SPIDER: Introducing the business case – the role of baseline data

1. SPIDER: Introducing the business case – the role of baseline data Royal Aeronautical Society 29th June 2010

2. Context and Background Sarah Pemberton SPIDER project manager

3. 12.30 Lunch 13.30 Intro 13.50 Baseline data 14.10 Case study 1. Royal Aeronautical Society 14.25 Case study 2. Institute of Physics 14.40 Discussion group 1: Baseline data – what are we trying to achieve 15.10 Tea and Coffee 15.25 Discussion group 2: Practicalities of collating data – how do we fill in the gaps. 16.00 Feedback 16.15 Summaries 16.30 Close Agenda

4. SPIDER is an enabling project to help professional bodies: Meet and network about gender equality Identify common areas of challenge Share nest practice across sectors Develop online resources Promote their practices and events Obtain training and support from gender equality experts = Working towards outstanding practises in gender equality STEM Professional Institutes Diversity and Equality Resources (SPIDER)

5. SPIDER core group • Steers the work of the SPIDER partnership • Current members: • Jenni Dyer (Institute of Physics) • Clare Walker (Royal Aeronautical Society) • Matthew Harrison (Royal Academy of Engineering) • Rosemary Butler (Chartered Institute of Water and Environmental Management)

6. SPIDER programme • Work on benchmarking data (today) • Forming the business case for gender equality (September) • Developing mentors, role models and champions (December) • Web resource to share information and discuss ideas with others (ongoing) • Understanding legal requirements of diversity and positive action

7. Developing the business case • Focus on gathering evidence to support case for more women in SET • benefits of diverse workforce/board/membership • meeting skills needs • save money/good PR • Schemes and initiatives to support women

8. Business Drivers • Legal Divers: • Sex Discrimination Act (1975) amended (2003) • Equal Pay Act (1970) amended (2003) • Single Equalities Bill… coming soon. • Changing workforce demographic – need to represent / appeal to the changing labour market • Skills shortages – why is this important to professional bodies? • Improved financial return – more female members • Contract compliance / stakeholder requirements – as s service provider, training etc... • Members expectations – “young women now grow up expecting equality in education and the workforce” • Loss of intellectual capital – from the professional body.

9. Example – academic careers

10. In the UK, 75% of working women are still found in just 5 occupational Occupational Segregation • Associate professional and technical (e.g. nursing, teaching) • Admin and secretarial work • Personal services (caring for children/elderly people) • Sales and customer service • Non-skilled manual work The vast majority of jobs in these sectors pay less than in the sectors where men predominate

11. SET Occupational Gender Splits Female % • 15% ICT professionals • 5% professional engineers • 19% building professionals • 39% science professionals • 13% in biosciences

12. Where are we now? • Girls make up 42% of A level students in STEM subjects • Women make up 33% of all higher education (HE) students in SET disciplines • Women represent 19% of SET workforce • Women hold 9% of directorships in the UK FTSE 100 companies in SET sectors • 8% of all SET professors are female

13. Services for businesses and organisations CEO charter Culture Analysis Tool (CAT) Gender equality training Gender equality consultancy Focus groups Workplace champion training SET Fair standard Includes corporate clients e.g. E-On, BT, Halcrow, further and higher education institutes, research councils, professional bodies and small businesses Services for women Mentoring and Coaching Continuing Professional Development events e.g. interview skills, CV writing Work placements Travel & training bursaries GetSET Women Women of Outstanding Achievement Blog & case studies Connect What do we do?

14. Services for womenInfluencing the adult advancement careers service Veronica Benson UKRC SE Hub Manager

15. INTEGRATED STRATEGY GCSE PARENTS & TEACHERS APPRENTICESHIPS & TECHNICIANS A LEVEL CAREER PROFESSIONALS MEDIA STEM ENRICHMENT UNDER-POST GRADS/ DOCS PROFESSIONAL INSTITUTES LECTURERS RESEARCH COUNCILS ACADEMIA INDUSTRY ENTERPRISE CAREER ROUTES INFLUENCERS

16. UKRC Model Organisational Transformation journey Commitment: CEO Diagnosis: CAT Action: training Results Award and recognition Technical training grants OU T161 course Bursaries Mentoring CPD events Support networks GetSET women Public bodies Leadership programme Enabling organisational and cultural change Supporting individual women at 4 career stages

17. Services for Women – Career stages and key issues Recession

18. Getting to the top • Getting to the top • Mentoring • MentorSET • Signposting to networks • Public body mentoring scheme/seminars • GetSET • Leadership courses/seminars • CPD events • Media training • Coaching • CPD entrepreneurship Services for Women – Progression route for constituent groups Getting Back • Getting Back • One on ones • MentorSET • PMCS • T161 course • Website • GetSET • Work placements • Site visits • CPD/networking events on various themes • Network back to SETWork • -Signposting to networks • Training Grants Getting Established • Getting Established • Early career mentoring programmes • MentorSET • Website • GetSET • Signposting to networks • Travel bursaries • CPD -Maternity leave. Employability, Entrepreneurship • Training Grants Getting In • Getting In • MentorSET • Website • GetSET • Site visits • CPD/role model events • CPD entrepreneurship

19. Profile of Services for Women participants • 80% are aged 25- 49 • 34% unemployed or economically inactive • Of those unemployed – 57% >12months, 28% >3 years • Direct benefit recipients estimate <10% (Survey) • 40% have current childcare responsibility • 19% from black and minority ethnic communities • 2% self-declared disability

20. UKRC Services for Women • Field staff/partners • Enquiries • Central Team • Connect • Vitae • Union Learn • RCUK • Individual support package • Flexible length • Multiple outcomes • Final outcome per woman Generating demand 1 2 3 Individual contacts Wider reach Engaged 4 Progression outcomes 1200 500 2500 934 10,000 2297 255 • bursaries, • technical training grants, • participation on the OU T161 career reorientation course, • mentoring, • work placements, • networking and • Professional Development events. • SET employment, • higher level work in SET, • self-employment • entering further study/training to progress SET career. • 80% (1902) registered on GetSET women • Newsletters • Public appointments • Mentoring • Leadership activity Meeting Needs: ‘Products’ MOU’s with influencers Connect services Innovative Grant Scheme Web site and newsletters

21. UKRC Positive Outcomes Rajni Bhardwaj, Research Technician, Centre for Plant Science, University of Leeds “If I hadn’t come across the UKRC I most probably wouldn’t be where I am today…. I had a 10 year career break behind me so I didn’t think I had a chance, but my mentor believed in me.” Zainab Ganiyu-Dada, Trainee Biomedical Scientist and recent graduate, Queen Mary’s Hospital, Sidcup “The UKRC gave me tremendous support. They helped me boost my CV and forwarded it to a number of hospital departments, potential employers and companies.” Anna Ferguson, Electrical Engineer with NaREC (New and Renewable Energy Centre) Awarded a technical training grant of £500 from the UKRC. “I hadn’t really thought about going back to engineering until I saw the UKRC giving a presentation.” Patricia McCalla, Trainee Building Control Surveyor and graduate of the SHU and UKRC ‘Return to the Built Environment Course’ “The UKRC was great at telling me where I could go for help and constantly updated me on what was happening next.”

22. Adult and Returner Careers support for STEM - Where would you go? • HEI – long past, local/ recent contact, OU • Local FE College • Community-based IAG –eg. nextstep or local projects • Professional Body • Web-based services – eg. Prospects • Friends and family • Network contacts in the field • A mentor

23. Gaps in the system? • Information and knowledge of SET sectors and specialisms • Awareness and strategies to combat gender stereotyping • Support for individuals with higher level skills/qualifications • Support for adults and returners to SET careers • How will AAS and Science and Society/STEM Programme initiatives address these issues?

24. Developing UKRC delivery in/with the IAG/Careers Sector • Delivery of gender equality training to trainee careers advisers - Yorkshire and Humber/Huddersfield and Reading • Delivery of gender equality training to careers professionals – focus on young women and career choice issues • Delivery of additional careers support through specialists - Imperial, Vitae, Prospects, influencing mainstream • New materials for careers professionals working with adults, returners and career changers – HE/FE/Community-based – Pilots South East/London/ Derby

25. UKRC Engagement with IAG/Careers Sector • Gender Equality Training for Careers Professionals • Web resources for Careers Professionals and IAG intermediaries • Case studies, and data on SET career paths and stories • Links with providers for awareness, mutual referral eg. Prospects • Links with STEM professional bodies and Sector Skills Councils • Stakeholder engagement with Adult Advancement and Careers Service • Links with other STEM Careers initiatives (11-19) - SHU • Support and referral for individual women at key career stages – Getting In, Getting Established, Getting Back, Getting to the Top • Developing MOUs with key intermediaries

26. Key elements • Influence and support initial training, CPD and IAG workforce development on gender equality issues for STEM • Partnering and MOUs for mutual actions • Provision of resources, evidence, stories • Signposting and reciprocal referral of participants – infrastructure