athena swan silver department award application...3 1. letter of endorsement from the head of...

11/12/2015 1

Athena SWAN Silver department award application

Name of university: Imperial College London

Department: Surgery and Cancer

Date of application: 7th December 2015

Date of university Bronze and/or Silver Athena SWAN award: Silver November 2012

Contact for application: Lesley Regan and Kate Hardy

Email: [email protected] and [email protected]

Telephone: 020 3312 1798 and 020 7594 2106

Departmental website address: https://www1.imperial.ac.uk/surgeryandcancer

mailto:[email protected]


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List of Abbreviations

AHSC Academic Health Sciences Centre

AOC Academic Opportunities Committee

AS Athena SWAN

AP Action Plan

BRC Biomedical Research Centre

CATO Clinical Academic Training Office

CRF Clinical Research Fellow

CSL Clinical Senior Lecturer

CSM Computational Systems Medicine

DoM Department of Medicine (Department within the Faculty of Medicine)

FoM Faculty of Medicine

FEO Faculty Education Office

HoD Head of Department

HoS Head of Section

ICHNT Imperial College Healthcare NHS Trust

IRDB Institute of Reproductive and Developmental Biology

ITMAT Institute for Translational Medicine and Therapeutics

LDC Learning and Development Centre

MBBS Bachelor of Medicine

NHLI National Heart and Lung Institute (Department within the Faculty of Medicine)

O&G Obstetrics and Gynaecology

PG Postgraduate

PGR Postgraduate Research

PGTC Postgraduate Taught Course

PRDP Personal Review and Development Plan

PTO Professional, Technical and Operational

RCOG Royal College of Obstetricians and Gynaecologists

RCS Royal College of Surgeons

RDS Reproductive and Developmental Sciences

SA Surgery and Anaesthesia

S&C Surgery and Cancer

SMB Senior Management Board

UCL University College London

UG Undergraduate

Campus sites

C&W Chelsea and Westminster

CX Charing Cross

HM Hammersmith

SK South Kensington

St M St Mary’s

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1. Letter of endorsement from the head of department: maximum 500 words

Dr Ruth Gilligan Athena SWAN Manager Equality Challenge Unit 7th Floor, Queens House 5/56 Lincoln’s Inn Fields London WC2A 3LJ

Dear Dr Gilligan

I wholeheartedly endorse this timely and ambitious application for an Athena SWAN Silver Departmental Award. The Department of Surgery and Cancer at Imperial integrates an enormous diversity of scientific and medical research activities at the interface of university and healthcare trust. This complexity presents significant challenges in communication and management, making me particularly proud of cultural changes relating to gender equality that our Academic Opportunities Committee have managed to embed since Bronze.

Online Staff Survey and Focus Groups helped us understand issues affecting staff, and comparison with previous data revealed that cultural change is now evident. Staff across the Department are engaging seriously with the initiatives laid out in our Athena SWAN Bronze Action Plan leading to a noticeable change in attitudes which has improved morale, and our operational delivery. I firmly believe that ensuring best practice in all areas of staff and student support will further benefit Departmental performance through scientific and medical excellence.

Clare Marx, first female President of the Royal College of Surgeons gave our first Departmental Athena SWAN Lecture entitled “All changed – changed utterly”. The subsequent discussion – which included staff and students from across the Department, alongside several sixth-former students – confirmed our assertion that the need for leadership from the top, achieving critical mass, and providing adequate support and mentoring is critical in enhancing gender equality, particularly in Surgery.

Since Bronze we have implemented a number of key initiatives, including:

A vibrant, expanding mentoring scheme that positively supports women;

An improved Personal Review and Development Plans (PRDP) process that now better serves staff by encompassing a wider range of activities, and ensuring thoughtful review of career planning and work/life balance;

Active individual review of all staff as part of our Academic Promotions process to ensure recognition of particular circumstances and appropriate support for career development.

The AOC has explored in detail the impact of our gender equality initiatives, and identified key transition points in both clinical and non-clinical career pathways that provide the motivation for sustained future action. We have identified the need to champion women applying for academic posts and provide better support for female surgeons as critical areas of focus in our Athena Silver Action Plan.

Our initiative to restructure the AOC to a Task Force model will directly engage Divisional Heads, thereby ensuring leadership from the top whilst retaining the interest, enthusiasm and expertise of existing AOC members.

Department of Surgery and Cancer Imperial College London South Kensington Campus Sir Alexander Fleming Building London SW7 2AZ Tel: 020 7594 3195 Fax: 020 7594 [email protected] www.imperial.ac.uk

Professor Jeremy K Nicholson Head of Department of Surgery and Cancer Chair in Biological Chemistry


http://www.imperial.ac.uk/

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We recognise that we have embarked on a journey to change the culture and that in such a large and diverse department not all changes will occur equally quickly or effectively. However the inertia that delays change translates to momentum as change occurs and we have achieved significant momentum.

Together we strive for a fairer working environment for all; with an Athena SWAN silver award endorsement we will achieve that goal.

Yours sincerely

Professor Jeremy K Nicholson

Head of Department

(471 words)

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2. The self-assessment process: maximum 1000 words (995)

i. A description of the self-assessment team

Our Academic Opportunities Committee (AOC) was established in September 2013 to promote gender equality in Surgery and Cancer (S&C) and support Athena SWAN applications. The Department has a complex structure – spanning both clinical and non-clinical domains, has four Divisions across five campuses, and represents several distinct academic specialties. The composition of the AOC reflects this diversity; membership is inclusive and drawn from across the entire Department (Figure 1). Meetings (chaired by Professor Regan) are attended by an enthusiastic and committed group of 29 individuals (Table 1).

Figure 1 Divisional and external representation on the Surgery and Cancer Academic Opportunities

Committee. Chaired by Prof Lesley Regan. Coordinated by the four Divisions in the

Department. Campus site of the AOC members in S&C are shown in parentheses.

The core AOC members are Lesley Regan (Senior Management Board (SMB) member; direct link with Heads of Divisions); Julia Anderson (Departmental Manager, with an essential breadth of knowledge of S&C and Imperial College - reports to the Head of Department (HoD)); Kate Hardy (Data Analysis and Interpretation Lead; AOC Deputy Chair) and Kathryn Johnson (Departmental Athena SWAN Administrator). Shirley Line (Divisional Manager – Cancer and Reproductive Biology) implements robust data collection protocols, and leads Induction and Exit meetings for staff. The AOC has benefited from the input of Vicky Salem (Faculty) and Rob Bell (College), whose advice and suggestions continue to be invaluable. Importantly, students and post-docs are also represented, and Athena SWAN Ambassadors for each of the four Divisions of the Department promote Athena SWAN initiatives locally. (184)

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Table 1: Academic Opportunities Committee (AOC) composition.

Denotes a new member since Athena Swan Bronze Award

Name and Position Current Major AOC Role Work Life Balance

Lesley Regan Clinical Professor Recipient of Julia Higgins Award

Chair of the AOC

Twin daughters at university

Kate Hardy Professor (Reproductive Biology)

Deputy Chair of AOC, data analysis and interpretation, key role in all aspects of application. Athena ambassador in Reproductive Biology

Widowed mother of teenage son Works flexibly Mentor

Julia Anderson Departmental Manager Recipient of Imperial College Medal

Provides Departmental coverage.

Married, no children Speaker at Imperial College Springboard Women’s Development Programme

Toby Athersuch Lecturer (Computational Systems Medicine)

Advisor on data presentation and content

Married Mentor

Charlotte Bevan Professor (Prostate Cancer)

Athena SWAN ambassador in Division of Cancer

Two young children Mentor

Muireann Coen Lecturer (Computational Systems Medicine)

Athena SWAN ambassador in CSM

Married with two young daughters, supported by flexible, part-time working. Mentor and College Maternity Mentor

Ana Costa-Pereira Senior Lecturer (Cancer and lead for new FoM BSc for Future Science Leaders)

Content for the application and educational input


Wei Cui Senior Lecturer (Stem Cell Biology)

Bullying and harassment subcommittee and mentor

Has a teenager daughter and has experience of shared child care responsibilities

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Kirsty Flower Postdoctoral Researcher (Cancer)

Postdoc representative, bullying and harassment subcommittee and staff survey group

Postdoc mentor to PhD students Nominated for Postdoc Development Centre Reps Award 2015

Stephen Franks Professor (Endocrinology)

Clinical perspective, bullying and harassment sub committee

Elderly mother care responsibilities Mentor

Tony Gordon Clinical Senior Lecturer (Intensive Care)

Athena SWAN Ambassador in Surgery

Works flexibly to enable wife to return to work after maternity leave

Kathryn Johnson Administrative Support

AOC Secretary Responsible for Departmental website, blog authoring, mentoring programme

Works flexibly Membership of Faculty of Medicine PTO working group

Jia Li Lecturer (Computational Systems Medicine)

Staff survey working group and case study

Mentor

Shirley Line Divisional Manager (Cancer and Reproductive Biology)

Implemented Induction and Exit interviews for all new and departing staff. Implemented robust data collection protocols

Married with grown up family. Membership of Faculty of Medicine PTO working group. Mentor

Maria Lynch HR Manager (Faculty of Medicine)

Provides statistics and advice on Faculty policies and updates

Married with two teenage children

Daqing Ma Reader (Anaesthetics)

Athena SWAN Ambassador in Anaesthetics, Pain Medicine and Intensive Care

Married with two daughters Mentor

Tony Taragona-Fiol Divisional Manager (Surgery)

Surgical statistics and implementing initiatives within surgery

Married with six children Flexible working to support family

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Kacie Thomson PhD student (Ovarian Physiology)

Postgraduate representative Works flexibly Postgrad representative on Society for Reproduction and Fertility Council

Veronique Azuara Senior Lecturer (Stem Cell Biology)

Active AOC member since established and advisory role


Liz Elvidge Head of Postdoc Development Centre Recipient of Julia Higgins Medal

Athena SWAN adviser Sole carer for husband with long term illness

Hector Keun Reader (Cancer – Systems Medicine)

Non-clinical scientist Outreach activity lead Member of Departmental Postgraduate Education Committee (PGEC)

Works flexible hours to support family Mentor

Matthew Ryan Research Manager (Musculoskeletal Surgery)

Promoting Athena SWAN activities and initiatives at the Charing Cross campus

Works flexibly Mentor

Paul Strutton Senior Lecturer (Musculoskeletal Surgery and Education)

Advisor and contributor on undergraduate issues

Married with three children

Rob Bell Athena SWAN coordinator Recipient of Julia Higgins Award

College representative. Advisor throughout Athena SWAN application process

Supported partner through PhD. Works flexibly

Karen Hinxman Consultant, Postdoc Development Centre

Advisor on Postgraduate initiatives and issues

Facilitator of Springboard, Imperial’s Women’s Leadership Programme

Andrea Frilling Professor (Endocrine Surgery)

Clinical perspective Mentor

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Victoria Salem Clinical Lecturer (CL) / FoM Athena SWAN coordinator Recipient of Julia Higgins Award

College representative. Advisor throughout Athena SWAN application process

Three children. Busy clinical commitments

Elizabeth Want Senior Lecturer (Computational Systems Medicine)

Championing maternity issues and developing clear maternity pathway

Married with two children. On maternity leave at time of application.

Alun Davies Professor (Vascular Surgery)

Previous Training Programme Director for flexible surgical training

Three daughters. Mentor

* The Julia Higgins Medal and Awards are awarded annually to recognise individuals and departments that have made a significant contribution to the support of academic women at the College.

ii. An account of the self-assessment process:

Academic Opportunities Committee

Athena SWAN is centrally embedded in S&C, with the AOC closely linked to management, research, teaching, communications and networking structures (Figure 2). Activities of the AOC are reported at a number of Departmental, Faculty, and College committees, and shared with staff via multiple channels: Departmental Ambassadors, emails, web, blog, posters, networking events and the Annual Departmental Meeting. The AOC chair reports new activities directly to the SMB and, together with the HoD, is responsible for continued implementation of the Athena SWAN Action Plan across the Divisions. Notably Kate Hardy reported back on the “Successfully Integrating Women into STEM” conference held in September 2015, as she was the Faculty representative. (88)

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Figure 2 Linkage of the AOC within the S&C Departmental structure.

Online Staff Survey

Prof. Kate Hardy chaired an AOC sub-committee in early 2015 to review data obtained from the previous Online Staff Survey, and revise the Survey to better capture opinions about issues central to the Athena SWAN scheme, and the impact of our Bronze Action Plan (AP).

The Online Staff Survey comprised 71 questions, covering the following areas:

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Communication

Support for key career transition points (availability, awareness and uptake of mentoring, networking, appraisal and professional training opportunities)

Support for postdoctoral researchers

Promotion and career development (appraisal, promotion, barriers to career progression)

Induction and training

Support for students

Organization and culture

Discrimination, bullying and harassment

Flexibility and managing career breaks

(88)

Table 2: Overview of responses to the 2015 Online Staff Survey

Role Number

Surveyed Total

responses Female

responses Male

responses

1 Academic and research staff 195 165

(85%)

84

(90%)

75

(74%)

2 Admin/clerical/

technical/scientific support 186

80

(43%)

55

(45%)

24

(38%)

3 Postgraduate students 510 67

(13%)

49

(18%)

18

(8%)

4 Prefer not to say (PNTS) 16 5 4

TOTAL 891 328

(37%) 193 121

A total of 891 staff and postgraduate students were invited to complete to the survey with 328 responses received (response rate 37%, Table 2). Analysis of the same staff groups surveyed this year and previously (rows 1 and 2) shows an improved response rate of 64% - a 15% increase our previous response rate (49%) demonstrating increased engagement of staff with our Athena SWAN initiatives since Bronze. As part of efforts to broaden the Survey remit, postgraduate students (including MSc, MRes and PhD) were included in the 2015 Survey for the first time, with a response rate of 18% women and 8% for men.

Our survey design has attracted interest from the FoM Athena SWAN Committee and as a result it will be shared widely across the Faculty to enhance our collective ability to cross-compare information in the future. (AP 1.1) (141)

Focus Groups

Six hour-long Focus Groups, facilitated by a consultant from Imperial’s Learning Development Centre (LDC) were held at five campuses in early June 2015. Five sessions were mixed and a women-only session was held at one of the larger campuses to provide an opportunity for a discreet forum. (47)

Table 3: Number of staff attending Focus Groups

Location Women Men Total

Charing Cross (CX) 6 8 14

Chelsea & Westminster (CW) 2 7 9

South Kensington (SK) 6 1 7

Hammersmith (women only) (HH) 11 NA 11

Hammersmith (HH) 7 6 13

St Mary’s (St M) 11 3 14

Total 43 25 68

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In total, 68 staff attended across all categories of staff (~20% increase on previous attendance) (Table 3). To the delight of the AOC, there was a fantastic turnout from female surgeons at St Mary’s, providing an engaged and insightful opportunity for feedback from a traditionally elusive demographic that we particularly wish to target.

Focus Group themes included:

Career blocks and obstacles

What works well

Retention and progression

Communication and engagement

Departmental culture

Findings from these Focus Groups were shared with the AOC, and are discussed in relevant sections of this application and were valuable to the AOC in the preparation of the Athena SWAN Silver Award.

(106)

Departmental Meetings

The October 2015 Departmental Meeting, chaired by the HoD, focused on the Department’s imminent application for Silver status and culminated in an enthusiastic discussion. The attendance, reflecting a Departmental cultural shift as a result of Bronze Action Plan intiative, included senior representation for every building on every campus in which the Department is located and large numbers of research and support staff. Of note, professorial surgical leads for all the four Division of Surgery sites and 4/5 new surgical CSLs were present, an important fact as within Surgery, at senior level and following national trends, there is little female representation. (AP 2.1) (100)

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iii. Plans for the future of the self-assessment team

Since its inception, the AOC has been characterised by outstanding buy-in, enthusiasm and dedication, which contributed greatly to our Athena SWAN Bronze Award, and inspired this Silver application. In order to progress further significant cultural change within S&C and facilitate and enhance the implementation of the AP the HoD has introduced, from 2016, the development of a structured, Task Force approach (outlined in Figure 3). Supported by Prof Regan and Prof Hardy, the HoD will assume overall leadership and coordinate activities across five themes: Education, Data, Career Development, Pastoral Support, and Communication. Theme leads will be nominated and will include Divisional Heads to ensure leadership from the top; members of the existing AOC will apply for membership of themes of particular interest to them. At least one member of each theme will be openly recruited from across all Departmental staff, and specific invitations to technical staff will be made to ensure the theme composition appropriately represents those it serves, and is aligned with the widening of Athena SWAN remit and engagement within S&C. (AP 3.1, 3.3) (173)

Figure 3 Overview of the AOC Task Force structure within the Department of Surgery and Cancer of the

AOC Task Force structure within the Department of Surgery and Cancer

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3) A picture of the department: maximum 2000 words (1994)

a. Provide a pen-picture of the department to set the context for the application, outlining in particular any significant and relevant features.

Mission: to excel in patient-centred translational research; deliver technological advances to impact healthcare; offer innovative education. S&C has one non-clinical and three clinical Divisions (Figure 4). Recently the Division of Digestive Diseases joined our department (August 2015, therefore not included in this application), and members will join the AOC. (AP 3.2) (49)

Figure 4 Organisational structure of the Department of Surgery and Cancer: The four Divisions (Surgery,

Computational Systems Medicine, Cancer, Reproductive Medicine)

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S&C operates across 5 campuses (Figure 5), comprises 54 clinical, 55 non-clinical academics, 128 researchers, 207 support staff, a vibrant student population of 237 PGT students on nine programmes, 422 PGR students (82 MRes, 340 PhD).

The diverse nature of our specialties, and geographical spread, means that effective cohesion and communication is challenging. (53)

Figure 5 Location of the Department of Surgery and Cancer across five campuses

Since Bronze, we have explored the under-representation of women in academic roles and benchmarked our courses externally and staff internally to Imperial. Discussions have reviewed an exercise the RCOG undertook – Campaign 2000 – resulting in a critical mass of female consultants able to act as role models. This may provide a framework to address gender imbalance in surgery (AP 4.1>4.5).

Distribution of staff across Divisions is summarised in Table 4; the critical point for gender

imbalance is the transition from Researcher to Academic - the key focus of our application. (AP 5.1>5.10) (87)

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Table 4: Divisional breakdown of Surgery and Cancer staff 2015

Non-Clinical Clinical Support

Research Non-Clinical Academic CRF Clinical

Academic Support

M F % F M F % F M F % F M F % F M F % F

Cancer 24 28 54 10 3 23 3 6 67 6 2 25 14 43 75

Reproductive 3 4 43 4 4 50 5 12 71 4 4 50 3 13 81

Surgery 21 25 54 12 4 25 39 20 34 34 4 11 39 47 55

CSM 11 12 52 13 5 28 0 0 0 - - - 16 18 53

Central Admin - - - - - - - - - - - - 3 11 85

Departmental Total (S&C)

59 69 54 39 16 29 47 38 45 44 10 19 75 132 64

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b. Student Data

i. Numbers of males and females on access or foundation courses – comment on the data and describe any initiatives taken to attract women to the courses.

Not applicable.

ii. Undergraduate male and female numbers

S&C manages two intercalated BSc Courses (4th year, MBBS degree):

Reproductive and Developmental Sciences (RDS)

Surgery and Anaesthesia (SA)

Students can intercalate from other Universities or Imperial’s Biomedical Sciences course. Undergraduate recruitment is coordinated by the Faculty Education Office (FEO), with S&C using student recruitment fairs and webpages to attract students to our courses.

Contrasting with SA, RDS attracts a larger proportion of female students. This subject-based gender bias parallels similar courses in the UK (Figure 6 D&F). We will work towards gender balance by reviewing recruitment opportunities. (AP 6.1, 6.2) (87)

Figure 6 The overall percentage of female undergraduates has increased from 50 to 60%

2011/12 2012/13 2013/14 2014/150

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(A) Total number BSc students

Female

Male

2011/12 2012/13 2013/14 2014/150

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40

60

80

100

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(B) Percentage of female BSc students

2011/12 2012/13 2013/14 2014/150

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100

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(D) Reproductive & Developmental Science

Edinburgh RB

Repro & Dev

2011/12 2012/13 2013/14 2014/150

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40

60

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100

Year

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(F) Surgery and Anaesthesia

UCL iBSC

S&A

2011/12 2012/13 2013/14 2014/150

10

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40

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Female

Male

(C) Reproductive & Developmental Science

2011/12 2012/13 2013/14 2014/150

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(E) Surgery and AnaesthesiaFemale

Male

Total number Percentage of students who are female

Number of students and gender balance of intercalated undergraduate courses in S&C (2011-2015). Total BSc students (A, B); Reproductive and Developmental Science (C, D); Surgery and Anaesthesia (E, F). Benchmark data for comparable courses shown (University of Edinburgh Reproductive Biology, UCL BSc Surgery).

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iii Postgraduate male and female numbers completing taught courses

S&C’s postgraduate taught portfolio includes eight programmes.

Total number of male students is stable since 2010/11 (~60-70), number of female students has increased from ~50 to ~80, exceeding 50% (Figure 7) resulting from improved female visibility on web pages and focused discussions at PGT fairs, implemented since Bronze. (AP 7.1) (48)

Figure 7 The percentage of female Postgraduate Taught Course (MSc/MEd) students exceeds

50%, and of MRes students is between 55 and 70%.

Full-time vs Part-time courses

Full time and part-time programmes are designed to appeal to different cohorts (Figure 8), FT attracting career scientists, committing a year to study, PT clinically oriented programmes targeting practising clinicians with weeks of intensive teaching and distance learning support. PT and FT programme demographics are different, with distinct work/life balance challenges.

Historically, PT programmes attracted more men, reflecting the greater number of men in surgical disciplines nationwide (Royal College of Surgeons (RCS), Surgery in Numbers 2014). (75)

2010/11 2011/12 2012/13 2013/14 2014/150

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(A) Total number of MSc (PGTC) students; F/T and P/T *

Female

Male

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

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(B) Comparison of S&C with National Levels

Surgery & Cancer

National Average

National Average

Surgery & Cancer

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

Year

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(C) Total Number of Full-Time MRes Students

Female

Male

2010/11 2011/12 2012/13 2013/14 2014/150

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Year

Pe

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(D) Percentage of Female Full-time MRes students

*F/t = Full-time; P/T = Part-time N.B. There are no P/T MRes students

Total numberPercentage of students

who are female

Comparison of S&C with national data for the discipline. National data from HEIDI(Higher Education Information Database for Institutions), A3 (Clinical Medicine)

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Figure 8 The percentage of female Full-Time MSc students is between 60 and 80%, and of Part-time

MSc students is steady at around 50%.

Individual MSc and MRes Courses

Surgical Technology and Surgical Science were withdrawn in 2014 and 2015 respectively – replaced by Surgical Innovation, launched October 2015, with seven women (39%) and 11 men, in alignment with Bronze AP aims. Students are recruited through the London Deanery. We aim to encourage creation of a critical mass of female surgeons necessary to drive change in the prevailing culture. (AP 7.3)

We have benchmarked where possible (Figure 9) – although not possible to find courses comparable with MSc Quality and Safety in Healthcare, Health Policy, or the MEd in Surgical Education.

Numbers of female Cancer Biology and Biomedical Research students have exceeded 50% since the inception of these programmes (Figure 10). Medical Robotics and Image Guided Intervention exhibits greater variations in gender proportion, similar to the UCL equivalent. (125)

2010/11 2011/12 2012/13 2013/14 2014/150

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(A) Total number of Full-time PGTC students

Female

Male

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(C) Total number of Part-time PGTC studentsFemale

Male

2010/11 2011/12 2012/13 2013/14 2014/150

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(B) Percentage of Female Full-time PGTC students

2010/11 2011/12 2012/13 2013/14 2014/150

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(D) Percentage of Female Part-time PGTC students


who are female

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Figure 9 Surgery & Cancer Postgraduate Taught Courses cover diverse subjects, both clinical and

science-based. The percentage of female students is now above or around 50% for all our

current MSc courses (2 with asterisks have been withdrawn)

2010/11 2011/12 2012/13 2013/14 2014/150

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Reproductive & Developmental Biology (FT)

Female

Male

2010/11 2011/12 2012/13 2013/14 2014/150

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Quality and Safety in Healthcare (PT)

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Health Policy (PT)

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Surgical Education (FT & PT)

2010/11 2011/12 2012/13 2013/14 2014/150

5

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25

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Surgical Science (FT & PT; withdrawn)

*

2010/11 2011/12 2012/13 2013/14 2014/150

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Surgical Technology (FT & PT; withdrawn 2014)

*

2010/11 2011/12 2012/13 2013/14 2014/150

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Reproductive & Developmental Biology

50%

University of Kent

University of Sheffield

RDB

University of Edinburgh

2010/11 2011/12 2012/13 2013/14 2014/150

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Quality and Safety in Healthcare (PT)

50%

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Health Policy (PT)

50%

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Surgical Education (FT & PT)

50%

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Surgical Science (FT & PT; withdrawn 2015)

50%

2010/11 2011/12 2012/13 2013/140

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Surgical Technology ( FT & PT; withdrawn 2014)

50%


who are female

Number of students and gender balance of the six individual postgraduate taught courses (PGTC) in science and medicine, available in S&C (2010-2015). Benchmark data for comparable courses shown where available (University of Kent, University of Sheffield, University of Edinburgh).

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Figure 10 Well-established streams (Cancer Biology, Biomedical Research) exhibit strong female

representation. The year-to-year gender balance variability observed for the MRes Medical

Robotics and Guided Intervention course is attributable to low annual enrolment.

iv Postgraduate male and female numbers on research degrees

Numbers of research postgraduates are fairly constant since 2010/11. The slight decline in percentage of women, concerning at Bronze, has recovered to above 50% (Figure 11). Since Bronze the number of part-time students, has improved to ~40% female (Figure 12 C,D). The majority of PT students are CRF’s, who historically tend to be male. (AP 22.1) (49)

Figure 11 The percentage of female PhD Students has recovered to above 50%, and is approaching the

national average.


who are female

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Cancer Biology (FT)

Female

Male

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Cancer Biology (FT)

50%University of Kent

UCL Cancer Biology

Cancer Biology

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Biomedical Research MRes (FT)

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Biomedical Research MRes

50%

BMR

Kings College London

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Medical Robotics & Image Guided Intervention (FT)

2010/11 2011/12 2012/13 2013/14 2014/150

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Medical Robotics and Image Guided Intervention

50%

UCL Medical Imaging

MRIGI

Number of students and gender balance of MRes courses, available in S&C (2010-2015). Benchmark data for comparable courses shown where available (UCL, University of Kent, Kings College London).

2010/11 2011/12 2012/13 2013/14 2014/150

50

100

150

200

Year

To

tal n

um

be

r

(A) Total number of Research Postgraduates

Female

Male

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Pe

rce

nta

ge

(B) Comparison of S&C with National Levels

National Average

Surgery & Cancer

Compared to the percentage of women nationally(data from HEIDI, A3 (Clinical))

22

Figure 12 The percentage of female PhD students (Full-time) has recovered to ~60%, and of part-time to

over 40%

v. Ratio of course applications to offers and acceptances by gender for undergraduate, postgraduate taught and postgraduate research degrees

Undergraduate Courses: Applications, Offers and Acceptances

Undergraduate teaching (MBBS, BSc, BMS degrees) within FoM is managed by the FEO. S&C uses the College BSc recruitment fair and associated promotional materials/websites to inspire students throughout decision-making stages. S&C is involved in UG teaching from Year 1 providing opportunities to encourage interest in our specialities; a wide range of projects is offered bringing students into closer contact with senior clinical academic staff. We will encourage female and male undergraduates in courses where they are under-represented by holding introductory workshops prior to students making their choices. (AP 6.1) (87)

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

To

tal n

um

be

r

(A) Number of PG Research Full-time Students

Female

Male

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

To

tal n

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be

r

(C) Number of PG Research Part-time Students

Female

Male

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

Pe

rce

nta

ge

(B) Percentage of female PGR Full-time students

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

Pe

rce

nta

ge

(D) Percentage of female PGR Part-time students

Number of students and gender balance of postgraduate research (PGR) students registered in S&C (2010-2015) according to registration status. PGR full-time (A, B); PGR part-time (C, D).

23

Postgraduate MSc Courses: Applications, Offers and Acceptances

The percentage of female applicants on PGT courses varies between 52% and 60% (Figure 13), remaining consistent through offers to acceptances. The total number of applications from both genders has declined slightly since 2012/13.

The new Masters in Surgical Innovation will be monitored to ensure equal attractiveness to both genders. (AP 7.2)

The percentage of applications given offers, and of offers accepted is gender-equal (Figure 14). (62)

Figure 13 ~50 – 60% of PGTC (MSc) applicants, offers and acceptances are female

Figure 14 MSc courses: There is no gender bias in the percentage of applications given offers, and of

offers accepted

2010/11 2011/12 2012/13 2013/14 2014/150

50

100

150

200

Nu

mb

er

(A) Total number of applications

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

Pe

rca

nta

ge

(D) Percentage of female applications

2010/11 2011/12 2012/13 2013/14 2014/150

50

100

150

200

(B) Total number of offers

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

(E) Percentage of female offers

2010/11 2011/12 2012/13 2013/14 2014/150

50

100

150

200

(C) Total number of acceptances

Female

Male

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

(F) Percentage of female acceptances

Applications Offers Acceptances

Data are presented with respect to the total number of applications.E.g. the percentage of applicants that are female

Data are presented with respect to the total number of offers. E.g. the percentage of all offers that are to women

Data are presented with respect to the total number of acceptances. E.g. the percentage of all acceptances by women

Number of students and gender balance for entry/enrolment onto postgraduate taught courses (PGTCs) in S&C (2010-2015). The total number of applications, offers, and acceptances (A-C) was used to calculate the gender balance at each stage, respectively (D-F).

Postgraduate Taught Courses

Year

Pe

rce

nta

ge

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

(A) Percentage of applications given offers

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

female

male

(B) Percentage of offers accepted

Data are presented with respect to the total number of female, or male, applicants.E.g. the percentage of female applicants being given offers

Data are presented with respect to the total number of female, or male, offers.E.g. the percentage of women given offers who choose to accept

24

Postgraduate MRes Courses: Applications, Offers and Acceptances

More women than men apply for MRes courses (Figure 15). The introduction of new programmes and streams (Figure 9) has increased the total number of students; the percentage of female applicants, offers and acceptances, is constant at ~60% and overall shows no concerning trends. We will explore how our MRes courses provide a springboard for female career progression. (Figure 16). (AP 8.1) (58)

Figure 15 More women than men apply for Postgraduate MRes Courses, are given offers, and accept

them. Female applications and offers consistently represent ~60% of the total.

Figure 16 MRes Courses: There is no gender bias in the percentage of applications given offers (A), and

offers accepted


2010/11 2011/12 2012/13 2013/14 2014/150

50

100

150

200

250

Nu

mb

er


2010/11 2011/12 2012/13 2013/14 2014/150

50

100

150

200

250


Female

Male

2010/11 2011/12 2012/13 2013/14 2014/150

50

100

150

200

250


2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

Pe

rca

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ge


2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year


2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year





Number of students and gender balance for entry/enrolment onto MRes courses in S&C (2010-2015). The total number of applications, offers, and acceptances (A-C) was used to calculate the gender balance at each stage, respectively (D-F).

MRes Courses

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Pe

rce

nta

ge

Year


2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

female

male




25

Postgraduate Research Degrees: Applications, Offers and Acceptances

Since 2010/11 applications have doubled, with a larger increase in female applications and more women applying by 2013/14 (Figure 17A). There has been no increase in PhDs available. Proportions are reflected in offers and acceptances, confirming no gender bias (Figure 18). (39)

Figure 17 More women are applying for PhD places, and more are given offers and accept them.

Figure 18 PhD: Similar proportions of men and women are given offers. A marginally higher proportion of

men accept them.


2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Nu

mb

er


2010/11 2011/12 2012/13 2013/140

50

100

150

200


2010/11 2011/12 2012/13 2013/140

50

100

150

200


Female

Male

2010/11 2011/12 2012/13 2013/140

20

40

60

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100

Year

Pe

rca

nta

ge


2010/11 2011/12 2012/13 2013/140

20

40

60

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100

Year


2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Year





Number of students and gender balance for postgraduate research (PGR) student registration in S&C (2010-2015). The total number of applications, offers, and acceptances (A-C) was used to calculate the gender balance at each stage, respectively (D-F).

Postgraduate Research

2010/11 2011/12 2012/13 2013/140

20

40

60

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100

Year

Pe

rce

nta

ge


2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Year

female

male




26

vi. Degree classification by gender

Undergraduate Courses: Degree Classification by Gender

Classification of degrees in SA does not indicate gender bias. There is greater between-gender variation for RDS because numbers of men undertaking the course are small, resulting in less comparable data. (Figure 19, 20) (AP 8.2) (31)

Figure 19 No gender bias degree classification at undergraduate level

Figure 20 Overall, there is a strong female performance at undergraduate level in S&C.

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Pe

rce

nta

ge

1st class degree

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

Pe

rce

nta

ge

1st class degree

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

1002:1

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

2:1

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

1002:2

2010/11 2011/12 2012/13 2013/14 2014/150

20

40

60

80

100

Year

2:2

WomenMen

Surgery & Anaesthesia

Reproductive & Developmental Science

Data are presented with respect to the total number of female, or male, students. E.g. the percentage of female students being awarded a first class degree

*

* Very low number of men (£ 5 or less in a class size ranging from 24 to 39) result in widely

varying percentages awarded 1st class degrees

0 20 40 60 80 100

M

F

Percentage

Ge

nd

er

1st

187

139

50%

2:1

2:2

Data are presented with respect to the total number for each gender (number in bar) e.g. the percentage of women who were awarded a First Class Degree

0 20 40 60 80 100

2:2

2:1

1st

Percentage of each grade

Gra

de

Women (n=187)

Data are presented with respect to the total number for each grade

(number in bar) e.g. the percentage of First Class degrees that were

awarded to women

81

230

15

Men (n=139)

50%

Both Undergraduate Courses: All years 2010/11 to 2014/15

Summary of undergraduate degree classification for both UG courses in S&C (2010-2014)

Degree classification by gender Gender balance by classification

27

Postgraduate Taught Courses: Degree Classification by Gender

Female postgraduate students have historically obtained a greater proportion of distinction and merit classifications. In 2013/14, proportions were approximately equal between genders (Figure 21, 22). Data will continue to feed to the Masters Quality Committee to ensure maintenance and parity of standards. (AP 8.2) (42)

Figure 21 Degree classification in postgraduate taught courses has been variable, with no trend

Figure 22 Overall there is strong female performance (higher proportion of Distinction and Merit awards).

Inadequate performance (Fail) is gender-neutral.

2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Year

Pe

rce

nta

ge

Distinction (³70%)

2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Year

Pass (50 - 59.9%)

WomenMen

2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Year

Merit (60-69.9%)

Data are presented with respect to the total number for each gender, e.g. % of women who got a distinction

0 20 40 60 80 100

M

F

Percentage

Ge

nd

er

Distinction

Merit

Pass

Data are presented with respect to the total number

for each gender (number in bar) e.g. the percentage

of women who were awarded a Distinction grade

Fail

155

147

50%

Postgraduate Taught MSc Courses: All years 2010/11 to 2013/14

0 20 40 60 80 100

Fail

Pass

Merit

Distinction


Gra

de

Women (n=155)

Data are presented with respect to the total number for each grade (number in bar) e.g. the percentage of Distinction grades that were awarded to women

87

150

50

15

Men (n=147)

50%

Summary of postgraduate taught courses (PGTC) degree classification in S&C (2010-2014)


28

Postgraduate MRes Courses: Degree Classification by Gender

Most MRes students obtained distinction or merit class (Figure 23 Figure 24). In 2012 fewer women achieved distinctions than men, compensated by increased merit awards. In 2013/14 women attained less distinction and merit grades than men. Data will continue to feed to the Masters Quality Committee to ensure maintenance and parity of standards. (49) (AP 8.2)

Figure 23 Degree classifications awarded to MRes students have been variable over the period, with no

apparent trends or gender bias.

Figure 24 Overall performance is largely gender-neutral (similar proportion of Distinction and Merit

awards)

2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Year

Pe

rce

nta

ge

Distinction (³70%)

2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Year

Pass (50 - 59.9%)

WomenMen

2010/11 2011/12 2012/13 2013/140

20

40

60

80

100

Year

Merit (60-69.9%)

Data are presented with respect to the total number for each gender, e.g. % of women who got a distinctionFor example, in 2013/14, 50% of women were awarded a Distinction, while around 30% received a merit and approximately 20% passed

0 20 40 60 80 100

M

F

Percentage

Ge

nd

er

Distinction

Merit

Pass

Data are presented with respect to the total number for each gender (number in bar) e.g. the percentage of women who were awarded a Distinction grade

Fail

155

108

50%

Postgraduate MRes Courses: All years 2010/11 to 2013/14

0 20 40 60 80 100

Fail

Pass

Merit

Distinction


Gra

de

Women (n=155)

143

90

26

4

Men (n=108)

50%

Data are presented with respect to the total number for each grade

(number in bar) e.g. the percentage of Distinction grades that were

awarded to women

Summary of degree classifications achieved in postgraduate MRes courses in S&C (2010-2014)


29

PhD completion rates: Classification by gender

Historically S&C has had poor completion rates for both genders. Since 2013 this problem has been tackled, monitoring milestones, introducing sanctions for supervisors (Figure 25). The full impact of the changes is filtering through and is closely monitored. The relative decline in female performance latterly will be explored. (AP 8.2, 8.3) (48)

Figure 25 Completion rates have been variable, but there has been dramatic improvement in completion

rates for both full-time and part-time male PhD students

Registration year

Pe

rce

nta

ge

2007/8 2008/9 2009/10 2010/110

20

40

60

80

100

A) Full-time: Completion with 48 months

2007/8 2008/9 2009/10 2010/110

20

40

60

80

100

Registration year

B) Part-time: Completion with 72 months

Gender balance of postgraduate research degree completion rates in S&C (2010-2014). Data are presented with respect to the total number for each gender, e.g. % of women who completed their PhD

30

c. Staff data

i. Female:male ratio of academic staff and research staff

Academic Staff: Overall Ratio of Men and Women

S&C has more male academics than female (similar to FoM) – a trend we wish to reverse. The slight decline in the proportion of female academics in 2014 is due to departure of one or two staff (Figure 26). Exit interviews indicated that management of promotion process could be improved (AP 9.1). The lower proportion of female clinical academics is linked to 67% of such staff in surgical specialities where women are nationally under-represented. (70)

Figure 26 Around 30% of non-clinical academics, and 20% of clinical academics, are female

2010 2011 2012 2013 20140

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(A) Total number of non-clinical academic staff

2010 2011 2012 2013 20140

10

20

30

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50 Women

Men

(B) Total number of clinical academic staff

2010 2011 2012 2013 20140

20

40

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Year

Pe

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FoM Imperial College

Surgery and Cancer

(C) Percentage of female non-clinical academic staff

2010 2011 2012 2013 20140

20

40

60

80

100

Year

(D) Percentage of female clinical academic staff


Surgery and Cancer

Number and gender balance of academic staff in S&C (2010-2014); Non-clinical academic staff (A); clinical academic staff (B). Faculty of Medicine data shown for comparison (incorporating Department of Surgery and Cancer, Department of Medicine, The National Heart and Lung Institute, The Institute of Clinical Sciences, and The School of Public Health).

Non-clinical academic Clinical academic

31

Research Staff: Overall Ratio of Men and Women

Since 2013 numbers of women researchers have exceeded male numbers (Figure 27A). Focussed PRDPs, mentoring, (AP 10.1) more rigorous shortlisting procedures aim to address this key transition point to support future appointment of female academics. (AP 5.1 – 5.10) (31)

Figure 27 The percentage of female research staff in S&C is increasing, and approaching the FoM

benchmark

Identifying the percentage of male and female staff in each Division/speciality was a key Bronze action (Figure 28). This highlights more female post-docs and more male academic staff. (AP 5.1 > 5.10).(26)

Figure 28 Gender balance of research and academic staff across the four Divisions in S&C. Numbers in

bars show absolute number of staff

2010 2011 2012 2013 20140

20

40

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To

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(A) Total Non-clinical researchers

WomenMen

2010 2011 2012 2013 20140

20

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(B) Percentage female non-clinical researchers


Surgery and Cancer

2010 2011 2012 2013 20140

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To

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(C) Total Clinical researchers

WomenMen

2010 2011 2012 2013 20140

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Year

Pe

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(D) Percentage female clinical researchers


Surgery and Cancer

Number and gender balance of research staff in S&C (2010-2014); Non-clinical researchers (A, B); clinical researchers (C, D). Faculty of Medicine data shown for comparison.

0 20 40 60 80 100

Surgery

CSM

Cancer

RDB

Percentage

50%

0 20 40 60 80 100

Percentage

50%

0 20 40 60 80 100

Percentage

50%

Female

Male

Academic Non-Clinical Academic ClinicalResearch Staff

4

3

5

4

4

2

4

3

27

12

25

4

10

13

12

4

6

34

NB: Bars show percentage of staff. Numbers in bars show absolute numbers of staff.

Div

isio

ns

4

24

11

21

32

Non-clinical Academic Staff: Changes of Gender Ratio with Career Progression

Promotions led to a decrease in female lecturers and male senior lecturers, and corresponding increase in female senior lecturers and male readers (Figure 29, 30). Posts are not automatically replaced as staff are promoted. The number of female professors remained stable but proportion has shifted to ~30% due to recently promoted male professors from a historically larger field. (AP 9.1) (55)

Figure 29 Number and gender balance of non-clinical academic staff at each grade (2010-2014)

Faculty of Medicine data shown for comparison.

Figure 30 Overall non-clinical academic promotion pipeline movements by gender

2010 2011 2012 2013 20140

5

10

15

20

To

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(A) Lecturer

2010 2011 2012 2013 20140

20

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n

2010 2011 2012 2013 20140

5

10

15

20(B) Senior lecturer

2010 2011 2012 2013 20140

20

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Year

2010 2011 2012 2013 20140

5

10

15

20(C) Reader

2010 2011 2012 2013 20140

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2010 2011 2012 2013 20140

5

10

15

20(D) Professor

Women

Men

2010 2011 2012 2013 20140

20

40

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Year


Surgery and Cancer

NB Data are benchmarked against The Faculty of Medicine at Imperial College, which includes the Department of Surgery and Cancer, The Department of Medicine, The National Heart and Lung Institute, The Institute of Clinical Sciences and The School of Public Health

33

Clinical Academic Staff: Changes of Gender Ratio with Career Progression

The proportion of male and female Clinical Lecturers (CLs) is unbiased since 2012 (Figure 31). One reason being CL transition point offers, upon completion, option to return to the NHS (Figure 32). We will engage with the Clinical Academic Training Office (CATO) providing further support to CLs. (AP 11.1) The proportion of female Professors has dropped below 10%. (54)

Figure 31 Number and gender balance of clinical academic staff at each grade in S&C (2010-2014);

Lecturers (A); senior lecturers (B); readers (C); professors (D). Faculty of Medicine data shown

for comparison

Figure 32 Non-clinical academic and clinical academic career paths.

2010 2011 2012 2013 20140

5

10

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25

To

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(A) Lecturer

Women

Men

2010 2011 2012 2013 20140

5

10

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20

25(B) Senior lecturer

2010 2011 2012 2013 20140

5

10

15

20

25(C) Reader

2010 2011 2012 2013 20140

5

10

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20

25(D) Professor

2010 2011 2012 2013 20140

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2010 2011 2012 2013 20140

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2010 2011 2012 2013 20140

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Surgery and Cancer

NB Data are benchmarked against The Faculty of Medicine at Imperial College, which includes the Department of Surgery and Cancer, The Department of Medicine, The National Heart and Lung Institute, The Institute of Clinical Sciences and The School of Public Health

34

S&C will strive towards improved gender balance for CSL appointments particularly in surgery: existing open advertisements cover caring support, flexibiltiy – we will:

welcome female applications

include female subject expert(s) on appointments committees;

enhance and focus appraisals;

widen support networks;

increase mentoring opportunities

(AP 5.1>5.10, 10.1, 10.2) (42)

Gender divide is most acute at senior levels. The proportion of men promoted to Professor impacts on the percentage of women at this grade. Creating a critical mass of females, particularly in surgery (nationally only 10% female consultants), is important to drive future change. (44)

Figure 33 Overall clinical academic promotion pipeline movements by gender in S&C

35

Non-clinical Research Staff: Changes of Gender Ratio with Career Progression

Proportion of female postgraduate researchers is steady at ~50-60%, postdoctoral researchers has increased to 60% (Figure 34). Level C and D grade appointments are uncommon. (23)

Figure 34 The proportion of female postdoctoral researchers has increased to 60%

Clinical Research Staff: Changes of Gender Ratio with Career Progression

Clinical research staff are appointed as clinical research fellows (CRFs) registering for higher degrees. Gender balance amongst CRFs varies with Division, e.g. 80% of CRFs in APMIC are female, compared to ~30% in Surgery (Figure 36). CRFs frequently return to NHS training posts but we have successfully encouraged women to apply for Clinical Lectureships. (54)

2010 2011 2012 2013 20140

20

40

60

To

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(A) Level A º Postgrad

2010 2011 2012 2013 20140

20

40

60(B) Level B º PhD

2010 2011 2012 2013 20140

20

40

60(C) Level C º Lecturer

2010 2011 2012 2013 20140

20

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Pe

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n

2010 2011 2012 2013 20140

20

40

60

80

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Surgery and Cancer

2010 2011 2012 2013 20140

20

40

60

80

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Year

Number and gender balance of non-clinical research staff at each grade in S&C (2010-2014); Level A - postgraduate (A); Level B - postdoctoral (B); Level C equivalent to lecturer (C).Level D appointments are uncommon, with only 1 or 2 over the last five years Faculty of Medicine data shown for comparison.

Non-clinical researchers

36

Non-clinical Academic Staff: Overall Career Progression

At Postgraduate and Postdoctoral level, between 50 and 60% of students and staff are female (Figure 35). Gender divergence occurs at entry to academic scale: around 30% of Lecturers, Senior Lecturers and Professors being female. There are currently no female Readers following promotion of the one female Reader. Our new initiatives - mentoring, annual review of career progression and readiness for promotion, are targeted at increasing proportions of women at senior levels and progressing our career pipeline - accelerated with the promotion of five female scientists to Senior Lecturer in the last five years (Figure 28), two since Bronze - both with pre-school children. (AP 5.5, 9.1, 10.1) (104)

Figure 35 Proportion of men and women (postgraduate students, research staff and academic staff)

illustrating differences in gender balance along the non-clinical career progression pipeline.

60.2%

51.6%55.3%

26.7%33.3%

0.0%

33.3%

39.8%48.4%

44.7%

73.3%66.7%

100.0%

66.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

PGT Total PGR Total Total ResearchStaff

Lecturer -Level C

Senior Lecturer- Level D

Reader - LevelD

Professor -Level E

Women %

Men %

37

Clinical Academic Staff: Overall Career Progression

There is gender parity at CL level, part of the clinical academic training programme. CSL and above are substantive posts, commensurate with achievement of consultant grade in the NHS. Gender divergence occurs at CSL, with ~25% of CSLs and 8% of Professors being female (Figure 36). The majority (67%) of clinical staff are in surgical specialities, with heavy fixed clinical commitments and a requirement for maintenance of practical skills. The number of clinical academics in S&C is comparable with data from the RCS reporting 11% female consultant surgeons in England (Surgery in Numbers; RCS website)

Our AP focuses important initiatives: mentoring, annual review of career progression and readiness for promotion, active engagement with female CLs to provide tailored support and encouragement. (AP 5.5, 9.1, 10.1) (119)

Figure 36 Proportion of men and women (research staff and academic staff) illustrating differences in

gender balance along the clinical career progression pipeline.

38.6%

50.0%

26.3%

0.0%8.3%

61.4%

50.0%

73.7%

100.0%

91.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Research - Clinical Clinical Lecturer Clinical Senior Lecturer Clinical Reader Clinical Professor

Women %

Men %

38

ii. Turnover by grade and gender –

Non-clinical Academics and Researchers

The majority of non-clinical researchers are employed on fixed term contracts funded by grants awarded by research councils, charities, EU or Government. The number of researchers employed is gender-balanced (Figure 27 Figure 28) - there is no gender bias in turnover of research staff, ranging from 43 to 53% since 2011 (Table 5).

Five female (38%) and 8 male (62%) non-clinical academics have left since 2011 (Table 6). These figures are not disproportionate to the overall percentage of female and male academic staff (Figure 26), approximately 30% female, 70% male. (90)

Table 5: Turnover of Non-Clinical Researchers

2011 2012 2013 2014

F M F% F M F% F M F% F M F%

Level A 6 2 75% 4 4 50% 5 4 56% 9 4 69%

Level B 13 15 46% 9 12 43% 16 20 44% 17 16 52%

Level C 0 2 0% 2 2 50% 1 3 25% 0 3 0%

Level D 0 2 0%

TOTAL 19 19 50% 15 18 45% 22 29 43% 26 23 53%

Table 6: Turnover of Non-Clinical Academics

2011 2012 2013 2014


Lecturer Level C

1 1 50% 1 2 33% 1 0 100%

Senior Lecturer Level D

1 0 100% 0 2 0% 0 1 0%

Reader Level D

Professor Level E

1 1 50% 0 1 0%

TOTAL 2 1 67% 1 1 50% 1 5 17% 1 1 50%

Clinical Academics and Researchers

The turnover of CRFs is higher than for academics (Table 8) - unsurprising as CRFs register for a higher degree before returning to the NHS to complete clinical training. The percentage of female researchers leaving ranged from 33 to 50%.

Overall 20 clinical academics - 14 male (70%) and 6 female (30%) - left their posts in the last 4 years (Table 7). This figure is not disproportionate to the percentage of male and female clinical academics in post (Figure 26). (79)

39

Table 7: Turnover of Clinical Academics

2011 2012 2013 2014


Lecturer Level C

1 0 100% 0 2 0%

Senior Lecturer Level D

1 0 100% 0 4 0% 0 3 0% 2 1 67%

Reader Level D

1 0 100%

Professor Level E

0 2 0% 0 2 0% 1 0 100%

TOTAL 1 2 33% 0 6 0% 3 3 50% 2 3 40%

Table 8: Turnover of Clinical Researchers

2011 2012 2013 2014


Clinical Researcher 13 22 37% 11 15 42% 9 22 29% 21 27 44%

Reasons for Leaving

Between 2010-2015, reasons for staff leaving are similar across all groups and between genders. Reasons include resignations following appointment to other posts, within Imperial or externally, cessation of funding leading to redundancy, and retirement (Figure 37).

For non-clinical and clinical academic posts, fewer women leave than men, due to the smaller proportion of women employed. Both clinical and non-clinical researchers are almost 100% grant-funded and employment is linked to funding. More male clinical researchers leave because more men are in post. Many clinical researchers are CRFs contracted for the period of higher degree registration. Some clinical staff take up NHS positions - an appropriate career progression. One female CL was recently appointed as a Consultant Surgeon within ICHT, S&C is supporting her application for an NIHR Clinician Scientist award. A female CSL left for another Russell Group institution – we were aware of several reasons including unhappiness with promotion processes, which we have addressed. (AP 9.1)

To improve information, Divisional Managers will conduct exit interviews, piloted in 2 Divisions since Bronze, and will work with CATO regarding destination data for CRFs. Over the last 3 years, exit questionnaires showed 30/402 people had completed exit questionnaires, showing no gender bias regarding reasons for leaving, focussing our attention on areas including mentoring and promotion processes. (AP 5.10, 9.1, 10.1, 11.1) (208)

40

Figure 37 Reasons for leaving: a summary. Paired bars show the total number of male and female staff

leaving non-clinical (left) and clinical (right) posts for various reasons (non-starter, contractual,

resignation or retirement). Research and academic staff contributions to the totals are indicated

(light and dark colours, respectively).

41

Supporting and advancing women’s careers: maximum 5000 words (5015)

4) Key career transition points

a. Data

i. Job application and success rates by gender and grade

Recruitment documentation adheres to Two Ticks and Equal Opportunities guidance, is non-gender specific, and indicates our Athena SWAN status. We have introduced a standard, open format advertisement that highlights the Departmental provision for collaborative and flexible working, parental leave, childcare facilities, tailored training and mentoring programmes; weblinks to detailed information are provided. Advertisements will highlight that applications from women for senior appointments are strongly encouraged. (AP 13.1)

We will continue to stress equality and diversity training and unconscious bias training, the latter particularly for those involved in shortlisting. Endorsement by SMB has been important in driving take-up. (AP 15.1) (97)

Non-clinical Researcher Posts – applications and shortlisting

It has become clear that there are limitations with staff data that are provided, particularly regarding appointment of new staff and promotion. The Athena SWAN Bronze Action Plan has initiated a robust approach to career transition data collection within S&C (Figure 38). We now seek to help develop a coherent, Faculty-wide strategy, particularly with the requirement to capture data for professional and technical staff. (AP 14.1)

There is no gender bias in the number of applications for non-clinical research posts. There is also no bias in the percentage of women being appointed and shortlisted (Figure 38). (94)

42

Figure 38 There is no gender bias in shortlisting and appointment for non-clinical research posts

Non-clinical Academic Posts – applications and shortlisting

Seven new appointments were made over the last three years - 2 female (29%). For 4 of the posts there were no female applicants. (26)

Table 9: Non-Clinical Academics – Applications and Appointments

Year Grade/Title Total Applications Shortlisted Appointed

Female Male Female Male

2013 Reader 0 1 1 male

2013 Lecturer 2 0 1 female

2013 Lecturer 1 1 1 male

2014 Professor 0 3 0 1 1 male

2015 Reader 2 0 1 0 1 Female

2015 Lecturer 0 5 0 5 1 male

2015 Lecturer 0 1 0 1 1 male

Shortlisting records began in 2014

2011 2012 2013 20140

100

200

300

400

To

tal n

um

be

r

(A) Total number of applicants

PostsFemale ApplicantsMale ApplicantsNo Data/PNTS*

2011 2012 2013 20140

10

20

30

40

50

To

tal N

um

be

r

(C) Total number shortlisted/interviewed

Female shortlistedMale shortlistedNo Data/PNTS*

2011 2012 2013 20140

20

40

60

80

100

Pe

rce

nta

ge

of a

pp

lica

nts

(B) Percentage of applicants who are female

2011 2012 2013 20140

20

40

60

80

100

Pe

rce

nta

ge

of s

ho

rtlis

ted

(D) Percentage of those shortlisted who are female

2011 2012 2013 20140

5

10

15

20

25

Year

To

tal N

um

be

r

(E) Total number appointed

Female appointedMale appointedNo Data/PNTS*

2011 2012 2013 20140

20

40

60

80

100

Year

Pe

rce

nta

ge

of a

pp

oin

ted

(F) Percentage of those appointed who are female

incomplete

Non Clinical Research Posts

NB: Appointment data for 2011 and 2012 are from Imperial College HR, and are incomplete Appointment data for 2013 and 2014 are from our own departmental records, and are robust

43

Clinical Research Posts – Applications and Shortlisting

Over the last four years there has been a substantial improvement in the number of women applying for clinical researcher posts, and in the percentage of females shortlisted and appointed candidates (Figure 39). (31)

Figure 39 Number and gender balance of applicants (A, B) and shortlisted candidates (C, D) for clinical

research posts in S&C (2011-2014). The clear gender difference observed in 2010/11 is no

longer apparent.

Clinical Academic Posts – Applications and Shortlisting

Since 2013, 6 CL appointments have been made - 2 are female (33%) (Table 10:). Specific career development support is available to female CLs (particularly in Surgery) (AP 11.2), to aid progression to CSL posts. The Divisional Heads are establishing local networking opportunities (AP 10.2) and will involve role models (one of the Department’s CLs has recently been appointed a Consultant) to complement the existing annual PRDP and mentoring opportunities. (AP 10.1, 10.2)

2011 2012 2013 20140

20

40

60

80

To

tal n

um

be

r

(A) Total numbers of applicants

Number of PostsFemaleMaleNo Data/PNTS

2011 2012 2013 20140

10

20

30

To

tal N

um

be

r

(C) Total number shortlisted/interviewed

FemaleMale

2011 2012 2013 20140

20

40

60

80

100

Pe

rce

nta

ge

of a

pp

lic

an

ts

(B) Percentage of applicants who are female

2011 2012 2013 20140

20

40

60

80

100

Pe

rce

nta

ge

of s

ho

rtlis

ted

(D) Percentage of those shortlisted who are female

2011 2012 2013 20140

5

10

15

20

Year

To

tal N

um

be

r

(E) Total number appointed

FemaleMale

2011 2012 2013 20140

20

40

60

80

100

Year

Pe

rce

nta

ge

of

ap

po

inte

d

(F) Percentage of those appointed who are female

incomplete

Clinical Research Posts (including Clinical Research Fellows registered for PhDs PT)

NB: Appointment data for 2011 and 2012 are from Imperial College HR, and are incomplete Appointment data for 2013 and 2014 are from our own departmental records, and are robust

44

Ten CSL appointments have been made, 9 male and 1 female (10%). For 8 of these posts we have information on applicant gender, and there was only one female applicant. One male Professor was appointed. (107)

Table 10: Clinical Academic Applications and Appointments

Year Grade/Title Total Applications Shortlisted Appointed

Female Male Female Male

2013 CSL 2 1 male

2013 CSL 2 1 male

2013 Clinical Lecturer Deanery 1 male

2013 Clinical Lecturer Deanery 1 female

2013 Clinical Lecturer Deanery 1 female

2014 CSL 0 2 0 2 1 male

2014 CSL 0 2 0 1 1 male

2014 CSL 0 1 0 1 1 male


2015 Professor 0 1 0 1 1 male

2015 CSL 0 2 0 2 1 male

2015 CSL 0 2 0 1 1 male

2015 CSL 0 1 0 1 1 male

2015 CSL 1 2 1 0 1 female

2015 CSL 0 1 0 1 1 male



The Clinical Lecturer recruitment exercise is managed by the Deanery who hold all application information

Results of the 2015 Online Survey (Figure 40) revealed that the majority of staff agreed that Departmental support for applications are not gender-biased. (24)

Figure 40 Results of 2015 Online Survey –The majority of staff agreed that the Department supports

applications of both sexes to apply for posts.

ii) Applications for promotion and success rates by gender and grade

Since Bronze, the percentage of female applicants for promotion has increased, as a result of our increased focus on female career progression (Table 11). With the exception of one year, all of our female applicants were supported at Departmental Level (11/13, 85%), and of those only one was not supported at College Level in 2013 (Figure 41). (55)

45

Table 11: Numbers of male and female applicants for promotion and percentage of applicants who are female

Year Applications to

Department

Non-Clinical Approved by Department

Clinical Approved by Department

Approved by College

M F F% M F F% M F F% M F F%

2011 7 3 30% 2 3 60% 3 0 0% 6 3 33%

2012 5 1 17% 3 1 25% 1 0 0% 3 1 25%

2013 4 1 20% 4 1 20% 0 0 0% 3 0 0%

2014 4 5 56% 2 2 50% 1 1 50% 3 3 50%

2015 4 3 43% 2 1 33% 1 2 67% 4 3 43%

TOTAL 24 13 35% 13 8 38% 6 3 33% 19 10 34%

Figure 41 Approval of applications for promotion at Departmental (left) and College (right) level (2011-

2015). Numbers in bars indicate total annual applications by gender.

b. Key Issues

i. Recruitment of staff

We interrogated the available data to address three key questions related to gender differentials in staff recruitment.

1) Is there an appropriate gender balance in applications?

2) Are there equal numbers of male and female applicants shortlisted?

3) Are there equal proportions of male and female applicants shortlisted?

We found that the proportion of applicants for non-clinical research posts who were shortlisted were slightly more likely to be male. Conversely, the proportion of shortlisted candidates who were appointed historically tended to be female, although this has now achieved gender equivalence (Figure 42). The proposed Departmental CV writing workshops will highlight how applications can be prepared to reduce gender bias. (AP 5.6)

S&C and Faculty/College offer facilities for mock interviews for key appointments at all levels. (AP 5.6)

A matter of concern was identified – significantly male applicants for clinical research posts appear to have a greater chance of being both shortlisted, and appointed, However, the analysis also indicated that in the last year the gender gap is narrowing (Figure 42 C,D).

46

These findings immediately prompted the HoD to introduce more stringent shortlisting requirements, which were highlighted at the October Departmental Meeting (preparation of criteria at time of drafting the JD, completion of shortlisting by at least two staff, including one woman) and requesting additional review if no women shortlisted. Appointments panels are now requested to provide a statement of justification if a woman applicant was not shortlisted or appointed, all other things being equal; implementation of Divisional guidelines will be monitored. Departmental action in addressing this key issue (raised September – implemented December) is evidence of the impact Athena SWAN is having on the management and culture of S&C. (AP 5.1, 5.2, 5.3, 5.4) (277)

Figure 42 Gender balance for shortlisting and appointments of researcher posts. Percentage of

applicants shortlisted, and of shortlisted candidates subsequently appointed for non-clinical (A,

B) and clinical (C, D) research posts.

A) Percentage of applicants shortlisted

2010 2011 2012 2013 20140

5

10

15

20

25

Pe

rce

nta

ge

of a

pp

lic

an

ts

% of female applicants shortlisted

% of male applicants shortlisted

C) Percentage of applicants shortlisted

2010 2011 2012 2013 20140

20

40

60

Pe

rce

nta

ge

of a

pp

lica

nts

% of female applicants shortlisted% of male applicants shortlisted

B) Percentage of shortlisted applicants appointed

2010 2011 2012 2013 20140

20

40

60

Pe

rce

nta

ge

of

sh

ort

lis

ted

ap

plic

an

ts % of female shortlisted applicants appointed

% of male shortlisted applicants appointed

D) Percentage of shortlisted applicants appointed

2010 2011 2012 2013 20140

20

40

60

80

100

Pe

rce

nta

ge

of

sh

ort

liste

d a

pp

lica

nts % of female shortlisted

applicants appointed

% of male shortlisted applicants appointed

Non-clinical Research Posts

Clinical Research Posts

47

ii. Support for staff at key career transition points –

S&C has introduced mentoring, supported networking and strengthened appraisal since Bronze. This is strongly reflected in an overall improvement (Figure 43) via the on-line survey results. (AP 10.1, 10.2) (24)

Survey on career development support

The 2015 Survey indicated that respondents felt that S&C was helpful in supporting career development through mentoring, networking opportunities and annual appraisal (Figure 43). Positive responses have increased since the October 2013 survey, reflecting the influence of the Bronze AP. (AP 10.1, 10.2, 5.5) (40)

Figure 43 Results of 2015 Online Survey - Departmental opportunities for mentoring, networking and

appraisal.

Personal Development Training

Over the past two years S&C has encouraged attendance at College courses and has organised bespoke training focussed on S&C needs – e.g. specific courses on PRDP. This is reflected in responses in the Survey (Figure 44). Around 40% of respondents had visited the Staff Development Website. (46)

Figure 44 Results of 2015 Online Survey – Personal Development Training

48

Mentoring

We expanded the ‘buddy scheme’ proposed in the Bronze AP by developing a tailored Department-wide mentoring scheme. Training started in August 2014, and the scheme was launched in January 2015 with sessions held jointly across the FoM (led and administrated by S&C). To date, 24 mentors have completed training (9 men and 15 women), and a total of 26 mentees have been matched to mentors. Feedback has been unanimously positive:

“I had a terrific mentoring experience. My mentor was kind, friendly and very well matched as

she came from a similar position and was in a place where I could see myself in future. She

listened carefully and gave excellent advice on things I could do to progress. Such excellent

advice that, after following it, I was able to achieve a promotion”. (Research Manager)

Our data indicate that ~40% of staff recalled being informed of the mentoring scheme (Figure 45). Greater awareness will be raised via Divisional Management meetings, the Departmental blog and traditional channels of communication. Future surveys will capture data on the utility and usefulness of the mentoring scheme. (AP 10.1) (181)

Figure 45 Results of 2015 Online Survey - Mentoring

Networking

Departmental networking events: Held regularly since spring 2015 with weekly tea/coffee gatherings at one of our main campuses, these events are open to everyone in S&C, and attract a mix of admin, postdocs, doctoral students and academics (typically 20-30 attendees/session). While the main aim is to encourage staff from different groups to meet, they have also reinvigorated work-in-progress meetings (two major talks to date - work-life balance and grant application advice). The recent launch of these career support events didn’t allow capture in the 2015 Survey.

Annual Departmental meetings: provide an opportunity for the whole Department to convene and find out what is currently happening in S&C. Presentations from the HoD and AOC provide clear update and guidance on Athena SWAN related activities. The October 2015 meeting was very well attended across all groups of staff (120 in all) and all locations and a lively, enthusiastic and informative discussion ensued following presentation of the impact of the Athena SWAN related work undertaken over the last 2-3 years. In particular the Professorial heads from the 4 campuses where Surgery is represented attended together with 4 of the 5 new CSLs in Surgery – the AOC is delighted to have engaged so successfully with surgical academic staff as this is a particularly challenging area.

A successful two-day Cancer/RDB retreat for staff and students was held in February 2015, incorporating a mix of work-focused and social/networking activities (e.g. focus group discussions, talks on key issues, and a snooker tournament). The event showcased work from all groups in the form of posters, and talks from new principal investigators. Feedback was positive, citing interest in presentations, the value of the Grand Challenges session, enjoyment of social activities and the opportunity to openly discuss Divisional strategy. Requests for future retreats have been met – the next is planned for 2016.

49

Surgery holds a bi-annual half day meeting, widely supported by all in the Division. The Surgery Athena SWAN Ambassador’s talk was rated as particularly useful in ensuring staff were aware of the various parental support options available.

The Department’s first annual Athena SWAN lecture was delivered by Miss Clare Marx, the first female President of the RCS. We plan in future years to continue to identify female role models who will resonate with the specialties and interests of our varying staff groups. (AP 2.2) (384)

5) Career development

i. Promotion and career development –

Transition from Postdoctoral Researcher to Academic Scale

Approximately 70% of postdoctoral respondents in the Survey had taken courses in the Postdoc Development Centre (PDC), with no apparent gender bias (Figure 46).

Research staff contracts allow ten days PDC training - the survey suggests that awareness could be improved. Uptake will be encouraged through targeted communication, and ensuring PI’s provide direct, local support. (AP 5.8)

Post-docs generally felt encouraged to attend conferences and present their work. PRDP processes have been adapted to include specifically focused questions for postdocs to ensure that strengths and weaknesses are identified, support provided and career options discussed. The AOC Taskforce Career Development Theme will take forward further actions. (AP 5.5) (106)

Figure 46 Results of 2015 Online Survey – Postdoctoral Researcher career development

Career Development and Appraisal

In 2015, the College updated the PRDP form and guidance. Further S&C-specific adaptations were made locally; the Department developed a CV-style template (completed prior to PRDP review) to prompt discussion of career development opportunities, and aid the formulation of individual Development Plans. S&C organised training sessions, facilitated by the LDC - promoting best practice in PRDP review – which were held at three different campus locations; 47 staff attended. The HoD sent a letter to all staff highlighting the importance of conducting a rigorous PRDP indicating conversations should cover all aspects of work, career and promotion planning, mentoring, outreach and work/life balance. (AP 5.5)

50

The 2015 Survey preceded these enhancements to the PRDP process but the data collected to date (Figure 47) provides a benchmark against which to gauge the impact of these changes. We anticipate that the tools and support for enabling effective performance review will have a substantial, positive influence on staff perceptions of the PRDP process. The Career Development Theme of the AOC will monitor the effectiveness of the process, and respond to staff feedback on further improvements. (AP 5.5) (180)

Figure 47 Results of 2015 Online Survey – Views on the promotions process and related career support.

Note: the Survey was conducted prior to the update of PRDP forms, and therefore data do not

reflect the 2015 PRDP process.

Promotion

In 2014 S&C introduced a new mechanism for proposing individuals for academic promotions. The process incorporates the input of a seconder (senior member of staff) whose role is to support the applicant in preparation of documentation highlighting achievements and contributions. This initiative has been well received, evidenced by a female academic reporting:

“The time and advice I received was invaluable in the successful outcome of my promotion.

With such a detailed application and impersonal advice from the College meetings, support from

female Professors was essential”.

Similar support has been introduced for research and professional services staff. A female post-doc has reported:

“The support I received during the application for my Job Level Review was fantastic! The

quality of my CV improved so dramatically! It was a huge help in the right direction and I finally

achieved promotion!”

We will continue to enhance communication including through the PRDP mechanism that now always looks at career/promotion trajectories. (AP 9.1)

Further improvements have been made in 2015; a much tighter panel has been established based on our SMB including the Chair and Deputy Chair of AOC and non-professorial representation for proposed promotion below the level of Professor. The Panel undertakes an individual review of 100% of staff who are eligible for promotion and will strengthen this in future years.

Responses to the 2015 Online Survey in relation to promotion are shown in Figure 48. Compared with the previous survey, responses from women are largely more positive, particularly in relation to the valuing of skills within S&C.

51

There is still some concern about gender balance on appointments panels. This will be addressed with improved information about membership of panels and committees. (AP 18.2)

The data suggest a divergence in how men and women perceive the clarity of the promotions process and related criteria despite all staff receiving the same information. S&C will engage with male staff as future documentation is drafted. (AP 9.2) (317)

Figure 48 Results of 2015 Online Survey – Perceptions on the promotions process and related support

ii. Induction and training –

Training for new members of staff

Implementing the Bronze AP, we have introduced a clear, well-documented and recorded induction process. The new scheme was piloted in 2014, and has been formally introduced for the Divisions of Cancer and RDB since January 2015 with 100% of staff appointed in these Divisions benefitting from the new programme. New starters were surveyed, with encouraging feedback received:

“I found the HR induction very welcoming, this and the H&S induction were definitely useful,

despite my previous experience at another campus.”

New staff meet with their line manager on arrival who provides the induction, including a Day One Health and Safety briefing, introduction to other team members and local members of staff, and a tour of both the working environment and other aspects of College (e.g. transport, canteen, gym, shops etc.).

The Line Manager ensures that new staff meet the Divisional Manager (HR and communications) to confirm all contractual/administrative matters are complete, and provide information on sick leave, holiday leave, pension scheme, offsite working, web page presence, etc. They are informed about the Lifestyles webpage (mentoring, networking, parental leave, flexible working) and the LDC, with opportunities for personal and professional development. Meetings are followed up with a detailed email that contains links to the relevant webpages.

52

In the 2015 Survey, staff starting work in the last two years were asked about their induction, and whether they were made aware of training opportunities (Figure 49). Knowledge of the various opportunities ranged from over 40% to around 70%, which reflects well on a process that has only been formally in place for less than one year in two Divisions. We anticipate that responses in future surveys will improve considerably as we roll out this programme across the other Divisions. (AP 15.1) (285)

Figure 49 Results of 2015 Online Survey - New staff views on induction and training opportunities (staff

starting in the past two years)

Training for established members of staff

Staff training in the four key areas during the last year was captured by the Survey (Figure 50). The uptake of unconscious bias training across the Department has been high (increased from zero); available courses have been full, with future courses well subscribed – this training opportunity will continue to be fully supported. One remaining member of our SMB will undertake training in this area in January 2016.

We ran bespoke PRDP courses and will repeat in future years; equality and diversity training is encouraged through PRDP and the mentoring training scheme is showing healthy uptake since its introduction in January 2015 (Table 12). (AP 14.1) (103)

53

Figure 50 Results of 2015 Online Survey – Established staff views on training opportunities and uptake

(staff for minimum two years)

Table 12: Staff numbers attending training courses 2014-2015 – baseline for future

Course

(Provided by the LDC, Imperial College)

Number of Staff from S&C

Unconscious bias 15 (including 5 senior members of staff)

Promoting Equality and Diversity 13

Mental Health First Aid Awareness 11

The Appraisal Process 47

Mentoring 39 over 11 courses with DoM & NHLI

iii. Support for female students –

Pastoral Care and Mentoring

Undergraduate students are allocated a Personal Tutor with Senior Tutors and a Head of Welfare on hand to help address serious or complex issues.

Postgraduate students are provided with Departmental pastoral support. As part of the Bronze AP, students are now assigned a Personal Tutor within S&C, (external to their own Division). Students may request a male or female tutor. They receive support from the Postgraduate Education Team (Director of Postgraduate Studies, Postgraduate Education Manager, and Senior Postgraduate Administrator). (AP 10.1)

Masters/MRes students also receive specific support in several ways:

Course Tutor (independent of course organisers and project supervisors)

Drop-in sessions – informal session with course organisers

Mid project review report – report on academic and/or other problems at project mid-point

Student reps on course management committee

Availability of course organisers/administrator at all times, subsequent referral to College services (e.g. counselling, OH, College Tutors etc. as appropriate)

All students are also informed about College-wide pastoral services including:

54

Advice Centre

Student Counselling Service

College Tutors

Director of Student Support.

(164)

Career Development

The majority of respondents to the Survey felt that S&C highlights the achievements of both male and female staff, and role models are highly visible (Figure 52).

The Imperial College website has recently undergone a redesign and rebrand, and we have ensured that updated Departmental pages appropriately represent the gender and ethnic diversity in S&C. (AP 16.1)

The College careers service is highlighted during student Induction, and information is available in the student handbook and online. The Online Survey data raised concerns that a significant proportion (~30%) of students do not feel adequately supported in future career planning (Figure 51). To address this issue, careers advisory sessions will be included as a formal part of the curriculum in the first term of the PGT/MRes courses. (AP 17.1) (125)

Figure 51 Results of 2015 Online Survey – Postgraduate student views on Departmental support for

career development, personal tutoring, and mentoring opportunities.

Figure 52 Results of 2015 Online Survey – Visibility of female role models within the Department

Awareness and engagement with the S&C online blog is excellent across the Department (Figure 53). Introduced as part of the Bronze AP, this resource celebrates staff achievements, reports on social activities, and includes key news stories. It has provided an excellent channel for highlighting positive role models within the Department. (AP 16.2) (50)

55

Figure 53 Results of 2015 Online Survey – Awareness and engagement with the S&C online blog

56

6) Organisation and culture

a. Data

i. Male and female representation on committees –

Representation on Management Committees

Achieving gender balance on Departmental management committees has been a priority, and female representation has increased in the past year (Table 13). To promote opportunity and staff involvement, advertisements for committee vacancies will be advertised more widely in future (while recognising that some require specific expertise e.g. Health and Safety). (AP 18.1) (50)

Table 13: Female Representation on Committees in Department of Surgery and Cancer

Male Female % Female 2015

2013 2014 2015 2013 2014 2015

Senior Management Board 13 13 15 4 4 6 29

H&S Committee 14 17 17 4 8 10 37

Designated Rooms Governance Board 9 9 9 4 5 5 36

Academic Opportunities 7 9 11 18 20 19 63

Cancer and Repro Medicine Divisional Exec 10 15 15 5 9 9 38

CSM Divisional Exec – established 2014 - 17 18 - 9 12 40

Surgery Divisional Management Committee 6 16 18 3 6 7 26

PG Education Committee 10 10 17 6 6 12 41

PG Taught Course Committee 9 9 14 10 10 10 42

Total Numbers 118 80 40

Representation on Appointments Committees

S&C policy requires female representation all academic appointments committees, and while the pool of qualified female academic staff is relatively small, every effort is made to distribute the workload. Future aims are to ensure the inclusion of a woman from the appropriate (or closely related) specialty. (AP 18.2) (46)

57

ii. Female:male ratio of academic and research staff on fixed-term contracts and open-ended (permanent) contracts

Non-Clinical and clinical academic contracts: The majority of non-clinical academics are on open-ended contracts but the Department has a number of industrially sponsored academic appointments – these are linked to funding and the greater number of male clinical academic staff means that this impacts more on men. All clinical appointments below the level of Professor are fixed term for 5 years – although staff in continuous employment for more than 4 years move to open-ended contracts. (74)

Table 14: Female and male ratio of academic and research staff on fixed term and open-ended contracts.

A) NON-CLINICAL ACADEMIC STAFF TOTAL

Women on Fixed Term Contracts

Women on Open-ended

Contracts

% Women on Open-ended

Contracts

Men on Fixed Term Contracts

Men on Open-ended

Contracts

% Men on Open-ended

Contracts

2010 0 17 100% 4 35 90%

2011 0 19 100% 3 35 92%

2012 0 18 100% 3 35 92%

2013 0 17 100% 4 33 89%

2014 0 15 100% 4 33 89%

B) CLINICAL ACADEMIC STAFF TOTAL


Women on Open-ended

Contracts


Contracts

Men on Fixed Term

Contracts

Men on Open-ended

Contracts

% Men on Open-ended

Contracts

2010 5 7 58% 9 33 79%

2011 5 8 62% 10 33 77%

2012 5 9 64% 10 33 77%

2013 6 8 57% 9 31 78%

2014 6 7 54% 8 34 81%

Non-Clinical and clinical research contracts: The majority of non-clinical and clinical research staff are employed on research funds and employment is linked to the duration of that funding – however staff in continuous employment for more than 4 years move to open ended contracts. – these are very low in numbers for CRF appointments as staff return to the NHS. (58)

C) NON-CLINICAL RESEARCH STAFF TOTAL


Women on Open-ended

Contracts


Contracts

Men on Fixed Term

Contracts

Men on Open-ended

Contracts

% Men on Open-ended

Contracts

2010 55 10 16% 55 16 23%

2011 55 12 18% 59 21 26%

2012 57 16 22% 57 25 30%

2013 63 19 23% 50 25 33%

2014 60 20 25% 45 21 32%

D) CLINICAL RESEARCH STAFF TOTAL


Women on Open-ended

Contracts


Contracts

Men on Fixed Term Contracts

Men on Open-ended

Contracts

% Men on Open-ended

Contracts

2010 25 0 0% 49 1 2%

2011 27 1 4% 54 1 2%

2012 28 1 4% 57 2 4%

2013 30 1 0% 56 3 5%

2014 36 0 0% 53 2 2%

58

b. Key issues

i. Representation on decision-making committees –

Management Committees

A range of opinions regarding committee opportunities at Departmental and College level were recorded (Figure 54). Overall, responses were less positive compared with the previous Survey - likely a consequence of Bronze AP initiatives that heightened awareness of such opportunities where previously there was no discussion. Future vacancies will be advertised to recruit appropriately experienced staff members. (AP 18.1, 18.2) (57)

Figure 54 Results of 2015 Online Survey – Perceptions on opportunities to contribute to Departmental

committees.

Appointments Committees

S&C requires there be at least one woman on all academic appointments committees and encourages wider female representation where possible. The pool of female academic staff is smaller than the male so every effort is made to spread the load across the available staff. In future, every effort will be made to include a woman of the correct specialty – where this is not possible, a female representative from the closest specialty will be invited. (AP 18.2) (74)

External Committees

The Department encourages academic staff to sit on external committees – grant awarding boards, journals, Government body etc. – where S&C is notified of such vacancies they are advertised widely to all; staff are frequently directly aware/approached because of their involvement with the relevant body. For all committee membership, S&C will update information annually on its website. (AP 16.1) (55)

ii. Workload model –

There currently is no formal workload model. All academic staff are expected to take an active part in research, teaching, pastoral activities, outreach and mentoring activities (as reviewed during the PRDP process) and since 2015, all aspects are considered during the promotion process. For clinical academic staff there are formal job-planning meetings held with their NHS Trust; Divisional and/or Sectional Heads are involved to ensure the correct number of Programmed Activities are protected for research and education activities. (AP 19.1) (78)

iii. Timing of departmental meetings and social gatherings –

Efforts have been made since Bronze to ensure that meetings are held within core hours (10am-4pm) reflected in improved satisfaction in this important aspect of working life, especially for women (Figure 55). E.g. the Division of Surgery now schedules management meetings to commence at 3.00pm (previously 6:00pm). For key events that cannot be held in core hours, e.g. first Departmental Athena SWAN lecture, crèche facilities were advertised. (67)

59

Figure 55 Results of 2015 Online Survey – Core hours and timing/location of social activities.

iv. Culture –

Both men and women indicated that the Department was a great place to work, with clear improvement since the previous Survey (Figure 56). This undoubtedly reflects the impact of action implemented since the Bronze AP, and indicates substantial progress in changing Departmental culture. Strength of opinion from men and women appears to perceive a gender bias in the Department environment. The impact of the Silver Action Plan will be monitored closely to identify how parity in this area can be further encouraged. (AP 3.4, 20.4) (82)

Figure 56 Results of 2015 Online Survey – The Department is a great place to work

Communication

The blog, set up following Bronze, is now embedded as an important means of celebrating a wide variety of staff achievements, both academic and non-academic, with 2,500 views over the last five months, and increased engagement shown by the number of people contributing (Figure 57). (45)

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Figure 57 Screenshot of the S&C blog

Unacceptable behaviour

S&C makes it clear that unsupportive language, behaviour, and use of inappropriate images, are unacceptable. The HoD addressed this issue robustly at the October 2015 Departmental meeting, highlighting the Imperial Expectations framework which emphasises consideration for others and eliminating discrimination. While stressing that harassment and bullying is never acceptable, he promised that all issues/complaints of this type raised – including use of inappropriate images and unsupportive language – would be dealt with and feedback on action taken provided to the complainant. Requests for anonymity would be treated appropriately, but necessarily result in feedback of a more generic nature. The clarity and wide communication of this message is reflected in Survey responses and an improvement has been reflected since the 2014 College survey (Figure 58). Divisional heads are now required to report on the number of bullying and harassment complaints to the HoD on a termly basis. (AP 20.1)

The Survey indicated a minority of staff reporting discrimination (Figure 59), or harassment or bullying (Figure 60). The AOC recognise that addressing this issue is complex - students and staff experiencing discrimination or bullying may feel vulnerable and distressed, and find it difficult to speak out (either through concern of potential consequences for working relationships and career, or lack of clarity on how to raise the issue appropriately); formal College policies may appear challenging to interpret.

The AOC has established a working group, chaired by Professor Hardy, focused on dealing with these areas. The group will develop a clear road map for reporting, and resolution of such issues. (AP 20.2) This will take account of the varying roles of the complainants (students, staff), their possible wish for anonymity, and identify a route that involves discussion with a senior member of staff, mediation and retraining before a progressing to a formal complaint. We will seek to use

61

expertise developed by the HELIX centre- a design studio established between the Royal College of Arts and S&C, to produce a clear, simple document. (AP 21.2)

Education and training remains a key priority in reducing discrimination/bullying incidence; some members of staff have already taken part in training in how to identify and confront inappropriate behaviour (Table 15). These courses will be advertised widely, (e.g. Lifestyles webpage) and participation strongly supported through existing Departmental channels. (AP 20.3) (368)

Figure 58 Results of 2015 Online Survey – Departmental policy on unsupportive language and

inappropriate behaviour.

Figure 59 Results of 2015 Online Survey – Experience of discrimination from peers, managers, others or

by proxy.

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Figure 60 Results of 2015 Online Survey – Experience of harassment or bullying by peers, managers,

others or by proxy.

Table 15: Staff attending Equality and Diversity training 2014/15

Course (Provided by the Equality and Diversity Unit, Imperial College) Number of staff

Harassment: Confronting Inappropriate Behaviour 6

Harassment: The Management Perspective 4

Harassment: Support Contact Training 3

63

v. Outreach activities – illustrated in photographs (Figure 62)

Outreach represents an important mechanism for engaging with those external to the College (particularly children) in our research and advances, while enhancing our visibility and community impact. In the Survey, 170 respondents indicated current outreach activity, with a minor bias toward female participation (Figure 61). Staff felt that this was an important activity, requested to know more about upcoming outreach events, and concomitant recognition for engagement. In some cases, a lack of awareness of opportunities was cited as a barrier to involvement. To remedy this, outreach opportunities/activities will be included in the S&C blog and will feature prominently on the re-designed Departmental webpages. The HoD letter to all staff initiating the annual PRDP process will highlight the importance of outreach activities as part of a well-rounded work profile, and address misconceptions that they are not sufficiently valued within S&C. Accordingly, engagement with these activities is now effectively captured by the new CV template as part of the PRDP process. (AP 21.1, 5.5) (159)

Figure 61 Results of 2015 Online Survey – Involvement in outreach activities. Responses indicating

involvement in outreach (A) were distributed across numerous different target groups and types

of activity (B). Overall involvement in outreach was higher for women than men.

Yes No N/A0

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NB. This was an early question in the survey, with a good response rate. Not everyone defined themselves as male or female at the end of the survey

Total

Female

Male

PNTS

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the

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Figure 62 Examples of involvement in outreach activities by staff and students in S&C, including school

visits, Imperial Festival, and the Women of Imperial exhibition.

CSM outreach programme with secondary schools

Involvement in the Imperial Festival shared on the blog (June 2015)

Women of Imperial exhibition involvement (March 2015)

Prof Roger Kneebone with a pop-up operating theatre at the Imperial Festival

65

7) Flexibility and managing career breaks

a. Data

i. Maternity return rate –

The return rate following maternity leave is high, only 4 non-clinical research staff did not return to work over the last 8 years (Table 16). The drop in the number of clinical researchers remaining at work 6 and 18 months after return is due to the completion of the PhD studies for which CRFs are registered, and return to clinical duties. For both categories of research staff (clinical and non-clinical) the reduction at 18 months is due to end of funding and move on to another post or to NHS employment (for clinicians). (93)

Table 16: Maternity leave - Aggregate for 2007-2014

Grade Number Number of returns

Number of leavers

Return rates immediately

6 months

later

18 months

later

Non-clinical Academic 11 11 0 100% 100% 91%

Non-clinical Research 22 18 4 82% 64% 36%

Clinical Academic 8 8 0 100% 100% 88%

Clinical Research 15 14 0 93% 80% 27%

Total 56 51 4 93% 82% 53%

ii. Paternity, adoption and parental leave uptake –

We believe that not all new fathers formally take the two weeks paternity leave allowed from low numbers in Table 17. We will encourage uptake by emphasising information in our Lifestyles page on the web, by including in Induction information and including discussion our planned line managers Workshop (early 2016). (AP 22.1, 16.1) (50)

Table 17: Paternity leave - Aggregate for 2007-2014

Grade Number

Non-clinical Academic 6

Non-clinical Research 6

Clinical Academic 1

Clinical Research 15

Total 28

NB: Data for 2014 incomplete at time of snapshot

Staff perceptions of parental leave

More women than men disagreed with the statement that their career progression was unaffected by parental leave (Figure 63). Women are still more likely than men to assume the bulk of caring responsibilities. The introduction of the new shared parental leave will impact on this and S&C has had two uptakes since the introduction of the legislation. It plans a workshop in early 2016 for line managers to review all types of parental leave. (AP 22.1)

Importantly, we were delighted to see that women generally felt supported before and during parental leave. Interestingly, women felt more supported than men following return to work – the group who strongly agreed comprised two academics, four research associates/research fellows, three admin staff and four postgraduates. We will advertise the College’s “New Dads” workshops in future. (AP 22.2)

Every effort is made to support women during maternity leave and on return. We will work to address concerns about impact on career progression. Since Bronze we have codified planning for embarking on and returning from maternity leave. Line managers are encouraged to discuss career

66

trajectories in the meetings/early PRDP as part of this initiative. Additionally, the pro-active consideration of candidates eligible for academic promotion introduced this year, takes into account specific circumstances. (AP 5.5) (206)

Figure 63 Results of 2015 Online Survey – Staff perceptions on parental leave and perceived impact on

career progression.

iii. Numbers of applications and success rates for flexible working by gender and grade –

The staff survey reports a positive response to S&C’s support for flexible working, which can be arranged locally and informally through line managers and Division/Section Heads with no form as we believe such formality to be discouraging (Figure 64). Flexible working includes arriving late or leaving early to allow drop-off and collection of children at nursery or school, as well as working from home. S&C appreciates that the responsibility for empowering staff to consider flexible working rests with us. We will take steps so that line managers understand the onus is on them to raise the opportunity for flexible working and we will include on the form for discussion at PRDP. (AP 23.1)

For Academic staff flexible working often enables more effective fulfilling of some of their academic obligations. Postdocs and PhD students are encouraged to keep more regular hours, both from a communication and a health and safety perspective, but may work from home when their research commitments allow. (160)

67

Part time working

Since the last survey, men have expressed increased concerns that part-time working may impact on their careers. The College has opened a discussion for senior male staff and we have encouraged members of S&C to engage in this conversation. (AP 23.2)

We support part-time working – e.g. a member of staff has reduced her contract by 0.2 FTE and works at home for one of the four days of the week whilst parental responsibilities need her attention. We will link such opportunities into our maternity support pathway and include at PRDP discussions. (AP 5.5) (91)

Figure 64 Results of 2015 Online Survey – Staff views on flexible and part-time working, and perceived

impact on career progression.

b. Key issues

i. Flexible working –

We were delighted to see that over 80% of survey participants felt that that their line manager was supportive of flexible working requests. The benefits are highlighted below:

“Flexible working allows me to improve my work-life balance and gives me the opportunity to

work and concentrate at home when needed” (Male Postdoc)

“Flexible working gives me the opportunity to work at home, think and be creative”

(Female academic )

Of the 22 staff who felt that their line managers were not supportive, 68% were administrative or support staff, 27% were academic and one was a postgraduate student. The nature of administrative/support roles, including being a point of contact, means that there is a greater expectation that they will be available during core hours. However there is a culture to allow flexibility where possible – for instance, shortening of the working day by 30 minutes to facilitate collection of children; agreement to reduction in working days, with one day worked at home. (AP 23.1) (160)

ii. Cover for maternity and adoption leave and support on return –

Since 2010, five members of staff have benefited from seven Elsie Widdowson Fellowships. These fellowships provide funding for academic women to pursue their research without the added burden of teaching and administration on return from maternity leave. It provides 50% of salary costs for 12 months. S&C is the first in the FoM to host a Daphne Jackson Fellowship – awarded September 2015, which funds the part-time return of a postdoctoral researcher to work after extended parental leave, enabling them to return to the lab, refresh their skill’s base and publish papers.

68

We have organised an event with the Postdoc Development Centre on “How to Support Parents Going on Maternity Leave”, open to the Faculty (Jan 2016) which covers advice on planning for maternity leave, agreement on levels of contact during maternity leave, the value of ‘Keep in touch’ days and plans for returning to work. We have supported a Faculty-wide event aimed at Postdocs interested in becoming parents. Four members of staff have taken advantage of Post Maternity Coaching provided by the LDC; three have undertaken the course in “Preparing for Maternity Leave”. All staff will be made aware via the website, blog and targeted advertising (AP 16.1, 16.2, 22.1). A member of AOC is a College maternity mentor.

Working closely with College HR, we have developed a maternity support pathway diagram (Figure 65) available on the Departmental Lifestyles page, in a section called ‘Family Life’. This provides links to key Imperial webpages. To emphasise support for flexible/part-time working we have added opportunities for discussion to this pathway and are encouraged to know that this is being considered as a College template. (AP 22.1) (272)

Figure 65 The Maternity Support Pathway developed by the AOC as part of the Athena SWAN Bronze

Award Action Plan.

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Figure 66 Results of 2015 Online Survey – Awareness and engagement with the S&C Lifestyles webpage

While encouraged that the new blog is so successful, we are disappointed that the Lifestyles page introduced since Bronze Award is not so well known (Figure 66). Our website is being re-designed as part of a major College project and we will take the opportunity to include this information in a more prominent, readily accessible position. (AP 16.1) (56)

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8) Any other comments: maximum 500 words

In a key change in our Silver application - the Head of Department has decided to re-structure the AOC to create a streamlined taskforce approach with key leaders (Divisional Heads, Chair and Deputy Chair – AOC) in place to drive change across Surgery and Cancer.

Following our first Departmental Athena SWAN lecture, delivered by the first female President of the Royal College of Surgeons, we were delighted when Miss Marx immediately followed up to offer her help with our Athena SWAN endeavours and to seek to partner with us in particular with regard to the RCS’s surgical education offer. The RCS has developed a new curriculum which will impact on both undergraduate and postgraduate education and training.

We have of course responded positively to both offers – the HoD will establish the framework for partnership over education and we will engage with the RCS as we develop plans for encouraging and supporting women to pursue Surgery as a career. The support of the Royal College will be invaluable in adding weight to our endeavours.

(172)

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9) Case studies 1000 (951)

Dr Jia Li - Lecturer in Human Development and Microbial Signalling

During my time at Imperial, I have witnessed considerable positive changes within the Department with respect to inclusiveness, opportunities, and support for achieving an appropriate work-life balance. This has been particularly prominent in recent years, through the initiatives brought in as a response to the Athena SWAN Bronze Award.

My journey within the Department started as a PhD student in 2005, under the supervision of Prof. Elaine Holmes (HoS). Prof Holmes has been a prominent role model to me as both a world-leading academic, and a woman in science. Female Chinese students commonly lack self-confidence, and I have particularly benefitted from her continued mentorship in addressing this; focused presentation training sessions helped me to cope with my shyness, and increase my confidence speaking publicly. These skills remain incredibly valuable, particularly when presenting/chairing at national/international conferences, and delivering teaching within the Faculty.

I worked as a Research Associate before being awarded an Imperial College Junior Research Fellowship in 2010 - a key milestone for early-stage researchers. Looking back, I feel the Department has been critical in supporting my early career success through both formal and informal channels: feedback via the internal peer-review process for applications, mock interviews facilitated by the Postdoctoral Development Centre, specific guidance from my line manager, and the collegiate atmosphere that exists among my fellow academics. I was appointed as a Lecturer in 2013. Since then, I have continued the line of research I explored in my JRF, and have taken on several additional responsibilities as part of my contribution to the on-going success of the Department. As Deputy Director of the Imperial International Phenome Training Centre I have run a number of short courses for students, clinicians and researchers from all over the world. Last year, with the Departmental guidance, I established an MRes stream. Here, I have attempted to pass on relevant aspects of the good mentorship I have received, and hope that this was a contributing factor to all students on the stream subsequently obtaining a PhD scholarship or a job in research and teaching.

I joined the AOC at its formation in 2013, which has afforded me the opportunity to be involved with identifying the issues and planning how to address. It has been rewarding to see how these steps have made equality and diversity in our workplace something that is now widely championed.

Another major improvement I have noticed within the Department in recent years has been in the use of the PRDP as a mechanism for reflection and obtaining truly constructive advice about current practice and future ambitions. Most noticeable has been the change in emphasis to one that centres on positive contributions, a balanced assessment of my performance, and setting of SMART goals that best address criteria for promotion. I found my most recent PRDP useful and motivating, and the process now clearly embraces the Imperial Expectations.

(476)

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Mr Sanjay Purkayastha – Clinical Senior Lecturer in Bariatric Surgery

My career at Imperial started with my MBBS training, which enabled me to progress to my current role as a Clinical Senior Lecturer.

Being an Athena SWAN Champion enables me to be at the decision-making stage of planned changes to make the workplace environment more family friendly. This allows me to disseminate efficiently this knowledge within my Division, and I am delighted that it has resulted in a group of juniors - both academic and clinical - who are much more aware of the Athena SWAN scheme, its aims, and relevance to their workplace environment. As a consequence, those working and training in the Department are now much more likely consider the importance of maintaining a healthy, productive family-work balance.

Changes related to the priorities of the Athena SWAN scheme have influenced several important aspects of Departmental life. Firstly, the need to allow those with families to work at more suitable times has seen meetings scheduled before and

after core becoming rare, and the expectation to stay behind at work on a routine basis and/or work at weekends is diminishing. Second, support for women wanting careers in academic surgery or for men who already have families has attained a much higher profile and been highlighted that it is possible to be maintain both a successful career and a healthy home life. Third, the number of female Research Fellows and Clinical Lecturers in Surgery has already increased which will facilitate a more gender balanced senior academic surgical community at Imperial in the future. Furthermore, mentoring systems and equal opportunity interviewing courses, along with a training course in unconscious bias (all of which I have been on) are changing the landscape and expectations as well as highlighting the need to ensure balanced recruitment and promotions processed within the Department.

My wife and I are both clinical academics at Imperial so have both benefited from the initiatives in the Athena SWAN Bronze Action Plan. When we informed the College of my wife’s first pregnancy, we found the process of arranging maternity leave and flexible working both transparent and straightforward. The ability to refer to guidance and materials (e.g. relating to resource and financial benefit that we could access such as childcare vouchers) was very useful, and the Departmental Lifestyles webpage/blog provided useful updates and reminders of the help available. We were also provided with information on nurseries, and opportunities to connect with other people in the College about to go on maternity leave. We even managed to join car pool scheme for getting into work!

We are now both back to work full time. The experience has been a positive one in which we have felt supported, and have had no substantial work related worries about planning our family. With respect to Departmental support we anticipate a similarly positive experience now my wife is expecting our second child!

(475)

--

Department of Surgery and Cancer SILVER Action Plan – December 2015NUMBER ACTION

Key actions highlighted in yellow

APPLICATION REFERENCE

IMPLEMENTATION CONTINUATION FROM BRONZE

OR NEW

THEME RESPONSIBLE OWNER/THEME LEADER

TIMELINE OUTCOME MEASURE

1.1 Share Departmental staff survey with FoM

2.ii Work with Faculty AOC to use S&C survey as a pan faculty Athena template to ensure parity of data collection across Medicine

New Data Prof Hardy Prof Hardy Jan‐Mar 2016 ‐ review with FoM; April ‐ May 2016 ‐ issue FoM wide survey to cover PTSOFreview annually with FoM AOC

Introduction of FoM survey during April/May 2016 based on S&C 2015 Survey

2.1 Annual Departmental meeting ‐ open forum led by HoD

2.ii Annual meetings led by HoD based on Athena Action Plan

Continuation Communication Julia Anderson

HoD/Prof Franks

Oct 15 ‐ Silver application discussed; Oct 16 ‐ to review implementation of Silver Action PlanApril‐ May 17 ‐ Monitor Athena awareness on departmental survey

90% of staff fully aware of AS initiatives within S&C by survey to be held in April/May 2017

2.2 Athena SWAN annual lectures

4.b.ii Invite female role models ‐ already commenced ‐ first Departmental Athena SWAN lecture delivered by Miss Clare Marx, President Royal College of Surgeons; Widely advertise the lecture on departmental, faculty and institutional newsletters. Record the lecture and feature it on the front page of the departmental website

New Communication Prof Regan Prof Franks November/December each year; report on each Lecture to AOC and SMBNovember 2017 ‐ record Lecture

Measure feedback through comments on Staff Survey

3.1 Restructure AOC to ensure greater focus and engagement across all staff groups and to more effectively manage and implement the Action Plan

2.iii Create Taskforce based AOC with proposed themes: Education; Data; Career Development; Pastoral support; Communication. Steps: Ratify via SMB and confirm chairs of themes ‐ from existing AOC; invite applications for theme membership from existing AOC first,then open a number of places on each theme to wider election

New Communication HoD/ Prof Regan

Prof Franks January 2016 ‐ SMB approval of new structure; February 2016 invite theme leads; April 2016 establish theme membership and Terms of ReferenceJune‐July 2016 ‐ AP Reviewed and Themes developing implementation plans

Newly structured AOC fully established by April 2016with responsibilty for implementation of Silver Action Plan June‐July 2016 ‐ evidence of implementation of plans from each Theme

1

NUMBER ACTIONKey actions highlighted in

yellow



OR NEW



3.2 To ensure representation across new element of the Department

3.a Invite Digestive Diseases representation

New Communication Julia Anderson/

Prof Franks February 2016 ‐ advertise for staff representation on AOCApril 2016 ‐ new members announced

Fully representative AOC by March 2016

3.3 Support widened Athena SWAN mission to incorporate PTO staff

2.iii Review PTO staff membership on departmental AOC; invite technical representation; ensure PTO representation from DOSC on Faculty PTO Athena working group

New Communication Julia Anderson/Shirley Line

Prof Franks Shirley Line and Kathryn Johnson represent DOSC on the FoM PTO Athena working group. February 2016: advertise for PTO staff representation esp from techinical stream onto S&C AOC, April 2016 new PTO members announced

Fully representative AOC ‐ to meet wider Athena agenda by March 2016

3.4 Management of Action Plan

6.b.iv Theme leads to develop plans for implementation of Action Plan AOC to oversee and drive new initiatives

New Communication HoD/ Prof Regan

Prof Franks April 2016 ‐ Theme plans to be developed and detailed milestones set

November ‐ Annual review against milestones

4.1 Encouraging more women into General Surgery: increasing uptake of Surgery BSc Also address M/F imbalance in Reproductive Developmental Science

3.a Engage with all Medical Students considering their BSc choice in their 3rd year MB BS and at the BSc fairDevelop introductory course prior to students making choices

Continuation Education Prof Hardy Prof McGregor

October 2015: BSc students were surveyed on attitudes to BSc course choices. January 2016: review and rewrite the BSc course description to include quotes from female participants March‐June 2016: Male and Female course tutors on Surgery BSc to address prospective year groups. May 2016: M/F tutors to engage with prospective students at BSc fair October 2016 ‐ hold intro course to address M/F representation on both BSc coursesOctober 2016 ‐ introductory lecture to engage students ‐ on all courses organised by S&C ‐ with Athena SWAN and Imperial Expectations and to elect a UG student rep to AOCOctober 2017 re‐survey students attitudes to Surgery BSc

Aim: increased positive feedback from female respondents ‐ SurgeryAim: increased positive feedback from male respondents ‐ Reproductive and Developmental Sciences

2


yellow



OR NEW



4.2 Encouraging more women into General Surgery: encouraging more senior buy‐in

3.a Educate the educators ‐ highlight importance of encouraging female surgical career development amongst trainers in Surgery

New Career Development

Prof Hanna Prof BrownProf BennettProf Hanna

January ‐ June 16: Divisonal Head to engage all Surgery trainers (clinical and non‐clinical) on this issueJuly 16 onwards ‐ Surgery trainers to actively engage in developing career development plansJanuary 2018: aim for >90% of PRDPs for all senior academics involved in surgery education/training to have discussed a case study of female career development under their remit

Spring/summer 2018: 90% Senior academics in Surgery to be engaged with supporting junior female staff

4.3 Encouraging more women into General Surgery: review actions taken by related specialties

3.a Review actions taken by other specialties, eg, O&G ‐ to see what elements might be applicable to Surgery to work towards critical mass of women surgeonsEngage with the RCS



January 2016 ‐ HoD to meet with CEO of RCS to establish frameworkSpring 2016 ‐ Divisional Head to develop plan/milestones to implement frameworkNovember 2016 ‐ create S&C Position paper highlighting the differences in female uptake between related surgical specialties and try to identify reasons for disparities and drivers for change. Engage with RCSJanuary/February 2017 ‐ discuss at Departmental level; Spring‐summer 2017 ‐ take to Faculty AOC

Spring/Summer 2017 Clear plan/roadmap in existence in Division of Surgery actively sponsoring/supporting junior female staff

4.4 Explore options for encouraging women into General Surgery : establish a broader link with other departments of Surgery

3.a Establish dialogue with other departments in UK and share approaches



By May 2016 identify appropriate Departments to liaise withJune ‐ October 2016 ‐ interaction with identified Departments ‐ exchange of viewsNovember 2016‐ draft position paperSpring/Summer 2017 ‐ report to Faculty Athena Committee

Spring/Summer 2017 Roadmap developed for wider discussion across surgical community

3


yellow



OR NEW



4.5 Explore options for encouraging women into General Surgery; reaching out to the regional surgical community

3.a Prepare for implementation, detailing milestones for actions proposed in the position paper ‐ to embed in our own surgical community ‐ liaising across our region on the issue of gender equality (based on Actions detailed above).



Through 2017 ‐ engage in discussions with Faculty/College/ICHT about gender equality programme outlined in position paper January 2018 ‐ commence implementation of programme

2018 ‐ Female Clinical Lecturers feel empowered and supported to apply for CSL appointments

5.1 Addressing key transition from research to academic: improving the shortlisting process for academic jobs

3.a3.c.i4.b.i

Robust shortlisting against criteria developed at time of writing JD ‐ with detailed recording of reasons for shortlisting, or not


Prof Nicholson

Prof BrownProf BennettProf Hanna

October 15 ‐ plans outlinedFebruary 2016 ‐ guidance to be codified and Divisions required to implement going forward. June‐July 2016 ‐ First termly reports to Theme/AOC to be made.

January 2017 ‐ Aim for >50% uptake January 2018 ‐ Aim for >80% uptake

5.2 Addressing key transition from research to academic: improving preparation of criteria for selection

3.a3.c.i4.b.i

Drawing up criteria at time of preparation of JD: improving job descriptions to encourage more female applicants


Prof Nicholson

Prof BrownProf Hanna

October 2015 ‐ Plans outlined February 2016 ‐ guidance to be codified and Divisions required to implement going forward and report compliance

Aim: increase number of female appointeesFebruary ‐ 2017 ‐ review data to ensure impact illustrated through increase in female applications/shortlisted and appointed

5.3 Addressing key transition from research to academic: remove potential for bias at shortlisting

3.a3.c.i4.b.i

Ensure 2 shortlisters ‐ 1 to be a womanEncourage uptake of Unconscious Bias training among all involved in shortlisting


Prof Nicholson


February 2016 ‐ Requirement for 2 short‐listers already in place but requirement to include at least 1 woman will be included in guidance to be codified and Divisions to report compliance going forwardJune‐July 2016 ‐ First termly reports to Theme/AOC to be made.

January 2017 ‐ Aim for 75% of shortlisters to have completed unconscious bias trainingJanuary 2018 ‐ Aim for 90% of shortlisters to have completed unconscious bias training

4


yellow



OR NEW



5.4 Addressing key transition from research to academic: improving the shorlisting process where discrepancies appear to exist

3.a3.c.i4.b.i

Review shortlist again where women applied but not shortlisted in proportionate numbers ‐ this wil require Departmental access to gender/equality information currently held by HRPanels will be requested to explain why a woman was not appointed all other things being equal ‐ reports to Theme/AOC and SMB


Prof Nicholson


Spring 2016 ‐ Discussions to be held with HR re: access to data; once agreement reached, guidance to be codifiedJune‐July 2016 ‐ Divisions required to implement going forward and report compliance ‐ termly reports to Theme/AOC. October‐November 2016 ‐ first of termly reports to Theme/AOC January 2018 ‐ Aim for >80% compliance

January 2018 ‐ Aim for >80% compliance

5.5 Addressing key transition from research to academic: improved PRDP processANDApply to all staff groups

3.a3.c.i4.b.i4.b.ii5.i7.a.ii

Focussed PRDP to encourage women scientists and clinician scientists ‐ using personalised form for staff categoriesEnsure that part‐time and flexible working options are discussed ‐ to cover women returning from maternity leave (at interim PRDP on return); men from shared parental leave and to ensure all staff are aware of options

Continuation ‐ new elements

Career Development

Prof Nicholson


Commenced with 2015 PRDP exercise; monitor annual uptake; review quality through staff surveys

Jan 2018 ‐ Aim for >80% uptake; increase in staff satisfaction rates on survey regarding PRDP process

5.6 Addressing key transition from research to academic: improved career development support for postdocs

3.a3.c.i5.b.i

Improved training and support for postdocs; organise CV workshops, support for applications; mock interviews


Prof Nicholson


June‐July 2016 ‐ organise first of annual CV workshops report on each workshop to AOC;Provide support to applications through peer review ‐ undertaken in Divisison of Cancer, IRDB and CSM; Spring term 2016 ‐ roll out to Digestive Diseases; initiate further discussions with Surgery about how to manage this

Aim: measure awareness and uptake of CV workshops on survey ‐ target >50% uptake and >80% approval amongst those that did it.Roll out to Surgery and Digestive Diseases ‐ of peer review ‐ to be measured through staff survey ‐ approval of support offered ‐ target >50% uptake and >80% approval amongst those who have used the option

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5.7 Addressing key transition from research to academic: Improved support for post docs: targeted communication

3.a3.c.i

Ensure that targetted emails are sent to post‐docs about opportunities in the post‐doc development centre

Continuation Career Development

Prof Bevan Prof BrownProf BennettProf Hanna

October each year commencing October 2016 ‐ Review numbers taking up offers on an annual basis ‐ report to Divisional Meetings and to AOC.

Aim for >50% take up 2016‐17 rising to >70% by 2018

5.8 Addressing key transition from research to academic: Improved support for post docs: encourage uptake of useful 10 days of training

3.a3.c.i5.i

Work with PIs to ensure they are encouraging take up of the 10 days training that we approve for all PDs



Review numbers taking up offers on an annual basis ‐ October each year ‐ report to Divisional Meetings and to AOC.

Aim for 40% take up in 2016‐17 rising to 60% in 2018

5.9 Addressing key transtion from research to academic: mentoring scheme

3.a3.c.i

Continue to raise awareness of the mentoring scheme introduced in January 2015; advertise on the web, at Divisional meetings; Divisional Heads to encourage junior staff to seek mentors ensuring line managers raise at PRDP



January ‐ July 2016 ‐ run further training schemes for mentors;October 2016 ‐ Increase number of mentors and mentees year on year ‐ double number trained by January 2017 in first instance2016 PRDP exercise ‐ ensure that mentoring opportunities are discussed

Aim for >80% awareness of the scheme at next Staff survey;70% satisfaction rate when FoM audits the scheme

5.10 Addressing key transition from research to academic: improved understanding of reasons for leaving S&C (all staff)

3.a3.c.i4.b.i

Collection of destination data for post‐docsAmend departmental staff database to hold this informationHR invites staff to complete exit questionnaires; Cancer/IRDB have piloted a personal approach ‐ propose to roll out to other Divisions;When sufficient data collected ‐ review and consider appropriate amendments to policies

continutation Data Prof Hardy Prof Hardy By October 2016 ‐ Review existing arrangements for collection of destination data; ensure data collected in detail going forward ‐ Divisional Managers to request destination data and completion of exit questionnaires; annual report to AOC ‐ October each year

By January 2018 ‐ Increase recording of destination data ‐ 80% increase number of leavers completing exit questionnaires >50%

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6.1 Gender imbalance in Surgery (M) and O&G (F) undergraduate taught courses: review recruitment processes

3.b.ii3.b.v

Review material for the BSc recruitment fair to consider gender equality issues ‐ including review of postersincrease visibility of female role models for Surgery and male role models for Reproductive and Develomental Sciences ‐ e.g. interviews on website both staff and former studentsDevelop a workshop to introduce both courses at the time students make their choices

New Education Dr Strutton Prof McGregor

January‐February 2016 ‐ Review existing material and prepare new material to be ready for BSc Fair (March 2016 for internal students) recruiting for 2016‐17 academic year; November 2016 ‐ numbers recruited in 2016‐17 to be compared with existing data; similar exercise to be followed each year with milestones introduced as data identifies issues; to be rolled out for external students for Jan 2017 Fair New workshop to be developed for summer 2016

Seek to achieve a change in opinions as measured in survey of students ‐ report using graphics introduced for Silver application indicating percentage change in opinion

6.2 Gender imbalance in Surgery (M) and O&G (F) undergraduate taught courses: investigate reasons for the choices made by prospective and current students

3.b.ii Online survey of choices for current students ‐ to identify reasons for choices

New Data Dr Strutton Prof Hardy November 2016 ‐ First ad hoc survey conducted ‐ results included in Silver application; to be repeated annually ‐ and results to inform preparation of recruitment material

Seek to achieve a change in opinions as measured in survey of students ‐ report using graphics introduced for Silver application indicating percentage change in opinion

7.1 Detailed analysis of individual PGT courses (from Bronze)

3.b.ii Spring 2016 ‐ similar review of material for the Masters recruitment fairs to consider gender equality issues ‐ as for BScsee 6.1

continuation Education Dr Ebbels Prof McGregor

By March 2016 ‐ Review existing material and new material to be ready for Masters courses recruiting for 2016‐17 academic year; numbers recruited in 2016‐17 to be compared with existing data; similar exercise to be followed each year with milestones introduced as data identifies issue

PGT students now included in survey ‐ first time, May 2015; provides baseline for monitoring at future staff/student surveys

7.2 Monitoring of Masters in Surgical Innovation

3.b.ii3.b.v

Particular attention to be paid to active monitoring of Masters in Surgical Innovation ‐ introduced October 2015Particular attention to be paid to recruitment material to ensure open and encouraging to women

New Education Prof Hanna Prof McGregor

Spring 2016 ‐ recruitment material to be reviewed and interviews with first year's candidates to be recorded;Student numbers to be reviewed annually

2015‐16 achieved 39% female registration2017‐18 ‐ Aim for 50% female registration

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8.1 Explore to what extent MRes courses are a springboard for career progression

3.b.v Our data suggested that females were unexpectedly overly represented on Mres courses. Examine destination data of female MRes graduates to ensure that it is a successful springboard into future research careers.

New Data Dr Ebbels Prof Hardy Through 2015‐16 retrospective data to be reviewed; 2016‐17 ‐routine data collection and reviewed by AOC annually ‐ spring term

2018 ‐ Aim for >90% leaver data to be analysed and discussed annually

8.2 Degree classification by gender ‐ monitor/review for UG PGT and PGR ‐ MRes ‐ courses ‐

3.b.vi Monitor parity of M/F award of distinction/merit; Annual review of data with report to AOC as well as normal reporting to Faculty Masters Quality Cttee and relevant UG Committee

Continuation Data PG Education Manager

Prof Hardy to be undertaken each year ‐ review through AOC theme as well as report to relevant Faculty PG committee.

2017‐18 ‐ achieve parity in degree classification

8.3 Enhance PhD completion rates where rates for women are lower than for men

3.b.vi Regular reminders of all milestones to students and supervisors ‐ all referenced in PGR Handbook available on‐line; introduction of sanctions for supervisors; routine reporting to PGEC and SMB ‐ will extend to AOCBaseline ‐ 70% in 2015

Continuation Data PG Education Manager

Prof Hardy Already underway as far as reporting to PGEC (termly); SMB (termly)March 2016 ‐ termly report to AOC to be introduced from Jan 2016

Aim for 5% increase in completion rates year on year until reaching 100%

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9.1 Enhance management of Academic Promotions ‐ 100% review of all staff annually

3.c.i5.i7.a.ii

Introduced individual review of all potentially eligible academic staff at Academic Promotions Panel in November 2015; introduce submission of differential CVs (either since appointment or last promotion) ‐ November 2016 Divisional Heads responsible for developing plans to support staff to achieve promotion in future years and reporting on these plans; will be required to update plans annually and to ensure that appropriate support is provide to women returning from maternity leave


Prof Nicholson


Nov 2016 ‐ introduce submission of differential CVs; Divisional Heads to update on plans from previous year

November 2016 ‐ 100% of all staff to be screened for elibility and discussed

9.2 Enhance management of Academic Promotions ‐ ensure clarity of documentation

5.i Address issue that men indicated they found documentation less clear than when previously asked


Prof Nicholson


Summer 2016 ‐ review documentation with male members of AOC

Reversal of trend suggesting men find documentation unclear ‐ measured at next Staff survey

10.1 Development of Mentoring Scheme

3.c.i4.b.ii5.ii

Mentoring scheme is now established ‐ now need to encourage wider take‐up of by staff wanting mentors and to encourage further training; include new question in survey to enquire as to how useful staff find mentoring Additionally ensure all students have access to personal tutor/ mentor

continuation Career Development


January ‐ June 2016 ‐ AOC to to engage with Divisional Heads to encourage further take‐up both of training of mentors and allocation of mentees.October 2016 and annually thereafter ‐ report of numbers of trained mentors and mentees to AOC with the aim of increasing the number of staff mentors and mentees year on yearJanuary 2016 and annually thereafter ‐ review provision of personal tutor/mentor for each PGR student

Annual increase in number of trained mentors and number of mentees;Aim for >80% satisfaction rate in next staff survey

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10.2 Development and expansion of Networking

3.c.i4.a.i4.b.ii

Networking groups established in Cancer and IRDB; review arrangements in CSM; introduce in Digestive Diseases; Establish networking group ‐ particularly for female Clinical Lecturers in Surgery; establish routine discussion of opportunities to Division of Surgery Management Question to be developed for next staff survey in order to be able to judge effectiveness

continuation Communication Prof Bevan Prof Franks March 2016 ‐ ensure Surgery represented on AOC Communication ThemeOctober 2016 ‐ network meetings held routinely within Division of Surgery Decisions to be concluded as to best arrangements for CSM and Digestive Diseases taking location into account

All 5 Divisions to have established networking arrangements Enhanced knowledge of and satisfaction with networking across Department at next Staff survey

11.1 Support for Clinical Lecturers

3.c.i Recognising that Clinical Lecturer is a key transition point the Department will work with the Clinical Academic Training Office (CATO) to establish a programme of support



March 2016 ‐ Establish what is on offer; From September 2016 ‐ work with CATO to establish a programme .

Aim >80% awareness/satisfaction rates amongst Clinical Lecturer on staff survey

12.1 Improve HR Data Collection

4.a.i Liaise with Central HR to develop plan to improve robustness of data collection and reporting in order to develop team approach

New Data Prof Hardy Prof Hardy Spring/Summer 2016 ‐ initiate conversations at Faculty and College HR level

Provision of robust data from central HR for future Athena SWAN applications

13.1 Enhance Gender Balance for Senior Lecturer, Clinical Senior Lecturer and above

4.a.i Open advertisements are already used but introduce line to welcome female applicants for senior posts; monitor applications and report on numbers/genders to AOC


Divisional Managers


Open ads and reference to flexible working opportunities introduced since Bronze; a line indicating applications from female applicants are welcome to be introduced immediately

Aim for 100% all adverts S&C to include Athena logo and a line to encourage applications from women and reference to flexible working

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14.1 Unconscious Bias Training and Equality and Diversity training in S&C

4.a.i5.ii

Continued encouragement of unconscious bias training and equality and diversity training ‐ through PRDP supported by advertising on web


Prof Nicholson


Encourage uptake of unconscious bias training ‐ 2016‐17 ‐ if insufficient College run courses ‐ consider organising Departmental coursesMake annual report of numbers trained to SMB ‐ October each year 2017 ‐ aim for 80% completion of UB training for all staff involved in shortlisting2018 ‐ rising to 100% with 50% of whole Department trained by then

Aim 80% completion of UB training for all staff involved in shortlisting by Jan 2017 rising to 100% by 2018 and >50% department wide by then tooAim 75% completion of Equality and Diversity training for all staff by June 2017 rising to 95% by mid‐2018

15.1 Improve Induction process

5.ii Introduced in Cancer and IRDB ‐ ensure roll‐out across the Department

continuation Career Development

Departmental Manager


By July 2016 ‐ fully roll‐out to other Divisions (Surgery, CSM, Digestive Diseases)

Target 100% uptake for ALL new starters from Jan 2017, survey satisfaction of induction process in staff survey 2018 aiming for >80% positive responses

16.1 Increase visibility of S&C website

5.ii6.b.i7.b.ii

The Department is engaged on a College project to transfer to a new content management system providing the opportunity to re‐assess position of information; it is proposed to increase the profile of family related information; to update educational information; PIs will be encouraged to use the web as a repository for data relevant to REF, Open Access, Research Fish ‐ anticipated this will encourage usageInformation about committee membership will be posted on the webParental leave and support will be included

New Communication Kathryn Johnson

Prof Franks June 2016 ‐ complete transfer to new content management systemsubsequently review web traffic and use survey data to assess impact

Aim for >80% aware of the website and majority of users finding it useful on next survey

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16.2 Develop S&C Blog further

5.ii7.b.ii

Continue to develop use of the Blog Use blog to promote workshops ‐ including parental support workshops, cv writing workshops etc

Continuation Communication Kathryn Johnson

Prof Franks Use staff surveys to monitor uptake; also web statistics ‐ report annually to AOC ‐ summer term

AIM for increase in usage of the blog ‐ measured through web statistics and through Staff Survey

17.1 Address request for greater PGR career development: improving career development support structure

5.ii 30‐40% of students indicate that they need greater career support ‐ review portfolio of current provision; introduce career advice sessions ‐ timetabled as part of curriculum ‐ from 2016‐17 academic year

New Education ‐ Career Development

Dr Ebbels Prof McGregor

By July 2016 ‐ review current portfolio Autumn/spring term 2016‐17 ‐ introduce career advice sessions as part of each courseSpring 2016 ‐ Invite PGR representation on Career Development Theme of AOC

Track changes of opinion through future staff surveys

18.1 Address negative view that staff have re: opportunities to sit on decision making committees

6.a.i6.b.i

AOC will lead the way by inviting applications for membership of Themes of newly structured committee; first level will be to existing AOC to maintain degree of continuity; 1 or 2 places/theme then to be advertised; as vacancies occur on other committees, they wll be advertised; and continue to review membership on annual basis

Continuation Communication Julia Anderson

Prof Franks AOC ‐ invitations to join Themes ‐ to be sent by April 2016 ‐ other committee membership reviewed on annual basis ‐autumn term meetings for all; any future vacancies to be advertised and applications sought; Committee chairman to actively review membership to confirm appropriate representation by Sept 2016 before next formal review

Track satisfaction with changes through future Staff Surveys

18.2 Representation of women on appointments committees

5.i6.a.i6.b.i

Ensure female representation on committees is specialty focussed (i.e. if a Cancer appointment ‐ then a woman with a background in Cancer) as much as possible from Jan 2016; report composition of committees to AOC ‐ annually Oct each year

New Pastoral Support Prof NicholsonDepartmental Manager

Prof Holmes From January 2016 ‐ Introduce focus on ensuring that female representation is specialty based or as close as possible; report composition of committees to AOC ‐ annually Oct each year

Target 50% improvement in female representation rates by Jan 2018

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19.1 Work load model 6.b.ii Ensure that PRDP and Trust appraisal address issues of worklife balance ‐ whether usual annual PRDP or at return to work PRDP after maternity or parental leave.

Continuation Pastoral Support Prof Holmes Prof Holmes Annual PRDP exercise introduced by HoD stresses need to review work‐life balanceNow reiterated at annual review of all staff eligible for promotion (November each year)Immediate ‐Progressive approach to flexible and part‐time working addressed in maternity leave pipeline

Aim for 75% PRDP completion in 2016Aim for 85% PRDP completion in 2017Aim for 100% PRDP completion in 2018

20.1 Address small but nonetheless important issues concerning bullying and harrassment: monitoring by Senior Management Board

6.b.iv Divisional Heads to report numbers of cases under investigation in their Division to SMB on a termly basis; data will be reviewed on a rolling basis and impact of measures taken tracked through future staff surveys ‐ both for Athena SWAN and College

New Pastoral Support Prof Nicholson

Prof Holmes From summer term 2016 ‐ Divisional numbers reported in SMB Minutes From September 2016 ‐ Minutes (already available on the web) will include Divisional Heads report of numbers

Change in opinions will be tracked thorugh future staff and students surveys ‐ both Athena SWAN and College surveys

20.2 Address small but nonetheless important issues concerning bullying and harrassment: streamlining the reporting process

6.b.iv Working group established to streamline information to ensure that those wishing to take forward complaints have ease of access to information collated from a number of sources across College. A "roadmap" will be prepared and designed using the facilities available in the HELIX Design Centre (S&C is a stakeholder with the Royal College of Arts) ‐ to be available in hard copy and on the web


Prof Holmes By June 2016 ‐ Creation of simplified roadmap ‐ ready for design By October 2016 ‐ to be available hard copy and web‐based ; thought to be given as to whether possible to put draft version on website as soon as ready October 2016 ‐ all staff to be notified of existence of road map;October 2016 ‐ Course Directors to make students aware and to be included in all future induction packs; October 2016 onward ‐ to be added to staff induction pack

Throughout 2017 ‐ feedback sought and impact tracked through future staff and student surveys ‐ both Athena SWAN and College surveys

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20.3 Address small but nonetheless important issues concerning bullying and harrassment: training people to understand the issues

6.b.iv Encouragement for staff to undertake College courses on Harrassment and BullyingPro‐active approach to be adopted to take account of varying roles (staff, student, varying degrees of seniority); possible wish for anonymity; approach to offer potential for discussion with senior member of staff, offer of mediation, retraining ‐ these steps to be completed prior to progressing to a formal complaint; to be rolled out across Divisions via Divisional meetings and at Departmental meeting


Prof Holmes 2016 PRDP exercise ‐ encourage uptake of Harrassment and Bullying coursesAutumn/Spring 2016‐17 ‐ roll out involving attendance by members of the working group at Divisional meetings October 2016 ‐ Departmental meeting to follow up on progress since October 2015 meeting;

Aim for 60% staff trained by mid‐2017 rising to 80% by mid‐2018Throughout 2017 ‐ feedback sought and impact tracked through future staff and student surveys ‐ both Athena SWAN and College surveys

20.4 Explore why slightly more women than men don't believe the Department supports both sexes equally

6.b.iv Develop new questions in Staff Survey to pinpoint reasons underlying belief that women are not treated equallyAdvertise composition of panels and committees, invite applications for committee positions,continue to celebrate career promotion successes and awards, improve female visibility in department with photographs. Provide examples of support and success at Annual HoD meeting, S&C Blog, Scientific Retreats, Divisional exec Meetings.

Communication Prof Hardy Prof Franks Spring 2016 ‐ develop new questions for future Departmental/Faculty surveys

AIM ‐ eliminate gender imbalance in how men and women view the Department's support for each group measured through future surveys

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21.1 To strengthen our Outreach activities and raise its profile within S&C

6.b.v Increase the focus on outreach in the Department ‐ through discussion at PRDP (already underway); Divisional Heads to actively encourage activities to support; Establish an Outreach Committee to support participation in events ‐ advertise for membership; raise the profile and recognition of Outreach through use of web and blog and discussion at Divisional meetings; to consider new activities which might be undertaken; to establish and develop a database of participants and types of events.

New Communication Dr Wijeyesekera

Prof Franks On‐going activity ‐ ie. Encouragement through PRDP to continue;From Spring 2016 ‐ to be added to Divisional Management Meeting agendas where not already present; by October 2016 ‐ form new Outreach Committee June‐July 2016 ‐ creation of database to commence

Introduce sampling of PRDPs to ensure that > 80% included discussion of Outreach activities ‐ rising to 90% by 2017‐18From October 2016 ‐ Track discussion at Divisional meetings at SMB

Advertise formation of new Outreach Committee on the web and invite applications widely across the DepartmentDatabase to be accessible via the web ‐Track through future surveys that these approaches are addressing perception that outreach may not be appropriately valued

22.1 Widen knowledge about Maternity, Paternity, shared parental leave

7.a.ii7.b.ii

Hold Workshops to ensure that managers are fully aware of all the legislative requirements and all the College provisions around maternity, paternity and shared parental leave; update information on the web particularly drawing attention to the maternity support pathwaySupport PGR students in managing parental care requirements


Prof Franks January 2016 ‐ First workshop planned; January 2016 ‐ web will be updated

By Feburary 2017 ‐ Aim >50% local managers trained AIM ‐ good awareness on the next institutional parental leave survey scheduled for 2017 on S&C drill downAIM ‐ for >80% satisfaction rates regarding information accessibility

22.2 Widen knowledge about Maternity, Paternity, shared parental leave particularly among men

7.a.ii Advertise the College's "New Dads" Workshop


Prof Franks January 2016 ‐ include on website; monitor attendance; ensure we advertise all future workshops

AIM for regular attendance by S&C staff

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23.1 Flexible working 7.a.iii Department recognises that onus is on senior management and line managers to raise awareness ‐ encourage review at PRDP ‐ particularly at return from maternity leave but ensure included for all staff

New Pastoral support Julia Anderson

Prof Holmes Summer 2016 ‐ ensure that documentation sent to all staff about PRDP references need for discussion of flexible working

Aim to raise staff awareness illustrated at increased satisfaction at next staff survey

23.2 Widen understanding of part‐time working ‐particularly among men

7.a.iii Encourage men to participate in the web based conversation set up by College

New Pastoral support Kathryn Johnson

Prof Holmes Immediate ‐ Include on website AIM for greater understanding of part‐time work ‐ to be tracked through future surveys

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Imperial College, Department of Surgery and Cancer Bronze Action Plan – April 2014

Ref Objective Description and Implementation

Progress Responsibility Milestones Years 1,2,3 Success Measure

1 Student Data

1.1 UG BSc Courses –achieve better understanding of student choices and increase percentage of female students on Surgery & Anaesthesia course

Survey current UG students via discussion groups and on-line surveys to understand reasons for student choices Develop initiatives to address imbalances Develop targeted outreach programmes Enhance promotional material

Surveys undertaken Continuation for Silver New approach for Silver Continuation for Silver

McGregor Frilling Cork

Engage with 3rd year students as they make their choices in each of the next 3 years; Enhance promotional material for 14/15 intake – including enhanced web pages Outreach programmes – 15/16

Increase in female percentage on Surgery and Anaesthetics BSc over the 3 years to 40%

1.2 PG Taught courses and MRes courses – redress the decline in female students relative to national average

Undertake deeper analysis course by course Clarify proportion of students in FT and PT study Identify discrepancies related to subject areas Develop plans to address these areas

Done Done Done Continued into Silver

Hardy Farrell Course Directors Course organisers

PGT Sub-Committee to review 13-14 data by Dec 2014 Develop plans to address issues identified June 2015 Implement plan for 15/16 and 16/17 entries

Increase numbers each year – aim to achieve national average within 3 years

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1.3 PGR students –understand broad reasons for alterations in female numbers

Survey current PGR students to understand why they selected S&C and in particular to understand quadrupling of male students undertaking part-time studies Survey supervisors to explore variations in offers to male and female students Review Deanery data to establish baseline figures for recruitment pool, particularly for Surgery - and then develop plan to attract more female students Ask supervisors to request reasons for an offer being declined Develop plans to address issues identified

Data explored and reported further in Silver Working with Clinical Academic Training Office (CATO) – development in Silver

SecklBevan Keun Atkin Purkayastha Farrell

Surveys (students and supervisors) to be concluded by Oct 14 Ask supervisors to request reasons for decline of an offer - immediately Plans developed to address issues by March 15 Implemented from summer 15 onwards Impact expected from 16-17

Increase in female PGR students from 16-17 closer to national levels in line with Deanery recruitment pool

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1.4 Ensure appropriate balance of male/female students on new surgical modular surgical courses – to be introduced 2015/16

Survey existing surgical courses to understand why fewer women choose surgical disciplines for PG study As new PGT courses/streams are introduced in Surgery – 2015/16 – ensure that approaches to attract female students are embedded from the start – including development of promotional material and outreach programmes

Discussions held New Masters commenced October 2015 – actions developed further in Silver

Hanna Purkayastha Farrell

Complete discussions with existing students – Sept 14 Develop and embed proposals to attract female students in promotional material by Dec 14 Review Sept 15 Survey students – 15-16 Amend Dec 16

35% female applicants in 1st year of new modular surgical course – commencing 2015/16 Rising to 40% in 2016/17 and 45% in 2017/18

1.5 Maintenance of high level of 1st and 2.1 among women degree classifications for UG , PGT and MRes courses

Review results annually course by course in order to identify discrepancies as they arise, in order to consider whether changes are necessary for the following year

Reviewed in Silver and will continue to be on-going

Cork Farrell

Annual review of results to be reported to Education Board, PGEC and reported on to AOC

Maintenance of high level of 1st and 2.1 degree classifications among female candidates

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Ref Objective Description and

Implementation Progress Responsibility Milestones Years 1,2,3 Success Measure

2 Staff data

2.1 Achieve better understanding of overall ratio of male and female staff (academic and research staff) by Division

Carry out deeper analysis of staff data – specialty by speciality; compare with relevant national benchmarks (eg – UK HEDI’s and Royal Colleges)

Request Divisional Heads to nominate an Athena SWAN lead for each Division to lead this work and make recommendations to Divisions/AOC for further consideration by Senior Management Board

Staff database implemented to collect more robust data Analysis of specific divisional data completed for silver application Work on issues raised to be undertaken by new AOC taskforce – key point for Silver Divisional Champions identified – but reorganisation of the AOC into a Taskforce approach (in Silver) re-focusses implementation of Action Plan

ReganHanna Brown Bennett Holmes

Data to be analysed speciality by specialty by January 2015 Data to be compared with national benchmark data – by March 2015 Proposals drafted for consideration summer 2015 Implementation from October 2015

Deeper understanding of comparisons between Departmental data and national benchmark data; Have Divisional Athena leads tasked with gender equality monitoring, in situ Increase in number of female academic staff at end of 3 years – 2016-17

2.2 Better understanding of use of Level C and Level D research posts

Review all Level C and Level D posts to understand why they are used; consider gender issues

Undertaken and reported further in Silver application

ReganAnderson

Review to be completed December 2014

Understand whether such grades should be more effectively used

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2.3 Achieve greater understanding of transition from Researcher to Lecturer (non-clinical)

Survey research staff to understand their aspirations and request their input into proposals to address the decline in female numbers from 50% at Researcher grade to 14% at Reader level AOC to then consider development of plans to implement agreed recommendations

Incorporated into staff survey (for Silver) to gauge opinion Key action points developed in Silver

ReganHanna Brown Bennett Holmes Anderson

Survey to be completed December 2014 Recommendations formulated – March 2015 Implementation 2015-16 and kept under review in 2016-17

Achieve increase in female academic staff at end of 3 years – 2016-17 The Department plans 14 non-clin new posts over 2014-17 – will aim for 35% female appointments

2.4 Address issue of decline in female appointees from clinical lecturer to more senior clinical academic appointments – particularly in Surgery

Detailed analysis of numbers, specialty by specialty to be undertaken Programme of engagement and outreach to be developed; particular focus on Surgery to be led by a CSL engaging with female Clinical Lecturers to develop proposals to support their aspirations for career progression

Detailed analysis completed for Silver application. Female clinical lecturers identified and key action points developed in Silver

BrownBennett Holmes Hanna Kneebone Purkayastha

Detailed analysis of numbers – specialty by specialty to be completed December 2014 Engagement and Communications Committee to be established October 2014 Recommendations to be formulated – March 2015 for implementation 2015-16 and kept under review in 201-16-7

Achieve greater understanding of issues affecting, in particular surgical Clinical Lecturers – and have in place measures to support their career progression

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2.5 Achieve better understanding of reasons staff leave

Develop and introduce an exit questionnaire to collect destination data and supporting reasons

2012-2014 - 7% completed exit questionnaire Incentives to complete form include email access for honorary staff Continue into Silver action plan

Anderson Line Tarragona Lynch

Exit questionnaire to be developed by Sept 2014 Introduce Oct 2014 Data analysed on an annual basis thereafter

More complete data on reasons for leaving FoM returns in 2011 were 15%; S&C will aim for 25% in year one and increase 10% each year thereafter



3 Key Career Transition points

3.1 Improve collection of data - Job application/short-listing/offer/ acceptance data

Collect more complete data on short-listing, job acceptances, and continue to monitor applications

Information collected but recognised that quality of shortlisting data is not sufficiently robust – although much improved since Bronze Need to ensure shortlisting is robust discussed at Oct 2015 Departmental meeting – led by HoD Key action carried forward for Silver – both at Departmental level and for discussion with central HR

Anderson Tarragona Line Nery Pontifex

More complete data collected from April 2014

Facilitate better analysis of information for Silver and subsequent Gold applications Information to feed into development of outreach programmes

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3.2 Understand reasons for lower number of female applicants for CRF’s being shortlisted

Review and analyse short-listing returns from all applicants Develop recommendations for recruiting line managers

Out of 17 CRF in surgery 9 female and 8 men. Carried through into Silver action plan.

Purkayastha Anderson Tarragona Line Pontifex

Review of shortlisting data to commence from May 2014 Recommendations to be developed by March 2015

Increase in number of female applicants for CRF posts

3.3 Make advertised posts more attractive to women to ensure equality of opportunity at application point

Introduce a standard open format of advertisement highlighting the benefits available within the Department, namely collaborative and flexible working, parental leave provision, child care facilities, tailored training and mentoring programmes. Embed appropriate web links in advertisements.

Progress - Open sentences in all job ads re: flexible working opportunities for supporting parental care Paragraphs for each job family written and inserted into job adverts Active encouragement of female applicants included in Silver Action Plan

BevanBlagden Anderson Tarragona Line Pontifex Johnson

Develop new advertisement – by September 2014; Develop new web pages by December 2014

Increase in female applicants for academic – clinical and non-clinical posts

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3.4 Embed cultural change in terms of recognition of equality and diversity

Require as mandatoryequality and diversity training to enhance and expand upon the successful recruitment of women. Consider introduction of unconscious bias training – work with College to identify appropriate course Approach endorsed by Senior Management Board – March 2014 to cover all members of Board and senior academic staff across the Department

E&D courses advertisedto staff by email on the S&C blog, good uptake shown in staff survey Unconscious bias organised by Faculty – as many as possible attended, 15 (5 senior staff), Uptake continued into Silver action plan

Nicholson Regan Hanna Brown Bennett Holmes

Work with LDC to develop Departmentally based courses for introduction Sept 14 – 50% uptake within 12 months; 75% uptake in 24 months 90 - 100% uptake in 36 months Work with College re: unconscious bias training – aim to introduce 2015-16

90 - 100% academic staff trained in equality and diversity by end of 3 years 90 – 100% of all interview panel members to have received unconscious bias training by end of 3 years

3.5 Enhance transparency about academic promotions processes and develop support mechanisms See 4. Career Development

Develop a suite of actions – listed below to support objective: 4.2

Amendments made to Academic Promotions process – individual academic review introduced in 2015 review

Nicholson Regan Anderson

Listed against individual actions below 4.2

Increase the percentage of staff that understand the promotion process – 53% in 2013 survey – to 90% by end of 3 years

3.6 Consider length of time for promotion for female academic staff

Department to review whether there is a longer period between appointment and first promotion and further promotions for female members of staff. Departmental review of past 5 years academic promotions applications and provide brief case histories

Well underway - Silver Action Plan explains further CV template requested for PRDP. Staff reviewed for eligibility divisionally and reviewed at professorial panel. Further refinements in Silver application

Blagden Bevan Anderson

Report and recommendations to SMB – Sept 14 Introduction of changes for 2014-15 Academic Promotions Exercise – Oct 14 SMB to review data on annual basis and as appropriate raise with Faculty Board for further discussion

Over 3 year period less disparity between length of time to promotion for female and male staff Effectiveness to be assessed by AOC and regular review by SMB

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3.7 Facilitate reporting of Departmental data at Faculty and College level

Currently HR does not hold information about academic promotion until College process is completed; consider ways of ensuring that applications are formally recorded by HR when first submitted at Departmental level

All academic promotions data now collected with comprehensive data from 2009 onwards.

Anderson Lynch

Introduce system for reporting Departmental applications from Oct 2014 (start of next process); Consider possibility of recording past data; Improved analysis possible in 2015 and subsequently

Improvement in data available, enabling analysis in greater depth to identify more clearly issues affecting women in regard to academic promotions

3.8 Increase awareness of Personal Development Training

Information about LDCprogrammes will be included in the new staff welcome packs (Ref 4.2); line managers will be requested to discuss these development opportunities at each PRDP. New staff mentors will also be given guidance and asked to encourage their mentees to explore all development training opportunities and advise them accordingly.

Done and will continue to embed. Info on the Lifestyles webpages and incorporated onto email that launches PRDP process Incorporated into PRDP form and new staff welcome pack PRDP training sessions organised by the Department on 4 campuses with 47 people attending.

ReganLi Flower

Information in New staff Induction packs – Jan 2015 Included on website –Jan 2015 Collate data on current uptake – by Jan 2015 Measure uptake each Jan thereafter

Increased uptake of LDC courses 1st – collate data of current uptake Develop 20% year on year increase to ensure that all female academic have participated in at least one LDC course/year within 3 years

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3.9 Develop networking opportunities for women

Establish a network for academic and administrative women bi/tri-monthly within the Department. Identify a champion to drive this initiative Department to provide financial contribution to facilitate

Commenced but will continue to embed Weekly informal networking sessions for all grades in Hammersmith Cancer and IRDB model to be rolled out for other divisions – continued in Silver action plan

FlowerLi Kneebone Line Tarragona

Identify champion – by August 2014 Plans developed – Autumn 2014 Network meetings planned from Spring 2015

Measured by attendance at networking meetings and feedback usefulness through surveys and focus groups

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4 Career Development

4.1 Improve transition from Postdoc to Career Academic

Ensure Group Leaders are aware of the Courses run by the Post-doc Development Centre, and emphasise their duty to encourage Post-docs to attend these courses. Remind Group Leaders that Post-docs are allocated 10 days in their contract to attend such courses. Remind Post-docs of the courses available and the time allocated to them

Email sent out to all postdocs and Divisional heads. Info put on website and emails sent out with relevant events/opportunities to S&C postdocs Push to recruit more post doc reps across all sites Recognised as key transition point – focus of Silver Action Plan

HannaBrown Bennett Holmes

Discussions with Group leaders to take place summer of 2014

Increased uptake of Postdoc Development Centre courses Increased satisfaction levels amongst post docs as measured by surveys and feedback

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4.2.a Support women in planning for and achieving promotion: Improved PRDP

College has adapted the annual PRDP form to cover Imperial Expectations – Department to ensure that all aspects of academic endeavour including teaching, research, pastoral care, personal tutoring, external visibility, internal contribution, equality and diversity are covered. Additionally promotion planning and work/life balance should be covered

Well underway S&C amended PRDP forms for all to ensure covered all aspects of academic life including work/life balance Development of Career tracker via focused CV template to address promotion/career development planning introduced Specific PRDP form developed for post-docs First of CV improvement clinics held

Nicholson Hanna Brown Bennett Holmes

Requirement to cover all aspects of academic endeavour and promotion planning reinforced in letter from Head of Department and Chair of AOC to all academic staff in Feb 2014 Improved quality anticipated in 2014/15 exercise but to be reinforced annually and quality checks to be undertaken

Improve satisfaction with PRDP exercise to 90% - from approx. 70% in 2013

4.2.b Support for women in planning for and achieving promotion: Increased completion of PRDP

Increase completion of PRDP Advise staff having difficulty setting a PRDP meeting to seek help from Divisional Managers

Well underway –continue to embed (see above – progress on 4.2.a) Importance of PRDPs raised at Divisional away days and Departmental meeting Staff surveyed

Nicholson Hanna Brown Bennett Holmes

Improved completion rates –increase from 40% in 12/13 50% % in 13/14; 60% in 14/15 70% in 15/16

Improved completion rates accompanied by improved satisfaction with PRDP exercise as measured by survey and focus groups

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4.2.c Support for women in planning for and achieving promotion: Training for PRDP

Ensure that all staff recognise the importance of a full and supportive PRDP; work with the LDC to introduce Departmentally based training and encourage all staff to undertake – record and report on attendance to Divisional Heads

Well underway –continue to embed Three Departmental organised training dates at 3 campus - 47 attended Continues to be key element of Silver Action Plan

Anderson Lynch Line Tarragona

Plan Departmentally based courses for the autumn 2014 Plan refresher courses for 2015 Report attendance to Divisional Heads on annual basis

50% staff trained in 2014 75% staff trained in 2015 90-100% staff trained in 2016

4.3 Review cultural issues that may inhibit women from putting themselves forward for promotion

Identify issues – eg. Volume of publications – reasons for gaps or lack of volume (eg. Maternity leave); ensure that whole portfolio including education, outreach, public engagement, mentoring is reviewed

Underway – continue to embed Addressed through Career tracker CV and improved PRDP form And through individual review of all staff at Academic promotions panel Continues to be key element of Silver Action Plan

Blagden Bevan

Report to Senior Management Board – July 2015

Report accepted by Senior Management Board and measures introduced to address issues raised

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4.3.a Support for women in planning for and achieving promotion: Transparency of process

Provide enhanced information about work of the Departmental Panel

Raised issue in latest survey – being addressed in silver Feedback received that process was more open Management of academic promotions overall continues to be key element of Silver Action Plan

Nicholson Anderson

Will be explained in Head of Department’s letter initiating academic promotions exercise in October 2014

Staff clearer about Panel process – measured by surveys and focus groups

4.3b Increase female participation in Departmental Academic Promotion Panels

Department has raised, through Faculty, a proposal to include female Professors from other Departments on its Academic Promotion Panels. Proposal was supported by HR - to be implemented in S&C for 2014-15 Academic Promotions exercise

Much tighter Panel introduced from October 2015 Department ensured Chair and Deputy Chair of AOC included in addition to the College requirement

Nicholson Anderson

Female professors from other Departments to be invited to join S&C Panel – Nov 14 and annually thereafter

Greater equality of Male/Female membership of Panels to ensure more even playing field for female applicants

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4.4 Introduce a Buddy Scheme followed by a Mentoring Scheme

Establish a mentoring scheme to support career development issues, family support and advice, management of PRDP, consideration of gender specific issues; preparing for interviews; preparing for promotion etc; Commence with immediate introduction of a buddy scheme as training for full mentoring scheme will take time. Discuss with Department of Medicine and LDC to learn from best practice

Done and will continue to develop Mentoring scheme launched Jan 15. 21 people been/being mentored and 24 mentors registered Mentoring continues to be key element of Silver Action Plan

ReganBevan Blagden Line

Invite volunteers for buddy scheme – June 2014 - introduce formally by September 2014 Plan mentoring scheme and develop training programme – by May 2015; invite first volunteers for training to commence in time for completion by by Dec 2015 Continue training programme in 2016 Review success of programme – end 2016

Take up of buddy scheme – to be measured January 2015 Detailed plan for mentoring scheme promulgated by June 2015 Volunteers attracted to programme – Sept 2015

4.5 Enhance induction training

Review pilot induction course developed in Divisions of Cancer and IRDB Increase information provided Extend across all 4 Divisions Include relevant information on website

New system in place within Cancer and IRDB, to be rolled out on other Divisions – this roll out is included in Silver

Anderson Line Tarragona Nery Pontifex

Compile additional information – summer 2014 Roll out across all 4 Divisions from October 2014 Ensure relevant information on website – October 2014 Review annually

New staff feel welcomed and have a clearer understanding of the Department, with ready access to helpful information and opportunities from start of employment Measure through surveys and focus groups

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4.6.a Collect data with regard to view of Postgraduate students

Encourage postgraduate students to take part in future surveys and focus groups – by active encouragement from supervisors, through committee and networking opportunities

Added in specific questions to staff survey. 67 responses. PG Manager emailed all students to encourage to participate in survey and focus groups.

SecklHardy Farrell

Actions to be taken when next on-line survey launched – autumn 2014 and invitations to focus groups launched – autumn 2014

Sufficient data available to provide deeper analysis of student views of Department – measured by significant increase from 15 students completing the survey – aim for 40% at year 3 survey

4.6.b Availability of female tutors

Make clear to student that they may request a female tutor and may approach any member of PGEC

Handbook has been amended accordingly

SecklBevan Farrell

PG Handbook to be amended for October 2014 intake

Students feel less constrained in who they may approach for help Measured through outcome from survey and focus groups

4.6.c Enhanced career development opportunities: Transferrable skills

Supervisors to actively advise students on transferrable skills courses

Graduate School spoke to students in Oct PGR induction Info put in new handbook Can’t pass early stage assessment without minimum requirement of 4 credits Further action on career development included in Silver Action Plan

SecklKeun Farrell

PG Handbook to be updated for October 2014 intake and Supervisors reminded

Enhanced take up of transferrable skills

4.6.d Creation of PGR student cohorts

Examine whether the Stratigrad model in CSM can be exported to other Divisions

Model activelysupported through MRC DTC renewal

SecklKeun Farrell

If approach agreed, develop promotional literature to support for 15/16 academic year

More than 1 “MDT” style student cohorts established across Divisions

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4.6.e Enhanced career development opportunities: “Meet the researchers”

Re-introduce “Meet the researchers” and hold on an annual basis

Focus on career development continues in Silver application

SecklKeun Farrell

First meeting – Spring 2015 Measured by ensuring event is held annually, by attendance records and by feedback evaluation

4.6.f Enhanced career development - Improve visibility of female role models

Create interviews/webcasts with female academic, post-docs and PhD students to increase the visibility of female role models and provide realistic examples of work-life balance

Photos of S&C womenformed part of Imperial exhibition. AOC members took part in Women of Imperial event. Good use of female role models on web

Anderson Johnson

Webcasts with female academics – by Dec 14 With Post-docs by June 15 PhD students December 16 Rolling programme of updates

Enhanced website with greater number of visits to PG pages



5 Organisation and Culture

5.1.a Appropriate female representation on management committees

Review membership –and terms of reference - of every Departmental Committee in October of each year. Improve transparency by including information on website Senior Management Board to take action to redress imbalances following review in autumn term

Awareness raised All information on web, reviewed annually Advertising vacancies introduced in Silver application

Nicholson Anderson

Membership and Terms of Reference for all Departmental committees on web – March 2014 Update website autumn term Report all committee memberships formally to SMB – autumn term each year

Reassurance that women are fully engaged in the management of the Department Appreciation of transparency – measured through survey and focus groups

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5.1.b Appropriate female representation on appointments committees

Ensure, as far as possible, there is always female representation. Compile annual report summarising appointments committees and representation for the website

For appointments at Lecturer and above a Female and non-professorial always present. Continue to enhance in Silver application

Anderson On-going for each appointments committee First report to be on website – March 2015

Reassurance women are appropriately included in all appointments committees Appreciation of transparency – measured through survey and focus groups

5.1.c Information on representation on Committees external to Department

Encourage staff to update personal web pages to reflect external committee membership Collate data – report by gender – on website and to Senior Management Board

Staff encouraged to complete personal web pages, specifically from induction Continue into Silver as part of major College/Faculty/ Department web initiative

Anderson Johnson

Staff to be reminded that this information should be on their personal web page ahead of website upgrade – July 2014 and annual reminder thereafter Data report – March 2015

Collated information available on website Appreciation of transparency – measured through survey and focus groups

5.2 Information on workload model

Workload models to be discussed at PRDP SMB to consider whether there is a need for formal workload models for non-clinical appointments

New PRDP process initiative reflected this. Will continue to embed

HannaBrown Bennett Holmes

Staff to be reminded at start of PRDP exercise annually SMB to consider – autumn 2015 Plan to be developed depending on their view

Greater transparency about workload models Appreciation of transparency – measured through survey - increase to 80% - from 70.5% -satisfaction that work is allocated on a clear and fair basis) - within 2 years

5.3 Ensure appropriate timing for meetings

Keep timings of Committees under review

New meetings always between core hours – e.g Division of Surgery meetings moved from 6.00pm start to 3.00 pm start Reduction from 37% to 20% in concern about timing of meetings

Anderson Changes made to Division of Surgery from Jan 2014 Other committees to be reviewed annually – autumn term

Reduction in staff concerns (currently 37%) about timings of meetings

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shown in latest staff survey

5.4.a Enhance communication

Introduce new Lifestyle web page to celebrate family life – including weddings, family news, local engagement and demonstrate appreciation Establish a Committee for Engagement and Communication Support greater social inter-action – eg focus around “Lates” at the Museums, Imperial Festival events

New Lifestyles page launched in October 2013. Departmental news, events, announcements, achievements put on the blog. Success shown in Survey and Focus groups Evaluation continuing in Silver Application CSM and Cancer holding social events – need to reflect social activity across other Divisions

ReganKneebone Anderson Line Tarragona Johnson

New Web page introduced –August 2014 Committee for Engagement and Communication to be established October 2014 Support for social inter-action – event dependent

Staff feel more appreciated Greater visibility and awareness of family life Measured through survey and focus groups

5.4.b Introduce regular Departmental meetings

Provide opportunity to ensure communication of initiatives, issues and potential solutions on a regular – at least annual – basis Provide opportunity to review successes

First meeting held in October 14 covering AS and staff survey Second Oct 15 covering research strategy, AS progress and changes in the Dept. Continue to embed Also Departmental Athena SWAN lecture – first held autumn 2015

Nicholson Anderson

June/July 2014And annually thereafter

Report of proceedings on website; feedback to understand whether staff feel more fully informed; have opportunities to participate Effectiveness to be assessed by surveys and focus groups

5.5 Address concerns about unacceptable behaviours

Department to encourage open dialogue about unacceptable behaviour

Info on new Lifestyles page. Raised by HoD at Departmental meeting in October 14. Highlighted again in Oct 15 Dept

Nicholson Regan Hanna Brown Bennett Holmes

Inclusion in Induction Pack –Autumn 2014 Mentors to be trained

Any concerns allayed and staff able to report satisfaction with Departmental approach in surveys and focus groups

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Ensure its approach to bullying and harassment is well-advertised and that staff are clear where to seek advice and support should they be subjected to unacceptable behaviour – information to be included in induction packs and to be available on the website

meeting and at Cancer away day Mentors aware of where to go for guidance. New B&H focus group initiated Oct 15. Most recent staff survey showed improvement against College survey in 2014 Continues to be key focus for Silver application

Anderson Johnson

Staff Web pages to be updated – August 2014 (after introduction of new College web management system)

5.6 Develop and implement a wide-ranging outreach programme

Collate information on the various outreach activities which members of the Department are currently engaged in – record on the web page Establish Engagement and Communications Committee to take forward development of wide-ranging programme to support female school children, students, post-docs and staff in choices and career progression; identify gaps in outreach and develop plan to address

Outreach activities to be formally captured in CVs. Scope of activities captured in staff survey. CSM instigated outreach committee - model can be adopted in other sections. Silver aiming to use this as a model for Department New section of website to highlight and promote outreach work planned for Feb 2016 – in line with Faculty web project timeline

Kneebone Purkayastha Gordon Li Want

Information to be on website – Dec 15 Engagement and Communications Committee to be established Oct 14 – Minutes will be considered by SMB Programme to be developed during 2015 – on-going programme Evidence to begin to be apparent 2015-16 academic year

Updated website providing greater information to both staff and external visitors to the site Evidence of staff appreciation of enhanced support through outreach programmes

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Ref

Objective Description and Implementation


6 Flexibility and Managing Career Breaks

6.1.a Provision of wide-ranging clear information on maternity leave

Collate information in a “pack” available on the website – to cover all aspects of maternity leave: HR processes prior to taking maternity leave, forms, management of leave, meeting with line manager prior to maternity leave, Elsie Widdowson Fellowships, “stay-in-touch” days, planning for return to work, links to nursery provision and any other facilities available for parents returning with babies/small children. All to be referenced in Induction packs

Worked with HR to update our maternity information. Incorporated links into new Lifestyles page Test run with staff taking maternity. Put together road map of what’s needed. – info has been influential as shown in case study for Silver application Published Elsie Widdowson testimonials for HR on the website Participated in Faculty maternity workshop for postdocs in Oct 15 Organising maternity/paternity event for FoM in January 16

Strutton Coen Anderson Line Johnson

Basic maternity info to be on website by August 2014 – project to be completed including referencing in Induction Pack by December on 2014 Subject to annual review

Feedback that information related to maternity leave arrangements is easily found Effectiveness to be assessed through surveys and focus groups

6.1.b Maternity Liaison

Identify maternity liaison person for each Division – advertise in maternity “pack” – on the website Ensure identified staff are fully trained

Agreed not to take forward as information on the web has been improved.

Strutton Coen Hanna Brown Bennett Holmes

Identify nominees by June 2014 – Ensure training by Oct 2014 and add to website

Feedback that having a single person / Division makes the management of maternity leave and return to work easier Effectiveness to be assessed through surveys and focus groups

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Ref



6.1.c Preparation for maternity leave

Encourage staff going on maternity leave and their line managers to discuss plans in terms of expected date member of staff will go on maternity leave; aspects of work to be covered and arrangements to stay in touch

Staff are encouraged by administrators to visit the website for info and processes to follow. Continues to be a key point in Silver application

Strutton Coen Line Tarragona Nery

CommenceJune 2014

Feedback that staff going on maternity leave appreciate increased engagement with Department Effectiveness to be assessed through surveys and focus groups

6.1.d Preparation for return to work

Encourage line managers to stay in touch on an agreed basis; encourage staff to take advantage of “stay in touch” days

Highlighted in the maternity pages. See above

Strutton Want Divisional Liaison nominees Line Tarragona Nery

CommenceJune 2014

Feedback that staff returning from maternity leave appreciate increased engagement with Department Effectiveness to be assessed through surveys and focus groups

6.1.e Review structure for returning to work

Preparation of “road map” for return to work to include requirements of returnee and line manager; introduce requirement for formal return to work meeting; introduce post-maternity PRDP for review of situation at 6 months after return to work

Flow diagram put on Lifestyles page which highlights new post maternity PRDP. Support – at return to work and at Academic Promotions review of all staff introduced and continues to be key point in Silver application

Strutton Coen Divisional Liaison nominees Line Tarragona Nery

Commence June 2014 – to be on website by Oct 2014

Positive feedback that return to work was well managed Effectiveness to be assessed through surveys and focus groups

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6.1.f Availability of family related information

Ensure that links to nursery provision and any other facilities available for parents returning with babies/small children is available on website

All required information incorporated into new Lifestyles pages

Johnson To be on website by August 2014

Positive feedback that people could readily find information in one place Effectiveness to be assessed through surveys and focus groups

6.1.g Collection of data on return rates from maternity leave

Ensure that information on maternity leave is specifically recorded on Departmental staff database; reviewed and reported on annually First stage – included in new staff database

Added into new staff database – providing robust data collection for future Previous year’s data received and migrated.

LineTarragona Pontifex

New staff database being introduced May 2014 Collection to data to commence May 2014 Commence early 2014 – initial 6 month report Oct 2014; full annual reporting to commence Sept 2015

Data available on return rates from maternity leave Statistics available on Departmental Website For review by AOC on annual basis – autumn term meeting

6.1.h Overall review of impact of changes

Changes made to be reported in detail to Senior Management Board – and kept under annual review

Met with staff at different stages of maternity to review and comment on material to improve.

ReganStrutton Coen

First report- Nov 2014 All aspects of 6.1a-g implemented and case study reported to Senior Management Board

6.2 Ensure full reporting of paternity leave

Collate information about paternity leave and include on website and in induction pack

Being collected in new staff database, providing robust data collection for future. Previous year’s data received and migrated.

Johnson To be on website by August 2014

Positive feedback that staff could readily find information in one place Effectiveness to be assessed through surveys and focus groups

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Ref



6.3 Raise awareness about options for flexible working

Include reference to opportunity to seek flexible working on the website and in induction pack Collection of information re: staff who have permission to work flexibly Collate reports for Divisional Heads

Information put on Lifestyles page. Working with HR on identifying role models. Incorporated into induction pack, which will roll out to Surgery and CSM, included in silver. Collate reports from Divisional Heads on who has permission to work flexibly Divisional meetings discuss all requests with line managers – Recognition that onus is on Department/line manager is introduced for Silver application

Strutton Line Tarragona Nery Pontifex

To be on website by August 2014 initial 6 month report December 2014; full annual reporting to commence September 2015

Data available re: extent of flexible working Increase in percentage of staff indicating their line manager was supportive of flexible working from 68% to 80% in 2 years Reported to AOC on annual basis and included on website

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7 Any other comments

7 Establish comparisons with national data for clinical specialties

Benchmark Departmental data against RCS, RCOG and RCP data with particular focus on Surgery

Benchmarking reported in Silver Application

Regan Davies Purkayastha

First analysis to be completed Dec 2014

Greater understanding of position of specialities within S&C compared with national position

athena swan silver department award application...3 1. letter of endorsement from the head of...

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