department application bronze and silver award...3 department application silver this application...

Department Application Bronze and Silver Award

2

ATHENA SWAN BRONZE DEPARTMENT AWARDS

Recognise that in addition to institution-wide policies, the department is working

to promote gender equality and to identify and address challenges particular to the

department and discipline.

ATHENA SWAN SILVER DEPARTMENT AWARDS

In addition to the future planning required for Bronze department recognition,

Silver department awards recognise that the department has taken action in

response to previously identified challenges and can demonstrate the impact

of the actions implemented.

Note: Not all institutions use the term ‘department’. There are many equivalent

academic groupings with different names, sizes and compositions. The definition

of a ‘department’ can be found in the Athena SWAN awards handbook.

COMPLETING THE FORM

DO NOT ATTEMPT TO COMPLETE THIS APPLICATION FORM WITHOUT READING THE ATHENA SWAN AWARDS HANDBOOK.

This form should be used for applications for Bronze and Silver department awards.

You should complete each section of the application applicable to the award level

you are applying for.

Additional areas for Silver applications are highlighted

throughout the form: 5.2, 5.4, 5.5(iv)

If you need to insert a landscape page in your application, please copy and paste the

template page at the end of the document, as per the instructions on that page. Please

do not insert any section breaks as to do so will disrupt the page numbers.

WORD COUNT

The overall word limit for applications are shown in the following table.

There are no specific word limits for the individual sections and you may distribute

words over each of the sections as appropriate. At the end of every section, please

state how many words you have used in that section.

We have provided the following recommendations as a guide.

3

Department application Silver This application

Word limit 12,000 11990

Recommended word count

1.Letter of endorsement 500 411

2.Description of the department 500 465

3. Self-assessment process 1,000 902

4. Picture of the department 2,000 2,833

5. Supporting and advancing women’s careers 6,500 6,509

6. Case studies 1,000 870

7. Further information 500 0

4

Name of institution University of Oxford

Department Department of Statistics

Focus of department STEMM

Date of application 30th November 2017

Award Level Current: Bronze Applying for: Silver

Institution Athena SWAN award

Date: April 2017 Level: Bronze

Contact for application Must be based in the department

Professor Jotun Hein

Email [email protected]

Telephone 01865 285387

Departmental website www.stats.ox.ac.uk

5

GLOSSARY

AP:1 Action point number 1 (relating to Action Plan)

AP Associate Professor

APNTF Associate Professor without a tutorial fellowship

APTF Associate Professor with a tutorial fellowship

CDR Career Development Review

CDT Centre for Doctoral Training

COPS Committee of Professors of Statistics (represents academic statistics groups in British and Irish universities)

DL Departmental Lecturer (a fixed term contract)

DoGS Director of Graduate Studies

ECR Early Career Researcher

EDU Equality and Diversity Unit (central University team)

EPSRC SAN/SAT Engineering and Physical Sciences Research Council Strategic Advisory Network/Team

GPSG Good Practice Steering Group

HESA Higher Education Statistics Agency

HoD Head of Department

IMS Institute of Mathematical Statistics (international learned society)

JACS Joint academic coding system (to code provision of Higher Education across the UK)

LMS London Mathematical Society (UK's major learned society for mathematics)

MAT Maths Admissions Test

MPLS Mathematical, Physical and Life Sciences Division (one of four academic divisions of the University of Oxford)

OLI Oxford Learning Institute

OUSU Oxford University Student Union

OxWaSP Oxford-Warwick Statistics Programme

PDR Personal Development Review

PFA Personnel and Finance Administrator

PGR/T Postgraduate research/taught student

RA Postdoctoral Research Assistant

RSIV Senior researcher not paid on the standard pay scales. RSIV is a professorial-equivalent grade at other higher education institutions.

RoD Recognition of Distinction (internal promotion)

SABS-IDC Systems Approaches to Biomedical Sciences Centre for Doctoral Training

SAG Student Attainment Gap

UL(TF/NTF) University lecturer (Tutorial Fellow/Non-Tutorial Fellow)

VC Vice-Chancellor

6

1. LETTER OF ENDORSEMENT FROM THE HEAD OF DEPARTMENT

Recommended word count: Bronze: 500 words | Silver: 500 words

An accompanying letter of endorsement from the head of department should be

included. If the head of department is soon to be succeeded, or has recently taken

up the post, applicants should include an additional short statement from the

incoming head.

Note: Please insert the endorsement letter immediately after this cover page.

7

Professor Charlotte Deane

Professor of Structural Bioinformatics & Head of the Department of Statistics

The University of Oxford

24 – 29 St Giles

Oxford

OX1 3LB

PA: [email protected]

Tel: +44 (0)1865 281252

www.stats.ox.ac.uk

Dear Athena SWAN Manager

Our Athena SWAN work is fundamental in supporting the department’s efforts to ensure that all and students

feel they belong here, regardless of background. The reflection that is prompted as we embed the scheme in

every aspect of department life helps to promote inclusivity at all levels. From my perspective one of the keys

to success is putting in place effective structures that will have influence beyond my tenure.

The priorities identified in our previous Athena SWAN application inspired the establishment of better

mechanisms for gathering and analysing data; for consulting with staff and students; and the enshrining of

the Good Practice Steering Group in the governance of the department. The present application provides a

welcome opportunity to record the impact we have made since then, as well as the challenges still to be

overcome.

Since our first Athena SWAN application, we have made many substantial changes including introducing

induction, appraisal and mentoring for staff. Together with being co-located in our new building, these have

contributed to a more inclusive and welcoming culture and an increase in positive responses in surveys. Our

work on postgraduate support saw degree completion rates improve markedly, although there is still work to

be done at the earlier stages of study in addressing attainment gaps. We are piloting changes to examination

duration and seeking input from students to inform our next steps in this regard.

In 2014 we had no female postdoctoral researchers. One of our key aims was to identify why, and to take

action to address this. These changes have resulted in a significant increase in women in these roles, as well

as reducing the likelihood of such a situation materialising in future. Women are also better represented in

senior positions, including our first female statutory professor, and now chair half the department’s

committees. We now must focus on representation in the pipeline roles of Associate Professors, Grade 8

researchers and postgraduate students. The plan details how we hope to extend the successes of recruitment

and career progression across the board.

I am currently the only female head of department in the University’s Mathematical, Physical & Life Sciences

Division, and one of my aims is to ensure that when my students reach the stage where they are in positions

of leadership, their gender and background are of no relevance.

The information presented in this application is an honest, accurate, and true representation of the

department.

Yours sincerely

Professor Charlotte Deane

[Section 1: 411 words]

8

2. DESCRIPTION OF THE DEPARTMENT


Please provide a brief description of the department including any relevant

contextual information. Present data on the total number of academic staff,

professional and support staff and students by gender.

Picture 1: Staff photo taken before Welcome Drinks Event, October 2017

The Department of Statistics is a world-leading research centre, which, as part of the

Oxford Mathematical Sciences 2014 Research Excellence Framework (REF) submission,

was ranked top in the UK. Its vibrant community is housed in a newly-renovated

building, in a prime location in central Oxford.

The new building has been transformative. Instead of being spread over four different

sites, we are united in a single location with vastly improved lecturing and teaching

space and, crucially, interaction areas. It received extremely positive feedback in our

staff survey.

“The new building has improved

things tremendously.”

[Academic, male] “Excellent inclusive leadership.

Extremely friendly and helpful

support staff. Nice building!

Feeling of community and mutual

support”

[Academic, female] “I feel very much at home here,

especially since everyone move to

the new building.”

[Doctoral student]

9

Picture 2: The new building for the Department of Statistics

The building is just one facet of the support received from MPLS and the wider

university. The last three years have seen considerable growth, from 50 staff in 2014 to

60 in post on 31 October 2017. New appointments include our first female statutory

professor. We also, for the first time, have a female Head of Department.

Table 1: Members of the Department as of 31st October 2017

Status Female Male Total % Female % Male

Academic staff

6 22 28 21% 79%

Postdoctoral researchers

4 14 18 22% 78%

Professional and support staff

11 3 14 78.6% 21.4%

DPhil students

16 40 56 28.6% 71.4%

MSc students

12 31 43 27.9% 72.1%

Maths & Stats undergraduate students

24 59 83 28.9% 71.1%

10

Our researchers can loosely be classified as falling into three overlapping research

groups: Computational Statistics and Machine Learning; Probability Theory; and

Statistical Genetics and Bioinformatics. Statistics pervades every area of modern life, so

it is no surprise that we are engaged in a vast array of collaborations with both

academic and industrial partners. Five academic and one professional/support staff

members hold joint appointments with other departments, and others are seconded

full- or part-time. Oxford is a founding member of The Alan Turing Institute (the

national institute for data science), and 7 academic staff are Turing Fellows. In October

2016, the Department launched the Oxford Statistical Consultancy Unit, providing

comprehensive statistical services to university departments and external businesses.

Training the next generation of statistical scientists is a key part of our mission.

According to the Student Barometer, over the last three years, 86% of undergraduate

students on our BA and MMath degrees in Mathematics and Statistics (run jointly with

the Mathematical Institute) were happy with the quality of their learning experience.

We also offer an MSc in Statistical Science (revised and enhanced in 2016 to reflect

recent advances in statistical methods) and provide leadership for two CDTs. OxWaSP,

started in 2014 and run jointly with the University of Warwick, trains graduate

statisticians in the theory, methods and applications of statistical science. In the SABS

CDT, a joint venture between 14 departments and 17 companies, graduates apply

quantitative approaches to biomedical research problems. Next year will see the launch

of two new programmes: the MSc in Mathematical Sciences (joint with the

Mathematical Institute; estimated 50 students) and the MSc/DPhil in Social Data

Science (coordinated by the Oxford Internet Institute).


11

3. THE SELF-ASSESSMENT PROCESS


Describe the self-assessment process. This should include:

(i) a description of the self-assessment team

The Department established a self-assessment team in December 2011, which evolved into the Good Practice Steering Group (GPSG) and was incorporated into the formal governance structure of the Department in January 2014. The GPSG prepared our successful application for Athena SWAN bronze, submitted in April 2014.

The GPSG reviews Departmental policies; addresses equality and diversity issues; and monitors the implementation of, and where necessary updates, the Athena SWAN action plan. The GPSG meets termly, with an additional meeting in Trinity Term dedicated to the Athena SWAN action plan. All members have completed the OLI’s online training course, Equality & Diversity briefing 2017–18. Recommended actions from the GPSG are disseminated to other committees for consideration. The Chair of the GPSG reports termly to the Department Committee, attended by all academic staff. Equality and Diversity is a standing item on the agendas of all committees in the Department. The GPSG shares its minutes (and many activities) with its counterpart at the Mathematical Institute.

The Department is committed to supporting University-wide equality and diversity activities. To share good practice with other departments, a member of our GPSG sits on the MPLS Equality & Diversity Steering group and reports back termly with a summary of the main issues discussed. We have shared our new appraisal scheme with several other departments across the University.

The self-assessment team comprises academic, research and support staff, and graduate students. All academic career stages are represented. The need for undergraduate representation on GPSG was identified, and a representative was appointed in October 2017.

The GPSG is chaired by a member of academic staff. At the end of Alison Etheridge’s term in January 2016, David Steinsaltz took over the role, which then passed to Jotun Hein when David began a period of sabbatical leave in January 2017. Five seats in the

IMPACT SINCE BRONZE:

The GPSG is fully-integrated into new Departmental governance structure, and equality and diversity is embedded as a standing item on the agendas of all Departmental committees.

Significant increases in staff and research student survey responses. In 2014, 65% of staff responded to the staff survey, increasing to 72% in 2016 and 79% in 2017. In 2014, 32% of PGR students completed the student survey, which rose to 70.6% in 2017.

56 actions set in 2014, 84% have been achieved, 7% have been carried across to our silver action plan, and 9% are now no longer considered relevant.

12

committee are linked to particular Departmental roles (HoD, DGS, Director of Studies, PFA and Secretary), with the remaining 8 members serving two-year terms in the first instance.

Table 2: Description of self-assessment team

Name Gender Role in Department

Description and experience of work/life balance

Jan Boylan F Deputy & Academic Administrator

Departmental disability co-ordinator. Married to academic based in the North-West. Undertook a distance learning degree while working full-time.

François Caron M Associate Professor

New to Oxford in 2013. Moved from fixed-term position to permanent position in 2015. Two children at primary school.

Charlotte Deane

F Head of Department

Head of Department, Research Professor, previously director of Centre of Doctoral training.

Robin Evans M Associate Professor (Fixed Term)

New to Oxford. Doctoral studies in Seattle where higher female representation is seen in Statistics at all levels. Recent paternity leave.

Jotun Hein M Chair of Bioinformatics Chair of GPSG

Supervised over 50 postdocs, graduate students, MSc students and 100 summer students over course of career. Two children.

Beverley Lane F Administrative & Events Officer Secretary to GPSG

Worked in Department for ten years. Began part-time, now full-time and recently regraded. Married with four daughters (aged 19–28).

Eleanor Law F Graduate Student

Member of university sports teams; appreciates flexibility in working hours to balance research and extracurricular activities.

Neil Laws M Director of Studies

Lecturer 1992–2006. Director of Studies 2008–present. Coordinates Department’s teaching. Two children.

Sean Liew M Undergraduate Student

Third-year Mathematics and Statistics undergraduate. Undergraduate representative for Statistics Teaching Committee and Maths Undergraduate Representation Committee.

Claire Marks F Postdoctoral Researcher

Progressed from research student to postdoctoral researcher.

Xenia Miscouridou

F DPhil Student Doctoral student. Passionate about music, art and sport. Active volunteer in health and environmental events.

George Nicholson

M Research Assistant

Experience in Department as MSc/DPhil student, RA, participant in consultancy service, RA rep on Department Committee. Recent paternity leave.

Gesine Reinert F Research Professor

Joined department in 2000. Took one-year maternity leave; changed role from APTF to Research Professor. Director of Graduate Studies.

Rebecca Waterman

F Personnel & Finance Administrator

Balancing full-time work, dual-career relationship, three secondary school-aged children and studying professional qualification. Commutes using public transport.

13

Picture 3: The self-assessment team (From left to right: Jan Boylan, Neil Laws, Charlotte Deane, George Nicholson, Eleanor Law, François Caron, Xenia Miscouridou, Robin Evans, Rebecca Waterman, Jotun Hein,

Claire Marks, Beverley Lane and Gesine Reinert.)

The self-assessment team was very grateful to receive support from Daisy Hung (MPLS Equality and Diversity Facilitator) and Adrienne Hopkins (EDU Senior Equality Advisor). We also received valuable feedback from the School of Mathematics, Statistics & Actuarial Science at the University of Kent, with whom we were paired through the LMS Good Practice Scheme.

(ii) an account of the self-assessment process

The self-assessment team consulted with staff and students across the Department, and completed the following activities in preparation for this submission:

A University-wide staff survey was run in the Department in May 2016. 72% of staff completed the survey (31%F:64%M:7% prefer not to say).

Self-assessment team meetings increased to two per term from October 2016.

Departmental survey was run for research students in January 2017. 71% of students completed the survey (25%F:68%M:7% prefer not to say).

Small working group of GPSG members began meeting weekly from February 2017 for Athena SWAN planning.

Members of the GPSG were allocated to specific sections of the application, and several working groups were set up to analyse the student and staff survey data results.

The Department participated in a session focused on our Athena SWAN action plan at the 2017 Away Day.

Draft application was presented to the General Purposes Committee (GPC) in June 2017 for further input and feedback.

14

In order to assess the impact of our action plan, Departmental staff were re-surveyed in June 2017. 79% of staff completed the survey (31%F:50%M:19% prefer not to say).

(iii) plans for the future of the self-assessment team

The GPSG sits at the centre of the formal governance structure of the Department. Its remit is to take forward initiatives in relation to the principles of the LMS Good Practice Scheme, as well as the Athena SWAN charter, and to promote collaboration and sharing of good practice with other departments. It will continue to meet twice termly; one meeting per term will be to review and monitor our Athena SWAN action plan and analyse the results of staff and student surveys (AP:1.1); the second will be for equality & diversity training, development and sharing good practice (AP:1.2). The triennial Departmental staff and research student survey is now our standard practice, but it has become apparent that, in a rapidly evolving environment, more frequent surveys would help us to better monitor impact and quickly identify areas where continued support and improvement are needed (AP:2). In future, staff and student surveys will take place on a common fixed annual cycle. The results will be presented and discussed at the GPSG meeting immediately following each survey, and GPSG conclusions and recommendations will be presented at the next meeting of the Department Committee. A summary of the feedback and resulting actions will be published on the Department’s intranet (AP:3). This new timetable will facilitate a more continuous and agile response and ensure that we learn from the experience of all our researchers throughout their time in the Department.


SILVER ACTION POINTS: 1 1.1 One GPSG meeting per term will be to review and monitor our Athena SWAN action plan and to analyse the results of staff and student surveys.

1.2 The second GPSG meeting per term will be for equality & diversity training, development and sharing of good practice.

2. Increase frequency of staff and research student surveys to annual in order to

better monitor progress and flag areas for improvement.

3. Summary of staff and research student survey results to be published on Department intranet.

15


Promoted statistics to Years 10–13, particularly girls, via outreach activities. See section 5(viii); for 2015, 20% of girls with an A* in Further Maths A level applied for our degrees (an increase from 15.1% in 2012).

Updated promotional materials/website/open days to ensure that we explain Oxford Statistics clearly and attractively. Applicant numbers rose from 142 in 2014/5 to 209 in 2016/7.

4. A PICTURE OF THE DEPARTMENT


4.1. Student data

If courses in the categories below do not exist, please enter n/a.

The Department is small, so changes must be large, and not ascribed to statistical

fluctuations. Nevertheless, trends can be seen, and monitoring key indicators is crucial.

(i) Numbers of men and women on access or foundation courses

N/A

(ii) Numbers of undergraduate students by gender

Full- and part-time by programme. Provide data on course applications, offers,

and acceptance rates, and degree attainment by gender.

We offer a 3-year BA and 4-year MMath in ‘Mathematics & Statistics’, both joint with

the Mathematical Institute. The first year is identical to the Mathematics degree, while

in later years, students study statistics in depth. Transfer between `Mathematics’ and

`Mathematics and Statistics’ is possible during the first two years of study. All students

receive a BA after 3 years. Entry to the optional (separately classified) fourth year is

conditional on achieving at least a 2:1 result in the BA. Over the last three years, 46% of

students (50% of women, 43% of men) left after the BA.

16

Figure 1: Mathematics & Statistics student numbers for the past four years

Table 3: Mathematics & Statistics student numbers for the past four years

F M Total F% M%

2014 1st year 12 10 22 55% 45%

2nd year 7 8 15 47% 53%

3rd year 16 19 35 46% 54%

4th year 6 6 12 50% 50%

Subtotals 41 43 84 49% 51%

2015 1st year 5 7 12 42% 58%

2nd year 16 15 31 52% 48%

3rd year 10 14 24 42% 58%

4th year 7 8 15 47% 53%

Subtotals 38 44 82 46% 54%

2016 1st year 6 15 21 29% 71%

2nd year 11 13 24 46% 54%

3rd year 17 18 35 49% 51%

4th year 6 8 14 43% 57%

Subtotals 40 54 94 43% 57%

2017 1st year 7 13 20 35% 65%

2nd year 10 18 28 36% 64%

3rd year 12 18 30 40% 60%

4th year 9 13 22 41% 59%

Subtotals 38 62 100 38% 62%

Total 157 203 360 44% 56%

17

Over the last four years, 44% of our undergraduates have been female (Table 3, Figure 1); slightly higher than the proportion admitted (40%) owing to students transferring in from Mathematics. A reduction in the percentage of female students from 49% in 2014 to 38% in 2017 (Figure 1) was seen. National HESA 2016 data revealed that 42% of all UK Statistics undergraduates are female (46% within the Russell Group), as are 38% of all UK Mathematics & Statistics undergraduates (37% within Russell Group). Our UK entrants typically have A* in Maths and Further Maths A-levels, comparable to Cambridge, Imperial and Warwick. Figure 2 reveals a disturbing trend at highly-selective UK Universities.

Figure 2: Percentage of female undergraduates on course – Oxford and similar institutions (FTEs – HESA data – Mathematics and Statistics)

Each college selects its own undergraduates, but departments set selection criteria and coordinate admissions to ensure a level playing field. New interviewers receive online training, and unconscious bias awareness material is circulated immediately before the interview period. Applicants are shortlisted for interview on the basis of their application and their performance in the Mathematics Admissions Test (MAT). Shortlisted candidates are interviewed by two colleges. The Department supports colleges in providing Skype interviews to ensure that overseas candidates are not disadvantaged. Offers are made on the basis of the application form, MAT score and performance at interview. In 2015, the Mathematical Institute undertook a review of admissions data. All other scores and results being equal, women were more likely than men to be offered a place. However, students not taking Further Maths A level perform less strongly in the selection process. There is an average gap of around 4 percentage points between male and female applicants in the MAT, some of which is explained by the lower proportion of females taking Further Maths. The MAT is reviewed every five years by a University panel, and no statistically-significant gender effects have been found. Men perform

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

2012-13 2013-14 2014-15 2015-16

Imperial College ofScience, Technologyand Medicine

The University ofCambridge

The University ofOxford

The University ofWarwick

18

better at interview (graded on a scale of 1–9) by about half a grade. Our renewed focus on unconscious bias aims to address this. The challenge of attracting qualified female candidates can only be overcome if more girls take Further Mathematics A level. We have invested significantly in outreach in partnership with Mathematics (see Section 5.6(iii)), including events targeted at girls before they make A level choices. Table 4 suggests that this has had some impact: over 20% of girls with an A* in Further Maths A level apply for our degrees (data for 2016 have not yet been released). We shall seek advice on how to be most effective from Prof. Sir Adrian Smith, of the 2017 Smith Review of Post-16 Maths, who has agreed to Chair the Department’s External Advisory Board (AP:4).

Table 4: Proportion of national pool of A-Level Further Maths students achieving an A* who apply to study Maths or a joint Maths degree at Oxford

Table 5: Mathematics & Statistics applications data 2014–2017

Table 6: Admission process success rates 2014–2017

45% of applicants over the last four years were female; 40% of those made offers and those who accepted were female (Table 5). Increasing numbers of applications for approximately constant places (Table 6) mean success rates have declined.

2012 2013 2014 2015

Male 11.9% 12.2% 13.1% 14.2%

Female 15.1% 15.4% 17.4% 20.7%

F M Total %female %male

Applications 2014 76 96 172 44% 56%

2015 65 77 142 46% 54%

2016 115 113 228 50% 49%

2017 79 130 209 38% 62%

Offers 2014 14 14 28 50% 50%

2015 7 10 17 41% 59%

2016 6 15 21 29% 71%

2017 7 13 20 35% 65%

Acceptances 2014 12 10 22 55% 45%

2015 5 7 12 42% 58%

2016 6 15 21 29% 71%

2017 7 13 20 35% 65%

2014 2015 2016 2017 Total

F M F M F M F M F M

Success rate (offers/apps)

18% 15% 11% 13% 5% 13% 9% 10% 10% 13%

Success rate (acceptances/apps)

16% 10% 8% 9% 5% 13% 9% 10% 9% 11%

19

Figure 3: Mathematics & Statistics student numbers intake progression

A significant proportion of our finalists transfer in from Mathematics. To understand their motivation, we spoke with seven students who had recently transferred. A key message is that based on the A level syllabus, students did not understand what statistics entailed, but they very much enjoy the rigour and challenge of statistics at University level. This informs our outreach activity (see section 5(viii)). We were also concerned to maintain balance among transferring students. In May 2017, using MPLS Diversity funding, we ran an event for second-year undergraduates, to encourage female students to take third-year machine learning modules. Previously, only 14% of women did, compared to 23% of men; this year, the proportion of women increased to 24% (29% of men). We will hold an annual Diversity Event (AP:5). Mathematics and Statistics BA and MMath results:

Figure 4: Mathematics & Statistics BA and MMath results 2014–17

There is a marked student attainment gap (SAG) in our BA (Figure 4). Investigation of degrees in MPLS with significant SAGs showed a gender effect in the years when the

20

duration of 3rd and 4th year exams was reduced to 1½ hours. From 2017, we increased the duration to 1¾ hours; the effects will be closely monitored (AP:6). We shall convene a working group to investigate, coordinate focus groups with students at different degree stages, and gather findings from other STEMM departments in order to identify, and implement, appropriate actions (AP:7). We expect such actions to relate to support of female students on course and to assessment.

(iii) Numbers of men and women on postgraduate taught degrees

Full- and part-time. Provide data on course application, offers and acceptance rates and

degree completion rates by gender.

We currently offer an MSc in Statistical Science. The MSc in Mathematical Sciences and the MSc/DPhil in Social Data Science arrive in 2018. The average annual intake is 38 students (Figure 5), of whom 45% are female. In the Committee of Professors of Statistics (COPS) annual survey, the proportions of women nationally completing Masters in statistics in 2014/5/6 were 48%, 45%, 50%; the ECU’s Equality in Higher Education Report gives figures of 42%, 42% and 48% (46%, 52%, 52% within the Russell Group), suggesting that our intake is close to the national average.

IMPACT SINCE BRONZE: Refreshed online publicity material for the MSc, ensuring that it features female role models at all career stages, drawn from current students, alumni and staff. Female applications have increased by 45% since 2014.

Picture 4: Updated webpage for MSc in Statistical Science

SILVER ACTION POINTS: 4 Seek advice on how to be most effective from Prof. Sir Adrian Smith, of the 2017

Smith Review of Post-16 Maths

5 Hold an annual diversity event.

6 Closely monitor effects of increasing duration of 3rd and 4th year exams.

7 Set up working group to identify and implement actions to reduce the SAG.

21

Figure 5: MSc student numbers for the past four years

Table 7: MSc student applications/offers for the past four years


Table 7 shows that applications have increased by about 15% per year, while places available have remained constant, leading to decreased offer and acceptance rates. 19% of both male and female applicants were offered an MSc place; 11% of female applicants and 12% of male applicants were admitted onto the course (Table 8). Over

F M Total F% M%

Applications 2014 120 149 269 44.6% 55.4%

2015 155 151 306 50.6% 49.4%

2016 152 181 333 45.6% 54.4%

2017 174 211 385 45.2% 54.8%

Offers 2014 26 31 57 45.6% 54.4%

2015 27 29 56 48.2% 51.2%

2016 35 37 72 48.6% 51.4%

2017 27 33 60 45% 55%

Acceptances 2014 13 25 38 34% 66%

2015 12 12 24 50% 50%

2016 28 25 53 53% 47%

2017 15 22 37 41% 59%

2014 2015 2016 2017 Total

F M F M F M F M F M


22% 21% 17% 19% 23% 20% 16% 16% 19% 19%


11% 17% 8% 8% 18% 14% 9% 10% 11% 12%

22

the period, 46% of applications, 47% of offers and 45% of the students admitted are women.

The MSc syllabus was updated in 2016–17, and the title changed from `Applied Statistics’ to `Statistical Science’ in 2017–18. Working with the Development Office, we are part of a pilot offering fully-funded studentships for ten female Home/EU students across three MPLS departments for the 2018-19 MSc cohort . We will follow up this pilot project to assess effectiveness, and attempt to expand as appropriate (AP:8). We will ensure that female role models are used in all promotional material (AP:9.1), and monitor applications/acceptances to assess the impact of these changes (AP:9.2).

Figure 6: MSc in Applied Statistics results 2013–17

Overall, 36% of females and 49% of males were awarded an MSc Distinction (Figure 6). We will investigate possible gender differences in performance on course components with different forms of assessment (AP: 10.1). In particular, there appears to be an attainment gap in dissertation marks: in 2017, 40% of female students were awarded a distinction, compared to 45% of male students. Also of concern is the performance gap between different ethnic groups. Our SAG Working Group will investigate this further. Once students have received their dissertation marks, we will ask whether there is additional information or advice that we could offer earlier in the course from which they feel they would have benefitted (AP:10.2).

For the 2017-18 intake, 50% of students (of which 29%F:71%M) have indicated that they are interested in studying for a research degree. We will gather this information annually and invite all interested MSc students to an informal meeting with current research students and the DGS (AP11.1). We will be proactive in encouraging female students to consider research degrees by holding graduate open days and implementing recommendations of the graduate research working group (see section

23

4.1 iv) (AP11.2), and will monitor the number of successful applications from MSc to research degree (AP:11.3).

SILVER ACTION POINTS:

8 Follow-up the pilot studentships by assessing uptake, and satisfaction with teaching through the student survey.

9 9.1 Annually monitor MSc applications to assess impact of changes to course.

9.2 Promote gender balance for new MSc courses by ensuring good use of female role models in all promotional materials.

10 10.1 Investigate SAG for different components of course, in particular the

dissertation.

10.2 Follow-up with female MSc students after having received the results of their dissertation to find out whether they would have found any additional information useful to know before they undertook their dissertation.

11 11.1 Annually gather details of MSc offer holders who have indicated that they

are interested in studying for a research degree and invite interested MSc students to an informal meeting in first term with current research students and the Director of Graduate Studies.

11.2 Proactively encourage female students to consider research degrees by holding graduate open days and implementing recommendations of the graduate research working group

11.3 Monitor the number of successful applications from MSc to research degree.

24

(iv) Numbers of men and women on postgraduate research degrees

Full- and part-time. Provide data on course application, offers, acceptance and degree completion rates by gender.

The Department admits doctoral students for the DPhil in Statistics and for the EPSRC-funded OxWaSP CDT in Statistical Science. Students from the Systems Biology and SABS CDTs transfer into the Department after one year. The first OxWaSP cohort joined in 2014-15. CDT students receive structured training and research experience followed by a three-year research project leading to a DPhil.

IMPACT SINCE BRONZE

Female applicants to OxWaSP CDT increased from 17% to 24% after review of recruitment materials.

Significantly improved submission rates among PGRs following enhancements to support offered to students and supervisors: of the 2009-10 cohort, 7 (3F:4M) took more than 4 years to submit their thesis; the entire 2012-13 cohort submitted within 4 years.

Produced ’12 tips for new DPhil students’ information leaflet (on website and in interaction areas).

Picture 6: 12 tips for new DPhil students information sheet

25

Figure 7: PGR numbers for the past 4 years

The gender bias for new PGR students (Figure 7, around 25% female) is larger than for

UG/MSc (around 40% female).

Table 9: PGR (DPhil and OxWaSP) admissions data 2013–2017

F M Total F% M%

Applications 2013-14 18 29 47 38% 62%

2014-15 18 67 85 21% 79%

2015-16 31 69 100 31% 69%

2016-17 28 84 112 25% 75%

Offers 2013-14 5 11 16 31% 69%

2014-15 5 10 15 33% 67%

2015-16 4 12 16 25% 75%

2016-17 5 14 19 26% 74%

Acceptances 2013-14 3 9 12 25% 75%

2014-15 3 6 9 33% 67%

2015-16 2 9 11 18% 82%

2016-17 3 9 12 25% 75%


The average annual intake is 11 (3F:8M, Table 9). 26% of all applicants, 28% of those to whom offers were made, and 25% of intake were women (Table 10). If we include

2013-14 2014-15 2015-16 2016-17 Total

F M F M F M F M F M


28%

38%

28%

15%

13%

17%

18%

17%

20%

26%


17%

31%

17%

9% 6% 13%

11%

11%

12%

13%

26

students admitted to Systems Biology or SABS CDTs (around 5 per year), 26% of the intake is female.

In the COPS annual survey 2014–16, the proportion of women registered for PhDs nationally in statistics was 40%. The ECU’s Equality in Higher Education Report shows that 28%, 30% and 34% of all UK Stats PGR students were female in 2014, 2015 and 2016, respectively (27%, 30%, 34% within the Russell Group).

The main driver for the low proportion of female PGRs is the low number of female applicants; this was particularly stark in the first OxWaSP cohort, which saw just 17% female applicants. As a result, publicity for the course was reviewed and updated to provide a stronger female presence. The percentage of female applicants rose to 24%.

A working group (4F:2M) was set up to investigate graduate recruitment, and made detailed recommendations for improving our publicity and processes, including:

A major overhaul of graduate recruitment material on the website placing emphasis on the communal aspects of doing a DPhil, how to apply and sources of funding; supervisors and sample projects; photographs and short biographies of current students; and employment destinations. (AP:12.1).

Fund two new 6–8-week summer internships for third-year undergraduates. We will work with the Development Office to raise funds for internships targeted specifically at women (AP:12.2).

Connect current DPhil students to students to whom we have made an offer, with the aim of increasing the proportion of women accepting offers (AP:12.3).

Highlight Departmental maternity policy for doctoral students on the website and in PGR induction (AP:12.4).

Recognising that we only have the capacity to supervise a limited number of summer research projects, we shall seek a way to fund larger numbers of undergraduates to come to an `Undergraduate Summer School’, for a shorter taster of collaborative research. A working group will prepare a proposal, with a particular brief to devise mechanisms for attracting female participants (AP:13).

Our information sheet `12 tips for DPhil students’ is on the Department website and displayed around the Department. Similar leaflets will be developed covering different stages of graduate study; e.g., `12 tips for Transfer of Status’ or `Internships’. (AP:14).

27

Figure 8: Degree completion 2009–2013

Figure 8 shows that 53% (8/15) of women starting between 2009 and 2012 submitted within four years, compared to 76% (29/38) of men. Recognising this issue, and the need to improve submission rates, we introduced additional support for students and supervisors. The impact can be seen in Figure 8: of the 2009–10 cohort, seven took between 49 and 60 months to submit; none of the 2012–13 cohort took more than 49 months.


12 12.1 Major overhaul of graduate recruitment webpages. We will appoint an academic champion to work with administrative staff to implement the full recommendations of the working group.

12.2 Instigate and advertise two new 6–8-week summer internships, funded by the Department, for third-year undergraduates to give them a taster of graduate research. Work with the University Development Office to raise funds for internships specifically targeted at women.

12.3 Increase the likelihood of women accepting offers for graduate research by instigating a DPhil ‘buddy’ system.

12.4 Highlight maternity leave for students by including information on the website and in the graduate research student induction.

13 A working group to be set up to prepare a proposal for an ‘Undergraduate

Summer School’.

14 Develop a series of leaflets similar to ’12 tips for new DPhil students’ covering different stages of graduate study, for example, ’12 tips for Transfer of Status’ or ‘Internships’.

28

(v) Progression pipeline between undergraduate and postgraduate student levels

Identify and comment on any issues in the pipeline between undergraduate and

postgraduate degrees.

Figure 9: Progression pipeline between undergraduate and postgraduate

student levels

Figure 9 shows the attrition of women between Masters and DPhil, the proportion dropping from around 40% to 25%. The main driver is the low number of female applicants to the DPhil programmes (AP12.1–12.4).

4.2. Academic and research staff data

(i) Academic staff by grade, contract function and gender: research-only, teaching and

research or teaching-only

Look at the career pipeline and comment on and explain any differences between

men and women. Identify any gender issues in the pipeline at particular grades/job

type/academic contract type.

There has been a steady and very encouraging increase in the number of women in the

Department in senior roles since 2014 (Figure 10). Oxford’s atypical staffing structure is

described in the Oxford briefing note for panellists. In Statistics, those on RSIV contracts

(the most senior research positions) are viewed as equivalent to Chairs, and come with

a significantly higher salary than Titular Professors. As such, in what follows we have

IMPACT SINCE BRONZE

Increase in number of women in senior roles, including female HoD, female Statutory Professor hired in 2017, two Titular Professors progressing to RSIV contracts, and our one female Associate Professor progressing to Titular Professor.

Dramatic increase in female postdocs, from none in 2014 to four in 2017, as a result of recruitment efforts discussed in section 5.1(i).

29

grouped Statutory Chairs and RSIV Professors as 'Professor', and Titular Professors with

'Associate Professors'. ‘Other Academic’ includes Departmental Lecturers, a consultant

and a software engineer.

Figure 10: The people pipeline: postdoc to professor 2014–2017

Academic staff:

Gender balance in senior positions has significantly improved (including our first female

HoD). 22 of our academic staff hold permanent posts (5F:17M); two faculty (1F:1M) are

Fellows of the Royal Society; and 44% of our Professors (4/9) are women. Figure 10

shows the impact of the recruitment and career progression measures implemented:

increase in proportion of female postdocs;

decline in unattractive Departmental Lecturer (DL) posts (discussed further in

section 5.1(i);

number of female RSIVs (which are broadly equivalent to Chairs) increased from

one to three via internal promotions.

We are delighted with progress in the very top grades, but now only one of our female Associate Professors is female. The number of male APs increased from 8 to 13 during 2014–17 (Table 11); there is clearly a problem here, which we address in Section 5.1 (AP:16-17).

Three of our Associate Professors have the title of Professor (1F:2M). Our sole

female Associate Professor was promoted to Titular Professor in 2017.

30

Table 11: Academic Staff in post 2014–2017

Table 12: COPS survey results of female staff in post 2014–2017. Categories RA, Lecturer and Reader roughly correspond to Postdoc, Departmental Lecturer and Associate Professor. Professor includes Titular, RSIV and Statutory Professors.

COPS benchmarks from 29 Universities are shown in Table 12; the data show a consistent decline as one moves up through the grades. Oxford Statistics is doing well in the most senior category of Professor, but poorly at the mid-career stage.

Role Type Gender 2014 2015 2016 2017

Professor Female 2 (29%)

3 (43%)

3 (38%)

4 (44%)

Male 5 (71%)

4 (53%)

5 (62%)

5 (56%)

Associate Professor Female 1 (11%)

1 (11%)

1 (8%)

1 (7%)

Male 8 (89%)

8 (89%)

11 (92%)

13 (93%)

Other Academic Female 2 (25%)

2 (25%)

2 (33%)

1 (20%)

Male 6 (75%)

6 (75%)

4 (67%)

4 (80%)

Grand Total

24 (21%F)

24 (25%F)

26 (23%F)

28 (21%F)

1.1.2014 1.1.2015 1.1.2016 1.1.2017

RA/Fellow 35.1% 43.7% 40.5% 43.5%

Lecturer 35.3% 35.9% 32.6% 30.7%

SL/Reader 25.5% 27.4% 24.6% 23.3%

Professor 13.0% 16.3% 18.3% 17.5%

Total 28.6% 32.8% 30.0% 30.4%

31

Research staff:

Table 13: Fixed-term contract researchers by grade and gender

[REDACTED]

Table 13 shows that the number of female postdoctoral researchers has increased from 0F:18M to 4F:14M. The Grade 8 males were all senior appointments. For a first postdoctoral position, we recruit at Grade 7 or 8 dependent on the requirements of the role. A postdoc may be recruited on a Grade 7 under-fill basis dependent on the applicant’s experience. Upon successful completion of agreed objectives and the probationary period, they can progress to the substantive Grade 8 role. One of our 4 female postdocs will make that transition on 1st December 2017.

SILVER APPLICATIONS ONLY

Where relevant, comment on the transition of technical staff to academic roles.

N/A

(ii) Academic and research staff by grade on fixed-term, open-ended/permanent and zero-hour contracts by gender

Comment on the proportions of men and women on these contracts. Comment

on what is being done to ensure continuity of employment and to address any

other issues, including redeployment schemes.

Most academic staff are appointed on permanent contracts to retirement. There are currently four academic staff (1F:3M) on fixed-term contracts, three of whom are covering for staff with grant buy-outs. We no longer routinely use fixed-term DL contracts (see section 5.1(i)). Anecdotal evidence suggested that the DL contract was attractive to female researchers, but it was felt that they were not best served by this contract, which involved considerably more teaching than a postdoctoral position at the same pay grade. We are monitoring the effect of the change, paying particular attention to application, shortlisting and appointment data for Associate Professorships. This change may also account for improvement in responses to our staff survey (Figures 11 and 12).

32

Figure 11: 2016 survey responses to fairly rewarded for work in terms of salary

Figure 12: 2017 survey responses to fairly rewarded for work in terms of salary

All postdoctoral researchers (4F:16M) are on fixed-term contracts, usually externally-funded. Although still predominantly male, we have seen a significant increase in the number of female researchers since our 2014 application, which we believe reflects our revision of recruitment packs and extensive advertising through networks such as European Women in Mathematics. If a postholder has two years’ service when their fixed-term contract ends, they are issued a priority candidate letter to support applications to equivalent positions in the University; however, most apply for more senior academic posts, or seek research experience in industry; none has taken up the offer of priority in the last 18 months. We do not use zero-hours contracts.

(iii) Academic leavers by grade and gender and full/part-time status

Comment on the reasons academic staff leave the department, any differences

by gender and the mechanisms for collecting this data.

33

Table 14: Academic and research staff leavers

Staff type Year F %F of total leavers

M %M of total leavers

Total

Academic Staff 2013-14 0 0% 1 100% 1

2014-15 1 50% 1 50% 2

2015-16 0 0% 3 100% 3

2016-17 0 0% 1 100% 1

Research Staff 2013-14 1 20% 4 80% 5

2014-15 0 0% 2 100% 2

2015-16 1 14.3% 6 85.7% 7

2016-17 0 0% 5 100% 5

Of seven academic staff leavers, three were retirements, three were promotions outside Oxford, and one (male) was for personal reasons. The numbers are too small to draw conclusions about gender differences.

In 2014, we introduced exit interviews to help us understand the reasons for major attrition of female staff in the transition from DL/postdoc to permanent academic positions. Over the last year, these have had a 66% take-up rate. We encourage all leavers to undertake an exit interview and continue to monitor reasons for leaving (AP:15).

[Section 4: 2,833 words]


15 Encourage all leavers to undertake an exit interview and continue to monitor reasons for leaving.

34

5. SUPPORTING AND ADVANCING WOMEN’S CAREERS


5.1. Key career transition points: academic staff

(i) Recruitment

Break down data by gender and grade for applications to academic posts

including shortlisted candidates, offer and acceptance rates. Comment on how

the department’s recruitment processes ensure that women (and men where

there is an underrepresentation in numbers) are encouraged to apply.

We use a thorough, transparent and consistent recruitment process for academic posts. All vacancies are advertised on the University website and jobs.ac.uk as well as female specific sites such as European Women in Mathematics. Our website includes prominent references to our commitment to a family-friendly working environment, links to details of the University's parental leave scheme, and information about the Department's sponsored childcare places. We also display our Athena SWAN Bronze award and a link to the Good Practice page containing our application and action plan.

Recruitment to Associate Professor and Professor:

Table 15: Applications and outcomes to Associate Professor and Professor posts 2013–16 (percentages show proportion progressing to that stage from the previous stage)

Female Male Total Female as % of total

One Professorship and five Associate Professorships

Applied 18 91 109 17%

Shortlisted 5 17 22 23%

Offer Accepted 0 4 4 0%

At least two women were offered an AP post during this period, but declined for personal reasons.


Re-worded job advertisements to ensure no discouragement to women applying. Jobs now more widely advertised. Proportion of female applicants to AP posts has increased from 13% to 18%.

Successful recruitment of new female Statutory Professor after instituting search committees.

Tables 15–17 below do not include several women appointed during 2016–17 as a

result of gaps in the data; this includes 3 postdoctoral researchers and the

Department's first female Statutory Professor; they also do not reflect promotion of

two female Titular Professors to RSIV.

35

Recruitment panels for Statutory Chairs are required to carry out a proactive search

process. At each stage of recruitment, if no appointable women are being taken

forward, the process is paused, and permission to proceed must be obtained from the

VC. In our recent appointment of a Statutory Chair, the search committee was mindful

of the need to produce a diverse list of potential candidates, who were then directly

approached and encouraged to apply. The result was the appointment of Judith

Rousseau from a fiercely competitive shortlist.

Application to Associate Professor Posts by Gender:

Table 16: Applications to AP posts 2013–16


All Academic Posts

2010–13 26 171 197 13%

2013–16 23 106 129 18%

The proportion of female applicants to Associate Professor posts has risen from 13% in our previous application to 18% currently.

All recruitment panels have at least one male and one female member. We will ensure that all panel members complete the recruitment training course, currently only mandatory for Chairs (AP:16.1). Staff who have completed the training report feeling generally confident in carrying out recruitment (Figure 13).

Figure 13: 2016 staff survey responses to confidence in recruiting staff

Implicit bias training was delivered to academic, professional and support staff in November 2017 (attendance was 9F:10M); 13 participants (6F:7M) completed a short survey following the training. 77% agreed that their understanding of implicit bias had improved, and 69% felt they would now be able to speak confidently to colleagues about implicit bias. 85% agreed that the workshop had helped them to think about their own potential for bias and given them tools to address it.

36

Recruitment to other academic posts:

Table 17: Applications and outcomes to other academic posts 2013–16


Four Departmental Lecturers, Director of Statistical Consultancy Services, and Impact Software Engineer

Applied 19 52 71 27%



Recruitment to research posts: Table 18: Applications and outcomes to Postdoctoral Research Assistant posts 2013–

16


Eighteen Postdoctoral Research Assistants

Applied 49 206 255 19%



Overall, for academic posts, women, and for research posts, men were slightly more likely to be shortlisted and appointed (Tables 15-17). Numbers are small, and the gender differences are not statistically significant. In future, chairs of recruitment panels for all research positions will ensure that lists of suitable female and male candidates have been compiled, and where appropriate approached to ascertain interest in applying (AP:16.2). We took the strategic decision to phase-out fixed-term DL positions in favour of permanent AP appointments. Historically, DLs have been disproportionately female, and are at lower pay grades; this new approach will help to reduce the Department's gender pay gap by encouraging female applicants to permanent posts. At least four current APs were appointed directly from postdoctoral positions, while only one was appointed from a DL position. We will review the effect of removing these positions on the gender balance in junior academic positions (AP:17). Two new AP posts have been created to replace the DLs, one of which has been filled. There were 21 applicants (2F, 16M, 3 not declared); a man was appointed. In order to address the low numbers of female applicants at this level, we will extend our search-committee approach to AP posts which will be different to the selection panel. They will draw up a list of potential female and male applicants and decide the best way to approach these individuals. (AP:18).

37

Table 19: Total applications by gender to different grades of academic and research post 2013–2016 – 30 posts in total

Gender Grade 7 Grade 8 Grade 9 APNTF APTF Professor

Male 231 (80%) 73 (81%) 3 (60%) 47 (81%) 59 (83%) 6 (100%)

Female 57 (20%) 17 (19%) 2 (40%) 11 (19%) 12 (17%) 0 (0%)

Figure 14: Total applications by gender to different grades of academic and research post 2013–2016

In January 2016, a small working group consisting of APs, postdoctoral researchers and graduate students (3F:2M) reviewed the latest four job descriptions for postdoctoral researcher and APNTF positions. The group identified characteristics unwittingly unattractive to women: advertisements were unnecessarily technical and dense; there was too much emphasis on individual excellence/track record at the expense of collaboration and inclusiveness. The group’s recommendations led to specific changes: modified wording to reflect a welcoming, community-driven collaborative environment; and giving both a female and male point of contact for informal enquiries. This best practice has been shared with other Departments via the MPLS Division's Good Practice Workshop. The recent tilt towards better female recruitment owes much to these measures.

38

(ii) Induction

Describe the induction and support provided to all new academic staff at all

levels. Comment on the uptake of this and how its effectiveness is reviewed.

A review of induction processes was initiated in 2016, following a University-wide survey that showed that staff were unclear about induction.

SILVER ACTION POINTS: 16 Recruitment panels:

16.1 All members of recruitment panels must complete recruitment and implicit bias training. 16.2 Chairs of recruitment panels for research positions will draw up lists of male and female candidates who may be approached to ascertain interest in applying.

17 Carefully review effect of removing Departmental Lecturer position on gender

balance in junior academic positions. 18 Introduce search committees for AP positions.


All new research staff now have a formal introduction to their roles with their

line manager.

Staff at all levels have found the new induction procedures more useful.

All existing postdoctoral researchers have been offered a mentor; 85% have chosen to have a mentor. New starters are allocated a mentor unless they choose to opt out of the scheme.

All new academic staff have a formal meeting with the HoD on arrival in the

Department and are allocated a mentor if they choose to have one.

39

Figure 15: 2016 staff survey results showing usefulness of induction to Department

Significant improvements have been made to our induction process; these changes are reflected positively in the 2017 staff survey results (Figure 16).

Figure 16: 2017 staff survey results showing usefulness of induction to Department

The PFA keeps in touch with new appointees from the time they are offered the post until they arrive in the Department, during which useful documents are made available and discussed with the new starter in preparation for their first day. All new staff are given details of staff networks and events in the wider university, e.g., Oxford Women’s Network, mentoring schemes, Welcome Event for Researchers, programmes such as Springboard and Navigator.

Every new starter has an induction with the PFA where an induction checklist is completed (Figure 17) and meets with their line manager for a job induction; objectives and mentors are discussed at this stage. All new staff are encouraged to speak with their line manager to identify a suitable mentor very early on in their employment. This is carefully monitored to ensure that postdoctoral researchers all have mentors if they wish. This process had been happening informally since our last application but was formalised in September 2016. Currently, 85% of our postdocs have chosen to have a mentor.

40

Figure 17: New induction checklist

Research staff

In addition to mandatory inductions for all new starters, we have introduced a mandatory objective-linked probation process. All line managers are aware that objectives need to be agreed with their new starter. We continue to ensure that all staff receive and understand information about the objective-setting and probationary processes. Probation typically lasts for up to 12 months before an individual is confirmed in post. The probationary process is recorded and monitored for all new and existing staff, including uptake and satisfaction (AP:19).

Academic staff

New academic staff meet with the HoD to discuss teaching, research and support in applying for research funding. They are assigned a mentor and attend the University’s three-day `Introduction to academic practice at Oxford’. The academic staff probationary process is a separate formal process run by the University (see section 5.3 ii)).

We continue to monitor the effectiveness of the revised induction process and identify areas for improvement at annual reviews of staff survey results (AP:20).


19 Record and monitor the probationary process for all new and existing staff,

including uptake and satisfaction, and completion of objectives.

20 Monitor the effectiveness of the revised induction process and identify areas for improvement at the annual reviews of the staff survey results.

41

(iii) Promotion

Provide data on staff applying for promotion and comment on applications and

success rates by gender, grade and full- and part-time status. Comment on how

staff are encouraged and supported through the process.

The main route to progression at Oxford is through applying for a higher-grade post in

open competition. Individual recognition can be conferred in the following ways.

Recognition of Distinction (RoD) Exercise

The annual RoD exercise invites APs and senior researchers to apply for the title of

Professor. Award of title does not change duties, but recognises substantial

contribution to research, teaching and good citizenship, with enhanced pay and the

ability to apply for Professorial merit pay in future rounds.

Table 20: Recognition of Distinction titles awarded 2010–2017 [REDACTED]

RoD considers equality, and disclosure of personal circumstances is invited where

relevant. 100% of RoD applications from women were awarded since 2010 (2/2) (Table

20). A RoD procedures and criteria presentation was given by the University’s Head of

Recruitment and Employee Development at our 2016 Away Day, following which (in

2017) our one female Associate Professor was awarded the title of Professor.

Annual Reward and Recognition (R&R) Scheme

The University’s annual R&R scheme recognises staff contributions over and above job descriptions with a financial reward. Awards for Excellence recognise consistent


Placed clear explanation of new RoD scheme and support for applications on Department intranet. Promoted RoD at Department Away Day 2016, resulting in promotion of a female Associate Professor.

At least two senior members of staff, one male and one female, are available to discuss vacant posts or RoD in confidence with interested staff.

“Conscious that my own assessment of myself isn't necessarily accurate, I applied despite feeling that it wasn't certain to work out! I was strongly supported by HoD, and was mentored through the process by a senior female academic. I also received enthusiastic

support from my college.” [Academic, female]

42

exceptional individual contributions in all key areas of their jobs. Line managers may nominate staff, and self-nominations are invited. The Recognition Scheme recognises one-off contributions or examples of high performance by individuals or teams. Decisions are made by a small Departmental panel (2F:1M for 2015–2017; three senior academics). The scheme is advertised and promoted to all staff by email each year.

Table 21: Annual reward and recognition scheme (2015 & 2016)

[REDACTED]

(iv) Department submissions to the Research Excellence Framework (REF)

Provide data on the staff, by gender, submitted to REF versus those that were

eligible. Compare this to the data for the Research Assessment Exercise 2008.

Comment on any gender imbalances identified.

Table 22: Submission to REF versus eligibility

[REDACTED]

The gender balance of staff submissions reflects the gender balance of eligible staff within the Department (Table 22).

The University produced a Code of Practice for selecting staff for inclusion in the REF, to ensure a fair, evidence-based and transparent process. Staff in decision-making roles received guidance and training on equality and diversity principles and how those related to selection of staff for the REF. Staff submissions were based entirely on the quality of research outputs.

43


5.2. Key career transition points: professional and support staff

(i) Induction

Describe the induction and support provided to all new professional and

support staff, at all levels. Comment on the uptake of this and how its

effectiveness is reviewed.

Inductions for professional and support staff are dealt with in the same manner as

for academic staff.

(ii) Promotion

Provide data on staff applying for promotion, and comment on applications

and success rates by gender, grade and full- and part-time status. Comment

on how staff are encouraged and supported through the process.

There is no formal promotion process for any category of staff at the University. Career progression is usually via application for an externally-advertised role.

Regrading

Regrading is a central University process that involves changing the grade of a post (rather than rewarding an individual) to reflect increased duties and responsibilities. This process is available for staff whose duties have significantly changed and is identified, supported and implemented through line managers in the Department. Staff are encouraged to discuss their career aspirations at PDR meetings and are supported by their line manager, who will identify any training and development options that will assist staff in achieving their career goals.

We had two staff (1M:1F) regraded in 2016–17. [REDACTED]

5.3. Career development: academic staff

(i) Training

Describe the training available to staff at all levels in the department. Provide

details of uptake by gender and how existing staff are kept up to date with

training. How is its effectiveness monitored and developed in response to levels

of uptake and evaluation?

IMPACT SINCE BRONZE: Promoted training courses on ‘managing people’ to PIs/line managers. In 2016, ran PDR training session for academic staff at the OLI, including PDRs for postdocs and academics.

44

Figure 18: 2014 staff survey results for manager supportive for career development

Figure 19 shows a very encouraging improvement since 2014, with 67% of staff

agreeing that they were supported in thinking about their professional development.

Figure 19: 2017 staff survey results for manager support to think about professional

development

From August 2013–December 2016, 40 (14F:26M) staff completed courses run by the

OLI.

45

Table 23: Breakdown of OLI courses attended by staff 2014–2016

To further support staff personal and career development, we will promote, and

monitor take-up of, the following programmes (AP:21):

Ad Feminam: mentoring programme for female academics seeking leadership roles

(one of our senior academics is a mentor).

Springboard: world-famous personal and professional development programme for

women.

Navigator: personal development programme for men (for ECRs).

Name of Course Male Female

Bespoke learning and teaching 12 3

Welcome event for Research Staff 6 2

Undergraduate Admissions Online 9 0

Online Equality & Diversity 0 1

Online Unconscious Bias 3 1

Exploring Unconscious Bias 1 3

Recruitment and selection online course 3 1

Research & Graduate Supervision Day 3 0

IAP Academic life at Oxford: support for your students and for you

2 1

IAP Introduction to Teaching at Oxford 3 1

Introduction to the University and academic life 2 0

Teaching at Oxford Day 2 0

Introduction to Finance 0 2

Minutes & Agendas 0 2

IAP Introduction Academic policy and practice 2 0

Bespoke leadership and development 0 2

IAP Research student supervision 2 0

Career Managements for Research Staff 1 0

Job search, CV & cover letter skills for Research staff 1 0

Presentation Skills 0 1

Interview skills for research staff 1 0

Heads of Department Programme 0 1

Planning retirement 0 1

History of the University 0 1

Research contracts 0 1

Undergraduate practice 1 0

Supervising DPhil students 1 0

Research contracts 0 1

Personnel Administration on Research Awards 0 1

Bespoke PDR Training 0 1

Introduction to research administration at Oxford 0 2

IAP UK Research Environment 1 0

IAP UK Education Environment 1 0

Teaching Fellowship Preparation (Sciences) 1 0

Examining DPhil students 1 0

46

Feedback from staff reflects preference for in-house training over online courses;

hence, trainers now run courses in the Department (recent examples include implicit

bias and graduate student supervision). We continue to promote management training

and PDR courses to line managers (AP:22.1).

ECRs receive a plethora of information regarding training and development opportunities, both internal and external to the University and with guidance from their PIs. MPLS provides courses specifically for researchers, publicised by email. We will reinforce the requirement to discuss training needs in the PDR process via email and announcements at Department Committee meetings (AP:22.2).

Figure 20: Screenshot of MPLS webpage ‘Courses for postdocs and research staff’

Further training opportunities, such as from Research Services, the Careers Service and IT Services, are regularly circulated to staff. In-house implicit bias training was conducted for all staff in 2017 by the MPLS E&D facilitator and the OLI as a pilot training scheme (discussed in section 5.1(i)). We will introduce mandatory unconscious bias, harassment and bullying, and equality and diversity training for all staff. A course devoted to good practice and equality and diversity issues will be run at our annual away day (AP:23).


21 Promote Ad Feminam to female academics and monitor take-up. Promote

Springboard and Navigator to ECRs and monitor take-up. 22 22.1 Promote management training courses to line managers.

22.2 Reinforce to managers the requirement to discuss training needs in the PDR process.

23 Ensure that at least one training course is run at our annual away day to

promote good practice and equality and diversity.

47

(ii) Appraisal/development review

Describe current appraisal/development review schemes for staff at all levels,

including postdoctoral researchers and provide data on uptake by gender.

Provide details of any appraisal/review training offered and the uptake of this,

as well as staff feedback about the process.

Newly-appointed Associate Professors have an initial period of office of five years. They are formally reviewed after two years, then again at five years, when a decision is made about reappointment to retirement. All members of academic staff have a mandatory review run by the University every five years.

In our 2014 application, an action was to ‘review the structures for appraisals/CDRs for all staff and share ideas on embedding good mechanisms with other departments, especially those in similar disciplines such as computer science and mathematics’. A small working group (4F:2M) consisting of academic, professional and support staff was established with the remit of reporting on three main strands: appraisal, career development and mentoring. Proposals were presented in June 2015.

As the term `appraisal’ had negative connotations for many academic staff, our own scheme is referred to as a PDR. PDRs provide staff the opportunity to reflect on their work objectives and successes and difficulties in meeting them over the past academic year, objectives for the coming year, and any support, career development or training needs. Training was conducted for senior academic reviewers; the first course was run in-house by the OLI in September 2016.

In the May 2016 staff survey, less than 50% of academic staff reported having had a PDR.


Reviewed and improved structures for appraisal/CDRs for all staff. In 2017, 83% female academics felt their line manager gave them sufficient regular feedback (compared to 20% in 2014).

All academics are invited to meet annually with the HoD or a senior academic of their choice; over 80% uptake in 2016 and 2017

Promoted courses on `managing people' and ‘conducting appraisals/CDRs’ for PIs/line managers, and there was increased confidence in conducting probationary reviews/CDRs. 2016 survey indicated that 75%F:42%M were not confident and in the 2017 survey, this was reduced to 40%F:15%M not confident.

48

Figure 21: 2016 staff responses for having a PDR in the last two years

In each of September 2016 and 2017, there was over 80% uptake of PDRs by academic staff (Figures 21 and 22).

Figure 22: 2017 staff responses for having a PDR in the last two years

Figure 23: 2017 staff responses for reasons why they have not had a PDR

49

Figure 23 gives a better understanding of the negative researcher results shown in Figure 22. Researchers do not have a PDR in their first year, as they have a probationary review after 12 months. We have changed the wording of this question to ask ‘have you had a PDR or probationary review?’, and expect to see a much more positive result in future surveys. Table 24: Staff survey 2014 and 2016 comparisons (showing % of staff that agree with

the question)

In our 2014 staff survey, 20% of female academics agreed that their line manager gave

them sufficient regular feedback (Table 24). In 2016 that figure was 83%. In 2014, 40%

of female academics agreed that their line manager valued their contributions; this

figure was 75% in 2016. We believe this is a direct result of the new PDR process.

(iii) Support given to academic staff for career progression

Comment and reflect on support given to academic staff, especially postdoctoral

researchers, to assist in their career progression.

In line with our 2014 action plan, we hold an annual careers event for postdoctoral researchers and DPhil students, structured around two-hour-long panel sessions, one academic, one non-academic. Each panel has four members (2F:2M), diverse in terms of background and training; all panellists have spent time at Oxford University. These are not recruitment events, but rather encourage frank discussion about career choices. In 2014, we agreed to pilot a three-year cycle of events, the first devoted to careers in statistics, the second joint with mathematics and computer science, and the third with medical sciences. The first afternoon in 2015 was attended by 40% of our postdoctoral researchers. For the mathematical sciences event in 2016, this fell to 19%, and in 2017, attendance at the medical sciences event fell to just 6%. A survey was conducted

2014 2016/17

Academic Research staff Academic Research staff

M F M F M F M F

My line manager gives me sufficient regular feedback

29%

20%

78%

-

75%

83%

66%

66%

My line manager values my contribution

64%

40%

100%

-

75%

75%

75%

66%


Promoted networking opportunities in MPLS and the wider university and the OLI leadership development programme.

Instigated annual careers-oriented day in collaboration with the Careers Service, with recent leavers taking part on career panels (one academic and one non-academic) (ensuring even gender balance across panels).

50

immediately after each event to gather feedback, to inform future events. We will survey postdoctoral researchers to examine why numbers fell and how we can better support them in their career planning. We will continue to run annual careers events pending full evaluation by GPSG (AP:24).

Picture 6: 2016 Careers event in collaboration with Maths and Computer Science

Other events throughout the year give insight into opportunities for statistical research outside academia; lectures were delivered by a Google researcher and XTX Markets during 2017. Our staff survey uncovered the need for greater support of ECRs. Unlike students, they are not affiliated with a College, and the Departmental community is especially important. They would also value more career support. Following a short hiatus during the Department’s relocation, we will relaunch ‘The Network,’ a series of informal talks and networking events for ECRs, to provide peer-to-peer support and a forum for dissemination (AP:25.1). Organisers will serve for 12 months (AP:25.2); The Network will meet weekly during term, with activities including invited lectures, short informal career development opportunities sessions, networking, sharing feedback from ECR representatives on Departmental and divisional committees, disseminating information about training opportunities, and discussing issues such as workload management.

2016 “To hear the personal stories

of people who are at an advanced stage of their

careers was very useful.”

2017 “Being aware of what I

value as a person, and in which environments I thrive

is very important and something I should take

time to figure out.”

2015 “I found it really helpful, I think it will make a real

difference to my future.”

“I feel like postdoctoral

researchers are not properly integrated within the

Department.” [Postdoc, male]

51

(iv) Support given to students (at any level) for academic career progression

Comment and reflect on support given to students at any level to enable them

to make informed decisions about their career (including the transition to a

sustainable academic career).

Undergraduate students

The Mathematical Institute partners with the University’s Careers Service to run an annual event `Careers for Mathematicians’, catering for students across mathematical sciences. The Careers Service also provides individual advice and support on applying for internships to get a taste of different careers, and on applying for jobs after graduation. Female students have set up a range of societies, from the mathematically-focused Mirzakhani Society to `Oxford Women in Business’.

Students also receive pastoral and academic support and supervision in the collegiate system: within their college, each student has a personal tutor and access to a dedicated welfare team and other support services. For those wishing to stay in academia, maths tutors in college will almost certainly be the first port of call.

Students are actively encouraged to apply for summer research internships; a list of suggested topics is circulated during the Autumn term, but students can (and do) directly approach potential supervisors. Our plans to extend this scheme and investigate the feasibility of an Undergraduate Summer School are described in section 4.1 iv).

Graduate students

Every postgraduate student has an academic supervisor, with whom they will typically meet at least once every two weeks, averaged across the year. Supervisors develop a training and professional development plan with students and advise on career

SILVER ACTION POINTS: 24 Survey postdocs to understand why numbers have fallen at annual Careers Event

over the last two years. Continue to run this event following full evaluation by GPSG.

25 25.1 Reinstate The Network to provide support and dissemination of useful

information for ECRs, including visiting speakers to give short informal talks on career development opportunities, networking, feedback from ECR reps on Department Committee meetings, Divisional training opportunities and handling workload.

25.2 Agree a 12-month tenure for organisers of The Network and ensure they have at least 12 months remaining on their contract. A suitable replacement for the organiser will be identified prior to the current incumbent’s tenure finishing.

52

development opportunities, supported for example through lunchtime training in supervision of graduate students; students also receive regular information on training opportunities via email. The University developed the online `Researcher Training Tool’, available to all staff and students, for exploring, and enrolling in, all courses available across the University. Every student has a second supervisor, usually from the same research area, and a College advisor.

All postgraduate students are invited to our careers events (described in 5.3 iii), which provide information on careers both within and outside academia. Postgraduate student attendance was 39%, 36% and 7% in 2015, 2016, 2017, respectively. According to our 2017 student survey, a number of students didn’t consider the event applicable to them. We will strongly promote these events to students in future years.

We have taken the view that what benefits women would also benefit everyone in the Department. We are delighted that two of our postgraduate students (1M:1F) were successful in their applications for postdoctoral positions in the Department. There is a huge range of training available for graduate students, designed to support students in successfully completing their doctorate, develop independent researcher skills, and pursue careers in other fields. We continue to actively promote these courses to students, and will monitor uptake (AP:26).

Figure 24: 2016 staff responses for supervisor taking interest in career development


26 Promote MPLS research student courses at induction and monitor take up.

“The senior academics in my area were

very approachable and provided valuable

advice, which helped me to secure a

Junior Research Fellowship.”

[Doctoral student, female]

53

(v) Support offered to those applying for research grant applications

Comment and reflect on support given to staff who apply for funding and what

support is offered to those who are unsuccessful.

The Department appointed a Research Facilitator (RF) in 2016 to support researchers by

identifying appropriate funding opportunities, assisting with applications, preparing

costings, and advising on responses to reviewers’ comments. The Research Facilitator

has initiated a programme of meeting individually with all new staff to discuss their

research plans and establish the most appropriate route to obtain funding. Advice is

tailored to the career stage of the researcher and their familiarity with the UK funding

landscape as well as career and research priorities. Individual meetings are also

arranged with those whose funding is coming to an end and with researchers who do

not currently hold research grants.

The RF has a particular role in supporting ECRs, through advice on best practice in grant writing, co-ordinating peer-review, and organising mock interviews. We will organise in-house workshops for staff (AP:27). If an applicant is unsuccessful, they are given the opportunity to discuss the reviewers’

comments with the RF, who can provide advice for future applications. Such advice may

involve focussing the application to respond to feedback and resubmission to the

original funder or re-writing the proposal for a different funder or more suitable

scheme.

The RF has recently started collecting data on grant applications by gender. We will

monitor both applications and success rates by gender and where appropriate,

researchers will be personally encouraged to apply for opportunities for which they are

eligible.

The Department has two female grant holders. Professor Christina Goldschmidt

currently holds a prestigious £1M EPSRC Fellowship which started in 2016 and will run

for 5 years. This funding will enable her to set up an independent research group by

employing two postdoctoral researchers.

In May 2017, we held our first Research Collaboration event to showcase research

being undertaken in the Department and invite staff from other departments to discuss

potential collaboration. This was a positive experience for the whole Department, and is

now an annual event (AP:28).

SILVER ACTION POINTS: 27 Organise in-house workshops for research and academic staff focusing on

various points of the grant application process, e.g., finding funding, writing a strong justification of resources, etc.

28 Organise annual Research Collaboration event to showcase the research being

undertaken in the Department and invite academic and research staff from other Departments to discuss opportunities for collaboration.

54


5.4. Career development: professional and support staff

(i) Training

Describe the training available to staff at all levels in the department. Provide

details of uptake by gender and how existing staff are kept up to date with

training. How is its effectiveness monitored and developed in response to levels

of uptake and evaluation?

Training for staff is readily available and strongly encouraged. All staff have access to

OLI courses, and other training both internal and external to the University. Staff can

request flexible working to undertake extra-curricular training or further education;

some Departmental funding is made available for staff training. The first Away Day for

professional and support staff was held in March 2017, and included OLI training on

difference and preference theory, a presentation from the EDU, and short talks on

change and resilience, and safety and security. We will repeat the Away Day annually

(AP:29.1).

Our Personnel and Finance Administrator (PFA) has achieved the level 5 certificate from

the Chartered Institute of Personnel and Development after being encouraged to take

this by her line manager; this was funded by the Department. In June 2017, a new range

of professional qualifications was announced for professional and support staff. The

PFA will champion this, and the Springboard Programme when appropriate, in the

Department through regular communication and further discussion (AP:29.2).

Effectiveness is monitored by assessing performance in the particular task in which

training has been provided, through the probation period (via setting and assessing

objectives) and beyond through the PDR scheme.

(ii) Appraisal/development review

Describe current appraisal/development review schemes for professional and support staff at all levels and provide data on uptake by gender. Provide details of any appraisal/review training offered and the uptake of this, as well as staff feedback about the process.

PDR’s are an annual requirement for professional and support staff. PDRs are conducted by line managers, and involve reviewing the postholder’s activities and main duties, achievements, and difficulties/obstacles encountered, and discussing future

“The Away Day was a great success. The training really

helped me to understand myself better, to appreciate

that we are all different and provided skills to strengthen

working well as a team.

[Professional and support staff, female]

55

aims, career progression and development. Objectives for the coming year are set during the PDR, and any training needs are identified and action points agreed.

(iii) Support given to professional and support staff for career progression

Comment and reflect on support given to professional and support staff to assist

in their career progression.

All professional/support staff are invited to the annual University Administration and Services (UAS) Conference, where they can learn new skills, broaden their knowledge and network with others around the University. The Career Support Network provides confidential, impartial advice from experienced recruiters on preparing effective job applications.

The Department is supportive of secondments, which enable staff to broaden their

range of expertise and experience other areas of the University.

5.5.

5.5. Flexible working and managing career breaks

Note: Present professional and support staff and academic staff data separately

(i) Cover and support for maternity and adoption leave: before leave

Explain what support the department offers to staff before they go on maternity

and adoption leave.

Upon notification of a pregnancy, the PFA provides information regarding the University’s maternity leave plan and books a risk assessment; they hold a meeting with the staff member to discuss such items as amount of leave available, how much leave is paid and at what rate, annual leave, Keeping in Touch (KIT) days and return to work.

(ii) Cover and support for maternity and adoption leave: during leave

Explain what support the department offers to staff during maternity and

adoption leave.

IMPACT SINCE BRONZE: The induction process now adequately explains responsibilities in terms of both Department and individual needs. Information on flexible working is now included in the staff handbook on the Department intranet.


29 29.1 Repeat professional and support staff Away Day annually.

29.2 Personnel and Finance Administrator to champion new range of professional qualifications, and Springboard when appropriate.

56

Employees with at least 26 weeks’ service qualify for the University’s contractual maternity pay scheme (26 weeks’ full pay, followed by 13 weeks’ Statutory Maternity Pay (SMP) and 13 weeks unpaid). Other employees may qualify for SMP. Irrespective of whether they qualify for maternity pay, an employee is entitled to 52 weeks’ unpaid leave. There is a corresponding contractual adoption leave scheme. Covering teaching during leave can provide a career development opportunity for research staff.

We encourage staff to take up to 10 paid KIT days. In 2016 and 2017, two professional and support staff took maternity leave; one returned for a KIT day to attend an Away Day, and both attended the Department summer party with their families. They also spent time in the Department receiving handovers from those covering their roles.

(iii) Cover and support for maternity and adoption leave: returning to work

Explain what support the department offers to staff on return from maternity

or adoption leave. Comment on any funding provided to support returning staff.

Academic staff who have taken a caring break of at least six months can apply to the Returning Carers Fund. Grants are up to £5k, although in exceptional circumstances can be higher, to be used in whatever way they feel will best support them to return to research and develop their career. We had one eligible member of academic staff in the last four years, and her application was successful. We currently sponsor four priority spaces on the University’s Childcare Services waiting list. To assist in transition back to work, we intend to introduce an informal end-of-leave 'induction', to apprise returnees of any changes in the Department (AP:30).

(iv) Maternity return rate

Provide data and comment on the maternity return rate in the department.

Data of staff whose contracts are not renewed while on maternity leave should

be included in the section along with commentary.

Table 25: Maternity return rates 2013–2016

[REDACTED]

Maternity leave has been taken a total of four times; only one member of staff chose not to return to work (Table 25).

57


Provide data and comment on the proportion of staff remaining

in post six, 12 and 18 months after return from maternity leave.

(v) Paternity, shared parental, adoption, and parental leave uptake

Provide data and comment on the uptake of these types of leave by gender and

grade. Comment on what the department does to promote and encourage take-

up of paternity leave and shared parental leave.

These types of leave are included in the initial job description and mentioned at

induction. Full details are also available on the Department intranet.

There have been 9 paternity leave requests since 2014. The HoD actively encourages

take-up of paternity leave and shared parental leave through one-to-one discussion.

There have been no requests for shared parental leave, adoption leave or parental

leave since July 2016.

(vi) Flexible working

Provide information on the flexible working arrangements available.

Most requests for flexible working are for short periods of time and need to be agreed quickly. Our informal culture means that these are generally dealt with on an ad hoc basis with individual line managers. We have had two requests (2F) for formal flexible working since July 2016, one was successful.

(vii) Transition from part-time back to full-time work after career breaks

Outline what policy and practice exists to support and enable staff who work

part-time after a career break to transition back to full-time roles.

Since July 2016, no such requests have been made. Any request would be accommodated wherever possible.

5.6. Organisation and culture

SILVER ACTION POINT:

30 Introduce an informal end of maternity leave ‘induction’ to assist in transition back to work.

58

5.6 Culture

i) Demonstrate how the department actively considers gender equality and

inclusivity. Provide details of how the Athena SWAN Charter principles have been, and

will continue to be, embedded into the culture and workings of the department.

In January 2016, we moved from four buildings into a single, dedicated modern space. The new building not only brings our offices under a single roof; it also provides outstanding interaction space, allowing us for the first time to deliver events for the whole Department. This has signalled a dramatic shift in culture, kick-started in April 2016 when the whole Department was invited to our opening celebration: the VC declared the building open, and Professor Dame Janet Thornton delivered our annual Florence Nightingale Lecture, which celebrates the long history of excellence in statistics at Oxford and the contribution that statistics makes to wider society.

Picture 7: Highlights from the official opening of our new building

Each week, details of talks, collaborative opportunities and social events are emailed to the whole Department. Our termly newsletter, `Simply Statistics’, keeps everyone informed and celebrates achievements of students and staff.


Now run an annual away day, with implementing our Athena Swan action plan as a key topic.

Engage people from across all roles in the Department to organise social events.

59

Figure 25: 2017 staff survey results for feeling included in the Department’s social/networking activities

Figure 26: 2016 graduate student survey results for feeling included in the Department’s social/networking activities

All academic, professional and support staff, and student and postdoc representatives, are invited to the annual away day. Discussions are structured around breakout groups, each of which includes a mixture of academic and non-academic staff. The event provides an excellent opportunity for communication and lively discussion; discussion of items related to implementing our Athena SWAN action plan are embedded into the day.

At the start of the academic year, we hold a Welcome Drinks Reception for our new research and masters students. Weekly coffee mornings and Friday afternoon 'socials' for all staff and students are run throughout term. In response to concern that the burden of organising social events often falls disproportionately on administrative staff, research students take turns to run the Friday afternoon socials.

All staff and research students are invited to the annual Department Christmas dinner, held in one of the Colleges. In the last few years, we instituted a seating plan, with academics, administrative staff and students mixed together. We also have a Christmas lunch in the Department for MSc students and their tutors.

60

Social events were reviewed at the Department’s 2016 away day. There was overwhelming support for replacing `drinks and nibbles’ in the Department with a family-friendly summer party at the end of the summer term, with a BBQ, bouncy castle and games; everyone was encouraged to bring their family. By popular demand, we will make it an annual event (AP:31). We aim to involve staff who have been appointed, but have not yet started, in these events.

Picture 8: Family-friendly Department summer party 2017

(ii) HR policies

Describe how the department monitors the consistency in application of

HR policies for equality, dignity at work, bullying, harassment, grievance

and disciplinary processes. Describe actions taken to address any identified

differences between policy and practice. Comment on how the department

ensures staff with management responsibilities are kept informed and updated

on HR polices.

The Department employs a PFA who manages the routine day-to-day HR policies and procedures provided by the University. Policy changes are communicated through the Department’s committee meeting structure, face-to-face briefings and electronic mailings, including the Department newsletter. The PFA has access to HR specialists within the University who provide additional support and expertise as required.

The new induction process includes prompts about equality and harassment. There are posters in the Department with the names of our two harassment advisors (1F:1M), and detailed policies are available on the University website. Staff new to management are encouraged to undertake management courses. Figure 27 shows one report of harassment from 49 responses in our 2017 staff survey.

SILVER ACTION POINT: 31 Make the family-friendly summer party an annual event.

61

Figure 27: 2017 Staff survey results for experiencing bullying and/or harassment by another member of staff in the workplace

The Department supports anti-bullying week and notifies all staff and students about lunchtime talks around anti-bullying and harassment issues held at the Department of Chemistry. We also launched an anti-bullying and harassment leaflet (Picture 9), which was put in all staff pigeon holes; research group leaders were encouraged by the GPSG to discuss it at their group meetings.

Picture 9: New anti-bullying and harassment leaflet

(iii) Representation of men and women on committees

Provide data for all department committees broken down by gender and staff

type. Identify the most influential committees. Explain how potential committee

members are identified and comment on any consideration given to gender

equality in the selection of representatives and what the department is doing

to address any gender imbalances. Comment on how the issue of ‘committee

overload’ is addressed where there are small numbers of women or men.


Reviewed and revised the governance structure of the Department, reducing the number of committees by 61% (18 down to 7).

Over half of committees chaired by women.

62

One of the most significant achievements resulting from our Bronze action plan was the revision of the Department’s committee structure, as it had grown in a rather ad hoc manner over the years to include over 18 committees (Figure 28). The HoD was severely burdened by serving on almost all committees.

Figure 28: Department of Statistics governance structure, February 2014

A small working group (4F:1M), consisting of both academic and administrative staff, was convened in December 2014, charged with proposing a simpler governance structure, defining remit, membership and terms of office for each committee. Student representation, gender balance and workload considerations were all taken into account. The group reported to Department Committee in May 2015, and after modifications in response to feedback from staff, the new structure shown in Figure 29 was adopted in July 2015.

Figure 29: New governance structure for the Department of Statistics, from July 2015

63

There are now six main Department committees: Facilities & Safety; General Purposes; Graduate Research; Research Strategy; Teaching Committee; and the Good Practice Steering Group. Half of these six committees are chaired by women. Each committee meets once or twice per term, and all report to Department Committee. Equality and diversity is a standing item on the agenda of all committees. The positive impact of the restructure reflected well in our 2016 staff survey, shown below.

Table 26: Representation of women and men on Departmental committees

2014–15 2015–16 2016–17

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

Department Committee* Academic Researcher Professional Student

9 6 0 3 0

18 15 1 1 1

33% - - - -

9 5 0 4 0

21 18 1 1 1

30% - - - -

9 5 0 4 0

23 20 1 1 1

28% - - - -

Facilities & Safety Committee* Academic Researcher Professional Student

3 0 0 3 0

4 2 0 1 1

43% - - - -

3 1 0 2 0

5 2 0 1 2

38% - - - -

4 1 0 3 0

5 2 0 1 2

44% - - - -

General Purposes Committee* Academic Researcher Professional Student

2 1 0 1 0

6 5 0 1 0

25% - - - -

4 3 0 1 0

5 5 0 0 0

44% - - - -

4 3 0 1 0

4 4 0 0 0

50% - - - -

Good Practice Steering Group Academic Researcher Professional Student

6 2 0 2 2

4 3 1 0 0

60% - - - -

6 2 0 2 2

5 4 1 0 0

55% - - - -

8 2 1 3 2

5 4 1 0 0

62% - - - -

Graduate Research Committee*

Academic Researcher Professional Student

6 2 0 2 2

4 3 1 0 0

60% - - - -

6 2 0 2 2

5 4 1 0 0

55% - - - -

8 2 1 3 2

5 4 1 0 0

62% - - - -

2 1 0 1 0

4 4 0 0 0

33% - - - -

4 2 0 2 0

7 6 0 0 1

36% - - - -

4 2 0 2 0

6 5 0 0 1

40% - - - -

Research Strategy Committee Academic Researcher Professional Student

3 2 0 1 0

3 3 0 0 0

50% - - - -

3 2 0 1 0

5 5 0 0 0

38% - - - -

3 2 0 1 0

5 5 0 0 0

38% - - - -

Teaching Committee Academic Researcher Professional Student

1 0 0 1 0

7 6 0 0 1

13% - - - -

3.33 1 0 1 1.33

7.66 7 0 0 0.66

30% - - - -

1.66 0 0 1 0.66

8.33 7 0 0 1.33

17% - - - -

*indicates female Chair

64

Our 2016 staff survey results showed a huge improvement in agreeing that meetings

take into account caring responsibilities in the Department.

Rotations:

There are currently 28 academics in the Department; this includes those who are relieved of administrative responsibilities by external funding, as we wish them to still participate if at all possible.

All academics are required to sit on a committee. Membership of most committees is on a 3-year rotation, and committee membership is allocated to account for existing commitments. Sabbatical terms are included in committee tenure.

(iv) Participation on influential external committees

How are staff encouraged to participate in other influential external committees

and what procedures are in place to encourage women (or men if they are

underrepresented) to participate in these committees?

Information is gathered annually from all academics as to which external committees

they sit on. Half of those on influential external committees are women (5/10).

Examples of women holding leadership roles include:

Prof Alison Etheridge - President of the Institute for Mathematical Statistics (IMS)

Dr Jen Rogers - Vice-President for External Affairs, Royal Statistical Society (RSS);

Prof Gesine Reinert Secretary of the Applied Probability Section of the RSS

Prof Christina Goldschmidt - IMS Committee on Special Lectures.

(v) Workload model

Describe any workload allocation model in place and what it includes. Comment

on ways in which the model is monitored for gender bias and whether it is taken

into account at appraisal/development review and in promotion criteria.

Comment on the rotation of responsibilities and if staff consider the model

to be transparent and fair.

The current HoD began meeting annually with academic staff individually in

September 2015. To provide a holistic picture of their roles, both within and


The Department gathers teaching allocation information for all academics, plus details of their committee membership both within and external to the Department, to inform workload allocation.

HoD now meets annually with academics; staff workload is addressed during that meeting.

65

outside Oxford, staff are encouraged to compile a list of their professional

activities before this meeting, giving staff a chance to reflect on the balance of

their commitments between the University, the College and the wider world. The

Director of Studies circulates a list of lecturing and administrative duties to all

academic staff each year, the admin lead on Athena SWAN gathers information

annually of all internal and external committee memberships, and the outreach

officer records participation in outreach activity. We have been exploring

workload models in use at Oxford and in Mathematics departments elsewhere,

and do not want to rush to use an entirely quantitative model as we have doubts

about whether such can adequately capture the subtleties necessary.

(vi) Timing of departmental meetings and social gatherings

Describe the consideration given to those with caring responsibilities and part-

time staff around the timing of departmental meetings and social gatherings.

The timings of key meetings were changed following concerns raised in the 2014 staff

survey that they did not account for family responsibilities. All Department events are

timed to be in core office hours; committee meetings now start at 11.00am, apart from

the Department Committee, which meets over a sandwich lunch. Term-time weekly

Probability Workshops now finish at lunchtime, followed by a group lunch. Since the

opening of the new building, we have held a twice-termly ‘Distinguished Speaker

Seminar’, beginning at 3:30pm and followed by a social reception at 4:30pm; both are

very well attended.

Figure 30: 2014 staff survey responses to timings of meetings and seminars

66

Figure 31: 2017 staff survey responses to timings of meetings

(vii) Visibility of role models

Describe how the institution builds gender equality into organisation of events.

Comment on the gender balance of speakers and Chairpersons in seminars,

workshops and other relevant activities. Comment on publicity materials,

including the department’s website and images used.

Gender balance is taken into account in all Department seminars. Since having changed

the Department seminar series to a twice-termly Distinguished Speaker Seminar, we

have had 2F:9M speakers; we aim to increase the number of female speakers over the

current academic year.

Our new website was launched in November 2017. All website content editors were asked to read the UK Research Council’s report ‘Making Women Visible Online’, and a new collection of photographs reflecting diversity has been built up for use on the website and in promotional materials.

Picture 10: Mathematics & Statistics Undergraduate brochure

Having had time to adapt to our new surroundings, we will ensure that we have

prominent displays featuring female role models, at all stages of their career, around

the building. We will seek permission to exhibit correspondence between Florence

Nightingale and Jowett at Balliol College for the 2020 Bicentenary Celebrations of

Florence Nightingale’s birth. A working party will be set up to take this forward (AP:32).

67

(viii) Outreach activities

Provide data on the staff and students from the department involved in outreach

and engagement activities by gender and grade. How is staff and student

contribution to outreach and engagement activities formally recognised?

Comment on the participant uptake of these activities by gender.

The Department is strongly committed to an access and outreach programme. Our Schools Liaison Officer, employed jointly with the Mathematical Institute, coordinates our activities, engaging with schools and organising initiatives to inform and enthuse Year 9–13 students, especially female students, about statistics and the opportunities offered by a statistics degree. We have taken advantage of the facilities in the new building to initiate annual Open Days, and have significantly revised our website. Much of this activity is joint with the Mathematical Institute and the Department of Computer Science, and is designed to give secondary school students a ‘taster’ of university-level courses. Together, we organise seven days of women-specific events, plus over 25 non-gendered talks and events. Table 27: 2014–17 events where the Department of Statistics was the lead organiser

or major contributor

2014–15 2015–16 2016–17

Female Male Total Female Male Total Female Male Total

Lesser Spotted Sciences

- - 160 - - 197 83 84 167

It All Adds Up

385 - 385 483 - 483 363 - 363

Further Maths – What Next?

130 228 358 80 148 228 63 75 138

Statistics Taster Day

37 44 81 6 37 31 7 24 31

Looking Forward

- - - 41 - 41 247 - 247

UNIQ Summer School4

13 24 37 21 29 50 31 25 56

With the exception of Taster Days, most participants in our events have been female (at least 65%). From 2018 onwards, we will run a female-only Statistics Taster Day for year 12 students (AP:33). In order to reach potential female applicants who are discouraged from traditional Open Days due to geographical or financial constraints, our Schools Liaison Officer will investigate, and if feasible run, a Digital Open Day (AP:34).

68

Picture 11: Statistics Taster Day, March 2016

Some of our machine learning ECRs have recently worked in collaboration with Oxford Sparks, a project created in 2011 to share resources and information about research taking place across the University, to produce a short animation to help people to understand what machine learning is all about.

Picture 12: Machine learning animation

The Schools Liaison Officer sends an email thanking people after events with a summary

of the feedback, so they can see the impact the event had. Undergraduate student

volunteers attend training and are promised a referral letter if they need one for job

applications. Any student undertaking 15 hours or more of outreach activities also

receives a certificate of involvement.

We are part of the 2020 Partnership to celebrate the Bi-centenary of Florence

Nightingale’s birth, and will hold an event inviting children from primary school age

upwards to celebrate female achievement in science (AP.35).

The DGS is currently involved with a Divisional pilot initiative for outreach into primary

schools, and relevant information will be disseminated to the Department.

69



6. CASE STUDIES: IMPACT ON INDIVIDUALS

Recommended word count: Silver 1000 words

Two individuals working in the department should describe how the department’s

activities have benefitted them.

The subject of one of these case studies should be a member of the self-

assessment team.

The second case study should be related to someone else in the department.

More information on case studies is available in the awards handbook.

CASE STUDY 1: [REDACTED]

CASE STUDY 2: [REDACTED]

(Section 6: 870 words)

7. FURTHER INFORMATION


Please comment here on any other elements that are relevant to the application.


32 Working party to ensure prominent displays featuring female role models at all stages of their career in the new building. Organise exhibition of Florence Nightingale’s letters as part of 2020 celebrations.

33 Organise a female-only Taster Day

34 Investigate and, if feasible, run, a Digital Open Day

35 Organise super event inviting children from primary up to secondary level in celebration of the Bi-centenary of Florence Nightingale in 2020.

70

8. ACTION PLAN

The action plan should present prioritised actions to address the issues identified

in this application.

Please present the action plan in the form of a table. For each action define an

appropriate success/outcome measure, identify the person/position(s) responsible

for the action, and timescales for completion.

The plan should cover current initiatives and your aspirations for the next four years.

Actions, and their measures of success, should be Specific, Measurable, Achievable,

Relevant and Time-bound (SMART).

See the awards handbook for an example template for an action plan.

This guide was published in May 2015. ©Equality Challenge Unit May 2015.

Athena SWAN is a community trademark registered to Equality Challenge Unit: 011132057.

Information contained in this publication is for the use of Athena SWAN Charter member

institutions only. Use of this publication and its contents for any other purpose, including copying

information in whole or in part, is prohibited. Alternative formats are available: [email protected]

71

DEPARTMENT OF STATISTICS

ATHENA SWAN ACTION PLAN

2017-2021

Reference (page number in application)

Objective and progress since 2014 (in italics, where applicable)

Planned action/objective Priority: High/Middle/Low

Timeframe (start/end date)

Person responsible (include job title)

Success criteria and outcome

1 . Future plans of the self-assessment team

AP:1 p.14 Give GPSG sufficient time to review the AS action plan, analyse survey results and train committee members. Facilitate sharing of best practice from across the university and elsewhere.

1.1 Regularly monitor and review action plan and thoroughly analyse staff and student survey results. Middle

Termly review of action plan; annual review of survey results

GPSG More continuity in engaging with Athena SWAN action plan and annual analysis of survey results. Greater impact resulting from regular reviews.

1.2 Ensure consistent input from EDU and regular training & development opportunities for the committee. Invite guests from other departments to share good practice. Training or guest speaker at GPSG twice per year. Low

Termly GPSG Chair All members of GPSG to have greater understanding of E&D issues and how to share good practice within the Department.

AP: 2 p.14 Consult with staff and students on a more frequent basis in order to regularly review and revise the AS action plan, and allow for more consistent data. (Especially given that postdocs and graduate students are usually only with the Department for at most 3–4 years.) Instigated staff and graduate student

Run staff and student surveys annually in order to monitor how our Athena SWAN actions are impacting the Department, and flag up any concerns that need addressing. Middle

Run surveys in Trinity Term each year; review results at following GPSG meeting

GPSG Increased understanding of areas in which further support is needed and areas where progress has been made, which will feed into the action plan review.

72







survey in 2014. In 2016 began separate surveys for staff and graduate students.

AP:3 p.14 Promote transparency in the Department and the importance of communicating what action is being taken as a result of surveys in order to increase engagement of department members.

Summary of staff and research student survey results to be put on Department intranet, showing actions to be taken and subsequent results of those actions. High

January 2018 in the first instance; end of Trinity Term annually thereafter

GPSG Valuing the Department’s input and keeping staff informed of positive actions taken as a result of their feedback. 79% take-up for 2017 staff survey; aim for increase to 85% by 2020.

2. Taught Students

AP:4 p.18 Ensure the effectiveness of our outreach to schools, in particular, the uptake of further Maths at A Level amongst female students.

Seek advice on how to be most effective from Prof. Sir Adrian Smith, of the 2017 Smith Review of Post-16 Maths High

Summer 2018 HoD Better understanding of improvements needed for our school outreach activities.

AP:5 p.19 Improve gender balance and promote diversity amongst UG students in research areas perceived as male-dominated. Obtained funding to run Machine Learning diversity event for undergraduates.

Run an annual diversity event targeting research areas in which female students are underrepresented. Low

Annual GPSG and Events Officer

Increased attendance by female undergraduate students. In 2016, 23% were female; aim to increase to 30% female by 2020.

AP:6 p.20 Reduce gender attainment gap in UG degree classification. Increased duration time of exams to give students more thinking time.

Monitor effects of increasing duration of 3rd and 4th year exams on results. Middle

Annual Director of Studies Accurate student data are available to assist effective implementation of AP.

73







AP:7 p.20 Reduce UG student attainment gap Set up working group to examine issues affecting student attainment and develop actions. High

Start in 2018 Director of Studies Equal proportion of first class degrees amongst male and female students

AP:8 p.22 Increase number of female PGT students

Follow up pilot project to award bursaries to female PGT students to assess effectiveness Middle

2020 MSc Course Director

AP:9

p.22 Ensure the change in syllabus does not negatively affect the gender balance of the MSc cohort. MSc syllabus updated to reflect the makeup and interests of the Department. Refreshed MSc publicity materials and webpages to feature female role models.

9.1 Annually monitor MSc applications following change of course content. Middle

June 2019 MSc Course Director

Accurate MSc application data are available to assist effective implementation of AP.

9.2 Promote gender balance for new MSc courses by ensuring good use of female role models in all promotional material. Low

Annual from 2018

MSc Course Director

Percentage of female MSc students at least equal to that under the old syllabus (46%); with a target of 50%F.

AP:10

p.22 Reduce gender attainment gap in MSc degree classification.

10.1 Investigate gender differences in performance of MSc students on components of course with different forms of assessment, in particular the dissertation. Middle

May 2018 Director of Studies Understanding of student performance on course components with different forms of assessment, including any gender differences.

10.2 Follow-up with all MSc students to see whether, after having received the results of their dissertation, they would have found any additional information useful to know before

November 2018 MSc Course Director

Understanding of female MSc student views on their level of preparation for their dissertation.

74







starting. Attention to be paid to any gender differences. Low

No difference in proportion of distinctions between male and female students.

3. Research Students

AP:11 p.22-p.23 Reduce jump in gender imbalance between MSc and DPhil levels. Three MSc students (1F:2M) accepted onto OxWaSP CDT programme in 2017.

11.1 Annually gather details of MSc offer holders who have indicated that they intend to apply for a research degree after completing the programme and organise informal meeting, in their first term, with current research students. Monitor number of successful applications from MSc to research degree. Middle

Annual Director of Graduate Studies

Annual meeting held to brief MSc students who are interested applying for a research degree.

11.2 Proactively encourage female students to consider research degrees by holding graduate open days and implementing recommendations of the graduate research working group High

Annual Director of Graduate Studies

Increase in number of female students undertaking graduate research.

11.3 Monitor the number of successful applications from MSc to research degree Low

Annual Academic Administrator

Continue to ensure equal success for both genders.

AP:12

p.26

Increase the proportion of women applying for graduate research.

12.1 Update website to encourage more women to apply. High

2019/20 Director of Graduate Studies

Aim for 40% female intake for 2019/20

12.2 Students holding summer internships tend to continue on to graduate studies. Instigate and advertise two new 6–8-week summer

Annual Director of Studies/Graduate Research Committee

Aim for at least one female summer intern

75







Increase the likelihood of women accepting offers for graduate research.

internships, funded by the Department, for undergraduate students in their third year to give them a taster of graduate research. High

12.3 Institute DPhil 'buddy system’ for people with offers for graduate study. High

January 2018 Director of Graduate Studies

Over past 4 years, 58% females are taking up offers. Increase this to 70%.

12.4 Promote maternity leave for students by including information on the website and in the graduate research student induction. High

Ongoing Director of Graduate Studies

Positive feedback from student survey results. Increase awareness to 75% amongst females.

AP:13 p.26 Increase the pipeline into research degrees by giving larger numbers of undergraduates an opportunity to experience a short taster of collaborative research (as opposed to the limited number of summer research projects available).

Set up working group to prepare an undergraduate summer school proposal, taking into consideration funding and workload allocation, which will then be approved by Department Committee. High

Report by December 2018

Jotun Hein, GPSG Chair

Completed proposal submitted for Department Committee approval.

AP:14 p.26 Improve transparency of DPhil procedures. Produced information sheet ’12 tips for new DPhil students’ and displayed prominently in the Department.

Continue ‘12 tips for DPhil students’ series, producing one new information sheet annually covering different stages of graduate study (e.g. transfer of status, internships, etc). Continue to review and update ’12 tips for new DPhil students’. Middle

Annual GPSG DPhil GPSG rep

To have two new information sheets by 2020.

4. Academic Pipeline

AP:15 p.33 Obtain better data on reasons for Encourage all leavers to take up an exit Ongoing Personnel 75% of leavers taking up exit

76







leaving, and ideas for what the

Department should improve.

Introduced exit interviews to help

understand attrition of female staff at

transition of DL/Postdoc to AP. 66%

take-up over the last year.

interview and monitor reasons for

leaving. Low

Administrator interview (currently 66% take-up).

AP:16

p.35-p.36 Increase recruitment rates for women to all academic positions. Ran Unconscious Bias training for the Department as part of the MPLS pilot scheme.

16.1 All members of recruitment panels to have completed the recruitment training course. High

October 2018 Personnel Administrator

100% of panel members to have taken the training

16.2 Chairs of Recruitment Panels for research positions to draw up lists of male and female candidates who may be approached to see whether they are interested in applying. High

From January 2018

Personnel Administrator and Recruitment Panel Chairs

Average of 30% of shortlisted candidates to be female

AP:17 p.36 Ensure that replacing temporary DLs with permanent AP contracts does not have the effect of disadvantaging women.

Carefully review the effect that removing the Departmental Lecturer position has on the gender balance in junior academic positions. Medium

Review in October 2020

GPSG Understanding of relative attractiveness of AP positions.

AP:18 p.36 Increase number of strong female applications to AP positions.

Introduce search committees for Associate Professor positions. High

March 2018 Personnel Administrator

Average of 30% of shortlisted candidates to be female

5. Staff

AP:19 P40 Ensure induction process meets needs of new staff. The induction process reviewed in

Monitor the effectiveness of the revised induction process and identify areas for improvement at annual reviews of staff survey results.

Ongoing Personnel Administrator

Increase 2017 staff survey results from 77% to 80% for people finding induction 'somewhat useful'.

77







2016, increase in awareness from xxx to xxx.

Middle

AP:20 p.40 2016 staff survey. Record and monitor the probationary process for all new and existing staff, including uptake and satisfaction, and ensure that objectives are completed. Low

Ongoing Personnel Administrator & Line Managers

Line managers will review probationary objectives

AP:21 p.45 Encourage women to explore their leadership potential.

Promote Ad Feminam to female academics. Promote Springboard and Navigators to ECRs. Send annual email to relevant academics and monitor take-up. Middle

Annual Personnel Administrator High awareness of these

programmes. (Question to

be added to 2018 staff

survey.)

AP:22

p.46 Ensure development needs of all employees are met, including training, and other support.

22.1 Promote management training courses to line managers. Middle

Annual Personnel Administrator

55% indicated they were quite/very confident in managing staff and gave feedback in our 2017 survey. Increase to 70% by 2020.

22.2 Reinforce to managers the requirement to discuss training needs in the PDR process. Low

Annual Personnel Administrator

2017 staff survey showed 59% were confident/quite confident in carrying our PDRs. Increase to 70% by 2020.

AP:23 p.46 Aim for all employees to contribute to a culture that is committed to equality, and values diversity, and be aware of unconscious bias and harassment issues in the workplace. We ran our first Department Away Day in 2014 and implemented our Athena

Run one training course at our annual away day to promote good practice and equality and diversity. Middle

Annual in Michaelmas

Admin & Events Officer

Increase in training take-up by staff.

78







SWAN action plan as a key topic. The Away Day is now run annually.

AP:24 p.50 Increase postdoctoral engagement with annual careers event. In 2015, we set up a new annual Careers-orientated event to ensure that our ECRs/Postdocs and PGRs were fully informed when making career choices.

Survey postdocs to understand how the annual Careers Event can be enhanced to better address their requirements. Monitor postdoc numbers going forward. High

January 2018 GPSG Aim to achieve a 30% attendance rate at the event in 2018, and to keep the rate above 30%.

AP:25

p.50 Improve integration of postdocs into the Department. We relaunched the Network to provide a regular weekly meeting in order to do this, though it lapsed during the move to out new building.

25.1 Reinstate the Network to provide support and dissemination of useful information for ECRs, including visiting speakers to give short informal talks on career development opportunities, networking, and feedback from ECR reps on Department Committee, Divisional training opportunities and handling workload. High

From January 2018 and ongoing

GPSG 2017 staff survey results showed 40% of postdocs felt they were integrated into the Department. Increase to 60% by 2019 survey.

25.2 Agree a 12-month tenure for organisers of The Network and ensure they have at least 12 months remaining on their contract. Ensure organisers are replaced before tenure finishes. Middle

Annual. Ensure that replacement organiser has been identified at start of each October

GPSG Continuity of Network organisation across academic years.

AP:26 p.52 Ensure that graduate students take advantage of training available from MPLS.

Actively promote graduate training courses, run by Division, at induction and monitor take-up of training. Low

Annual, recurring each October

GPSG Measure baseline take-up in 2017-18 and use as basis for creating targets going forward.

79







AP:27 p.53 Provide additional support for staff applying for funding.

Organise in-house workshops for research and academic staff focusing on various points of the grant application process, e.g. finding funding, writing a strong justification of resources, etc. High

Annual Research Facilitator High reported confidence on next staff survey (new question).

AP:28 p.53 Improve internal collaboration and networking.

Organise annual Research Collaboration event to showcase the research being undertaken in the Department and invite academic staff and research staff from other departments to discuss opportunities for collaboration. Low

Annual Chair of Research Strategy Committee

Positive feedback from academic staff via a post-event questionnaire.

AP:29

p.54 Encourage support staff to consider their professional development. Proportion of support staff agreeing "My manager/supervisor supports me to think about my professional development" increased from 55% (F:50%, M:60%) to 73% (F:71%, M:75%)

29.1 Organise annual support staff Away Day. High

Annual Department Administrator

Increase proportion feeling supported to 75% for both men and women and maintain at that level.

29.2 Personnel Administrator to champion new range of professional qualifications, and the Springboard programme if appropriate. Low

Ongoing

Personnel Administrator

AP:30 p.56 Support women returning to work from maternity leave.

Introduce an informal end of maternity leave ‘induction’ to assist in transition back to work. Middle

Ongoing Personnel Administrator

Positive staff and student feedback

6. Work Environment

AP:31 p.60 Increase feeling of inclusivity for all members of the Department.

Make the family-friendly Summer Party an annual event. Middle

Annual; every Trinity Term

Events Officer An increased feeling of inclusivity; measured by results of staff and student

80







Family-friendly Summer Party started in 2017, attended by 120 people. Very positive feedback.

surveys. Maintain staff survey result of 80% for feeling included in Department’s social and networking activities.

7. Outreach

AP:32 p.66 Increase visibility of women in the Department.

Ensure we have prominent displays featuring female role models, at all stages of their career, around the building. Set up working party to take this forward. High

Set up working party and hold meeting before end of Hilary Term 2018

GPSG To have a number of displays around the Department that prominently feature female statisticians.

AP:33 p.67 Reach more potential female applicants discouraged from attending open days.

Investigate, and if feasible, run a Digital Undergraduate Open Day. Middle

2018 Outreach Officer Increase in female students reached as part of access events

AP:34 p.67 Increase female undergraduate applications via outreach. A number of outreach activities promoting statistics to girls have been run jointly with Maths. New building means we are now able to host outreach events in our own Department.

Run a female-only Statistics Taster Day for year 12 students. Middle

2018 Outreach Officer

AP:35 p.68 Increase engagement with public Hold a ‘super event’ in 2020 to celebrate the Bi-centenary of Florence Nightingale’s birth to include children from primary up to secondary school. Middle

2019 GPSG, Events Officer & Outreach Officer

Positive feedback from attendees

department application bronze and silver award...3 department application silver this application...

Documents