Engagement with the process
Representation on the Self-Assessment Team (SAT)
- Work towards equal representation of men and women on the SAT
- Recruit lecturer grade SAT member
- Advertise the SAT to our undergraduate students; recruit student representative.
- Recruit AL representative.
Supporting the AS Champions network
- As part of the Institutional initiative to support an Athena Swan champions network, LHCS SAT will buddy another School preparing an AS submission.
Actions relating to our students
- Ensure balanced representation of men and women in new Health Sciences curriculum, particularly with respect to employability materials.
- Investigate and mitigate the factors affecting performance of Q71 students studying at high intensity by developing appropriate advice and interventions.
- For core L2 and L3 Chemistry modules, determine whether the relationship between performance in continuous assessment and likelihood of withdrawal is gender-dependent and develop targeted interventions to align completion rates and pass rates for both genders.
- Monitor impact of any changes to the degree classification algorithm by gender.
- Record UG student research activity facilitated or supported by the School and destination of these students postgraduation.
- Investigate performance of MSc students relative to their first degree, focusing on OU graduates.
Actions relating to all staff
- Promote uptake of new mentoring scheme for all staff.
- Promote LHCS survival guide to all new staff.
- Follow up on induction to check complete.
Increasing awareness of EDIA issues
- Highlight OU diversity objectives and practices in new staff induction.
- Improve reach of Unconscious Bias training among LHCS staff
- Extend Unconscious bias training to ALs; particularly important as they are the main point of contact with students.
Data collection and analysis
- Collect data on merit awards and scrutinise for any disparities by gender.
Actions relating to academic and research staff
Key career transition points:
- Investigation of factors that cause gender inequality in salary
- Improve recording procedures and level of detail on progress of promotion applications.
- Monitor the impact of the new AL contract on the career pipeline from AL to regional academic; ensure gender-balanced promotion of staff development opportunities for ALs interested in applying for regional academic positions in LHCS.
- Improve descriptions of the regional academic role for potential applicants with no experience of the OU.
- Ensure PDRA academic development support is embedded and becomes business as usual at Faculty level.
- LHCS Promotions committee to investigate why men are less successful than women in obtaining promotion to senior lecturer.
- Compare success rates with other Schools to determine if LHCS process is supporting men and women equally well.
- Develop and support Pathways to Professorship.
- Focus group for senior lecturers / readers to gauge opinion on the perceived obstacles to seeking promotion.
- Gather more detailed information on perceptions of the CDSA process; identify ways in which it could be improved that are within the control of the School and implement these changes.
- Focus group on CDSA process.
- Investigate if lower bidding activity / outputs for women is explained by differences in research time
- More detailed analysis of research outputs by gender.
Participation on influential external committees:
- Improve data collection on membership of external committees and external examiner roles and develop new ways to promote these activities, particularly among regional academics.
- Lobby at Faculty level to have some contingency included in workload allocations.
- Investigate how individuals record their actual workloads and develop more consistent guidance for staff on recording such data.
- Investigate whether increases in time spent on teaching activities over and above time allocated is due to extra unplanned-for activities or inadequate time allocated for teaching activities.
Actions relating to Professional and Support staff
- Identify ways in which curriculum support staff can acquire and demonstrate skills sought for higher grades.
- Faculty Level discussion about opportunities for career progression for Curriculum and Administrative support staff.
- Hold separate focus groups for different support staff groups to explore issues around appraisal and development opportunities.