be encouraged to apply for promotion? • Women are less likely to agree that the full breadth of their role is recognised – is this keeping them from applying?

22. Identifying issues Women are less likely to be successful for promotion • Research is the primary driver of success – are women being supported to undertake research? • Appraisal is rated less helpful by women – is planning for career progression discussed? • Women are less likely to agree that the full breadth of their role is recognised – is this keeping them from being successful? • Teaching is praised and encouraged – is it being recognised at promotion?

23. SMART action: appraisal

24. SMART action: promotion

25. Progress vs Impact It’s not about having done your action, but about the effect that your activity has had on gender equality and the culture of your department: • You run an annual promotions workshop, which after a year has 100% staff attendance →Progress • As a result of these workshops, promotion success rate for women has increased →Impact • Progress = Bronze renewal Impact = Silver

26. Measuring your progress • Staff/student numbers • Representation and influence • Survey data (or qualitative data) • Know and understand your baselines • Consult with staff and students from the beginning • Be clear from the start what you are trying to achieve • Check-in regularly

27. Athena SWAN: Defining action Successful applications: • Assign responsibility • Reflect accountability • Consider gender specific data • Set KPIs Unsuccessful applications: • Copy other generic Action Plans • Are passive • Present broad actions as one large activity • Shy away from setting targets

28. Are our actions SMART?

29. Group discussion • Is the action specific? Could someone from another department read it and know what you are talking about? • Does it have a clear rationale tied to an issue/data in the application? • Who is responsible for implementing the action? Accountable for making sure it happens? • Are there clear start and end dates, and milestones? • How do you know its worth doing? (It isn’t just about completing actions!)

30. Any questions?