[email protected] · unsw athena swan submission final march 2018 page 1 | 89. athena swan ....

UNSW Athena SWAN Submission Final March 2018 P a g e 1 | 89

Athena SWAN Institution Application

Bronze Award

Name of institution University of New South Wales

Date of application 29 March 2018

Award Level Bronze

Date joined Athena SWAN 2015

Contact for application Professor Laura Poole-Warren

Email [email protected]

Telephone 02 9385 5638

mailto:[email protected]


Completing the form

Please refer to the SAGE Athena SWAN Charter Bronze Institutional Award Handbook when completing this application form.

Do not remove the headers or instructions. Each section begins on a new page.

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. Please state how many words you have used in each section. Please refer to page 11 of the handbook for inclusions and exclusions regarding word limit.

We have provided the following recommended word counts as a guide.

Word limit 11,000

Recommended word count

1.Letter of endorsement 500

2.Description of the institution 500

3. Self-assessment process 1,000

4. Picture of the institution 2,000

5. Supporting and advancing women’s careers 5,000

6. Supporting transgender people 500

7. Intersectionality 500

8. Indigenous Australians 500

9. Further information 500

10. Action plan N/A

ATHENA SWAN BRONZE INSTITUTION AWARDS

Recognise a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff. This includes: • an assessment of gender equality in the institution, including quantitative (staff data) and

qualitative (policies, practices, systems and arrangements) evidence and identifying both challenges and opportunities

• a four-year plan that builds on this assessment, information on activities that are already in place and what has been learned from these

• the development of an organisational structure, including a self-assessment team, to carry proposed actions forward.


Contents

Glossary & Explanatory Notes .................................................................................................................................................... 6

1. Letter of endorsement from the Vice Chancellor .................................................................................................................. 8

2. Description of the Institution ............................................................................................................................................... 10

(i) How UNSW is progressing in our journey to improve gender equity, diversity, and inclusion....................................... 11

(ii) Information on our teaching and research focus ............................................................................................................ 11

(iii) Number of staff (present data for academic staff, and professional and support staff separately)............................... 12

(iv) Total number of departments and total number of students ........................................................................................ 12

(v) List and sizes of Science, Technology, Engineering, Mathematics and Medicine (STEMM) departments (present data for academic staff, and professional and support staff separately) ......................................................................................... 14

3. The Self-Assessment Process ............................................................................................................................................... 17

(i) A description of the self-assessment team ..................................................................................................................... 17

(ii) An account of the self-assessment process .................................................................................................................... 22

(iii) Plans for the future of the self-assessment team ........................................................................................................... 23

4. A picture of the Institution .................................................................................................................................................. 24

4.1 Academic and research staff data ................................................................................................................................... 24

(i) Academic and research staff by grade and gender ......................................................................................................... 24

(ii) Academic and research staff on fixed-term, open-ended/permanent and casual contracts by gender ........................ 26

(iii) Academic staff by contract function and gender: research-only, research and teaching, and teaching-only ................ 29

(iv) Academic leavers by grade and gender .......................................................................................................................... 33

(v) Equal pay audits/reviews ................................................................................................................................................ 35

5. Supporting and advancing women’s careers ....................................................................................................................... 36

5.1 Key career transition points: academic staff (pages 21-22 of the Handbook) ................................................................ 36

(i) Recruitment .................................................................................................................................................................... 36

(ii) Induction ......................................................................................................................................................................... 38

(iii) Promotion ....................................................................................................................................................................... 39

(iv) Higher Education Research Data Collection (HERDC) ..................................................................................................... 44

5.2 Career development: academic staff (Refer to page 22 of the Handbook) .................................................................... 45

(i) Training ........................................................................................................................................................................... 45


(ii) Appraisal/development review ....................................................................................................................................... 46

(iii) Support given to academic staff for career progression ................................................................................................. 47

5.3 Flexible working and managing career breaks (Refer to page 23 of the Handbook) Note: Present professional and support staff and academic staff data separately .................................................................................................................... 49

(i) Cover and support for maternity and adoption leave: before leave .............................................................................. 49

(ii) Cover and support for maternity and adoption leave: during leave ............................................................................... 51

(iii) Cover and support for maternity and adoption leave: returning to work ...................................................................... 51

(iv) Maternity return rate ...................................................................................................................................................... 52

(v) Paternity, shared parental, adoption and parental leave uptake ................................................................................... 53

(vi) Flexible working .............................................................................................................................................................. 56

(vii) Transition from part-time back to full-time work after career breaks ............................................................................ 58

(viii) Childcare ......................................................................................................................................................................... 58

(ix) Caring responsibilities ..................................................................................................................................................... 59

5.4 Organisation and culture (Refer to pages 24-25 of the Handbook) ................................................................................ 60

(i) Culture ............................................................................................................................................................................ 60

(ii) HR policies ....................................................................................................................................................................... 61

(iii) Proportion of heads of school/faculty/department by gender ...................................................................................... 62

(iv) Representation of men and women on senior management committees ..................................................................... 63

(v) Representation of men and women on influential institution committees ................................................................... 63

(vi) Committee workload ...................................................................................................................................................... 64

(vii) Institutional policies, practices and procedures ............................................................................................................. 64

(viii) Workload model ............................................................................................................................................................. 65

(ix) Timing of institution meetings and social gatherings ..................................................................................................... 66

(x) Visibility of role models ................................................................................................................................................... 66

(xi) Outreach activities .......................................................................................................................................................... 68

(xii) Leadership ....................................................................................................................................................................... 68

6. Supporting transgender people ........................................................................................................................................... 69

(i) Current policy and practice ............................................................................................................................................. 69

(ii) Review ............................................................................................................................................................................. 70

(iii) Further work ................................................................................................................................................................... 70


7. Intersectionality ................................................................................................................................................................... 72


(ii) Review ............................................................................................................................................................................. 73

8. Indigenous Australians ......................................................................................................................................................... 74


(ii) Review ............................................................................................................................................................................. 75

(iii) Further work ................................................................................................................................................................... 75


Glossary and Explanatory Notes

ACDF Academic Career Development Framework

ADFA Australian Defence Force Academy

AHSSBL Arts, Humanities, Social Science, Business and Law

ARC Australian Research Council

AWIL Academic Women in Leadership

CALD Culturally and Linguistically Diverse

C&D Capability and Development Unit

DECRA Discovery Early Career Researcher Award

DVC Deputy Vice Chancellor

EA Enterprise Agreement

ECAN Early Career Academic Network

EDI Equity, Diversity and Inclusion

EOI Expression of Interest

ERA Excellence in Research Australia

F / f Female

FASS Faculty of Arts and Social Sciences

FBE Faculty of the Built Environment

FoR Field of Research

HEW Higher Education Worker (applies to professional staff only)

HR Human Resources

ID Inclusion and Diversity

KPI Key Performance Indicators

M / m Male

N / n Number

NHMRC National Health and Medical Research Council

PVC Pro-Vice Chancellor

PWIL Professional Women in Leadership

RDU Research Development Unit

SAT Self-Assessment Team

STEMM Science, Technology, Engineering, Maths and Medicine

SWN Senior Women’s Network

ToR Terms of Reference

VC Vice Chancellor

VP Vice President


WG Working Group

WGEA Workplace Gender Equity Agency

WiRN Women in Research Network

Explanatory Notes:

Academic levels A – E (in order)

A = Associate Lecturer / Research Associate; B = Lecturer / Research Fellow; C = Senior Lecturer / Senior Research Fellow; D = Associate Professor; E = Professor

Approach to data analysis

Throughout the submission we report data as positions rather than Full Time Equivalents (FTEs). This enabled us to capture those situations where someone may work across multiple roles on different contracts. For example, one person may have a mix of casual teaching and fixed-term part-time employment in another role. Every time we fill a position provides an opportunity to choose a man or a woman. All pipeline data is as at 1 January 2014-16, while promotion, recruitment, leavers and parental leave data is for each 12-month period 1 January – 31 December.


1. LETTER OF ENDORSEMENT FROM THE VICE CHANCELLOR/DIRECTOR Recommended word count: 500 words Actual word count: 475 words Refer to Page 17 of the Handbook

29 March 2018 Dr Wafa El-Adhami SAGE Executive Director

Dear Dr El-Adhami

I’m delighted to support our application for an Athena SWAN Bronze Award. Gender equity is a key focus of our 2025 Strategy and I’m committed to leading UNSW to reach our target of 40% academic women at levels D and E by 2025. The Athena SWAN Charter principles are integral to improving gender representation across UNSW.

Before joining UNSW in 2015, I was Vice President and Dean at Manchester University where I saw first-hand the benefits Athena SWAN can deliver. I firmly believe that gender equity, particularly at senior levels, will provide long-term benefits for UNSW and Australian society more broadly.

I’m excited to see changes already underway. Since 2015, we have appointed renowned campaigner Professor Eileen Baldry as Deputy Vice Chancellor (DVC) Inclusion and Diversity (ID), the first appointment of its kind at any Australian university. We have commissioned gender equity best practice research and conducted modelling to see how our gender targets can be achieved. Each faculty has established an Equity, Diversity and Inclusion (EDI) Committee and targets have been set against which deans must report progress. Approximately 300 senior leaders have completed unconscious bias training and we have gone from no female deans to three, two in STEMM.

Professor Laura Poole-Warren, UNSW’s Gender Champion, has led our Athena SWAN Self-Assessment Team (SAT) since 2015. The SAT represents the diversity of our UNSW community, and has spearheaded our institutional analysis and consultation. While we knew there were issues impacting women and their career progression, the SAT has provided a much clearer picture than statistics alone could offer. UNSW also conducted its first Gender Equity Survey for staff, which I personally launched on International Women’s Day 2017. The results enabled us to gauge satisfaction in terms of working environment and key policies and practices. Focus groups with academic staff in STEMM provided further insights into specific challenges.


Our data show we still have far to go to achieve our gender targets. The areas we urgently need to address include career progression and promotion, training and development and fostering a leadership-driven inclusive culture. For example, we must reverse the sharp decline in female representation from senior lecturer, to associate professor and professor levels. We will do this through targeted action to address leaks in our pipeline, such as improved support for recruitment, retention and promotion. But structural change alone is not enough, creating an enabling environment and inclusive culture at all levels is key to achieving our goals.

Guided by our action plan and driven by the energy and commitment of our leadership team, the SAT, and staff and students, I’m certain we can address these challenges and position UNSW as a gender equity leader for the 21st century.

Finally, I confirm that the information presented in this submission is an honest, original, accurate, and true representation of UNSW.

Yours sincerely,

Professor Ian Jacobs

President and Vice-Chancellor UNSW Sydney

Professor Ian J Jacobs | President and Vice-Chancellor UNSW SYDNEY | NSW 2052 AUSTRALIA T +61 (2) 9385 2855 | F +61 (2) 9385 1949 | ABN 57 195 873 179 | CRICOS Provider Code 00098G


2. DESCRIPTION OF THE INSTITUTION Recommended word count: 500 words Actual word count: 720 words Refer to Page 17 of the Handbook

Please provide a brief description of the institution, including any relevant contextual information. This should include information on where the institution is in the Athena SWAN process.

Established in 1949, UNSW is a leading research and teaching intensive university. We employ over 6,000

continuing and fixed-term staff, over 9,700 casual staff and have a student body totalling more than 56,000.

We have three main campuses, Kensington and Paddington in Sydney, NSW and Canberra in the ACT.

Figure 2.1: UNSW Executive Team Organisational Chart, March 2018


(i) How UNSW is progressing in our journey to improve gender equity, diversity, and inclusion

UNSW aims to be an exemplar Australian University and an employer of choice for people from diverse

backgrounds. In October 2015, we launched UNSW’s 2025 Strategy, where we commit to equality in

recruitment, development, retention and promotion of staff ensuring no disadvantage on the basis of

gender, cultural background, disability or Indigenous origin.

Currently, 39% of our academic staff are women, this decreases to 28% at levels D and E, made up of 23% in

STEMM disciplines and 38% in AHSSBL. We recognise the long journey ahead, but with our commitment to

the Athena SWAN pilot we are hastening our progress as shown in the schematic below:

(ii) Information on our teaching and research focus

UNSW offers undergraduate, postgraduate coursework and higher degree research programs across eight

faculties:

• STEMM: Engineering; Science; Built Environment; Medicine

• AHSSBL: Arts and Social Sciences; Law; Business; Art and Design

UNSW Canberra at the Australian Defence Force Academy (ADFA) spans STEMM and AHSSBL disciplines in its

four schools (Physical, Environmental and Mathematical Sciences; Engineering and Information Technology,

Arts and Social Sciences; Business).


(iii) Number of staff (present data for academic staff, and professional and support staff separately)

Figure 2.3 shows the distribution of academic and professional staff by gender and contract type. As at the

end of 2016 there were 1,330 academic staff on continuing contracts and 1,435 on fixed-term contracts

(total n=2,765). Women in continuing roles numbered 463 and in fixed-term roles 617 (total n=1,080)

representing 39% of the total academic staff. Among professional staff there were slightly greater numbers

on continuing or fixed-term contracts (n=3,330), and 64% were women (n=2,134).

Female (n) 463 617 3026 1308 826 1663 Male (n) 867 818 3704 762 434 1367 Total (n) 1330 1435 6730 2070 1260 3030

Figure 2.2: UNSW staff by contract type and gender (data as at 31 Dec 2016)

For academic staff, the representation of women was under parity for all appointment types, with 35% of

academic women in continuing roles, 43% in fixed-term roles and 45% in casual roles. This pattern was

reversed for professional staff where women represented 63% of professional staff in continuing roles, 66%

in fixed-term roles and 55% in casual roles. The high number of casual academic staff relative to professional

staff is due to the majority of these being sessional teaching appointments.

(iv) Total number of departments and total number of students

Table 2.1 presents the number of students in each of the eight faculties and UNSW Canberra, broken down

by undergraduate, postgraduate coursework and postgraduate research cohorts. In the STEMM disciplines,

Engineering is notable with only 22% of undergraduates being women (rising to 30% women in the

postgraduate research cohort), as is Canberra with only 16% of undergraduates being women (rising to 29%

in postgraduate research). Other STEMM faculties are close to gender parity in the undergraduate

population with small variations in the proportion of women in the postgraduate cohorts.

35% 43% 45%

65% 57% 55%

Continuing Fixed-term Casual

Academic Staff

Female Male

63% 66%55%

37% 34%45%

Continuing Fixed-term Casual

Professional Staff

Female Male


Table 2.1: Number of students (undergraduate and postgraduate) and postgraduate researchers by faculty / college showing % female (as at end Semester 2, 2017)

Undergraduate Postgraduate coursework Postgraduate research

STEMM Female (%) Male Total Female (%) Male Total Female (%) Male Total

Built Environment 1067 (48%) 1153 2220 270 (50%) 272 542 32 (44%) 41 73

Canberra 94 (16%) 505 599 112 (13%) 726 838 66 (29%) 164 230

Engineering 1703 (22%) 6164 7867 774 (22%) 2703 3477 280 (30%) 642 922

Medicine 1066 (53%) 954 2020 730 (73%) 265 995 397 (57%) 299 696

Science 2335 (51%) 2225 4560 270 (44%) 338 608 363 (44%) 454 817

AHSSBL

Art & Design 1255 (77%) 382 1637 450 (75%) 153 603 87 (70%) 38 125

Arts & Social Science

3075 (71%) 1229 4304 884 (74%) 314 1198 197 (62%) 120 317

Business School 3399 (48%) 3660 7059 2188 (51%) 2104 4292 82 (48%) 90 172

Canberra 148 (33%) 302 450 171 (25%) 504 675 54 (41%) 78 132

Law 934 (56%) 738 1672 593 (63%) 355 948 53 (58%) 38 91

Total 15075 (46%) 17313 32388 6443 (45%) 7737 14180 1609 (45%) 1962 3571

The low proportion of women in engineering mirrors the discipline globally and points to the student

pipeline being a key challenge in increasing the representation of female academics. Similarly, UNSW

Canberra has a student pipeline issue, as most undergraduates are military cadets and the proportion of

women attracted to military careers is relatively lower than that of men. The UNSW Canberra Prize for Best

Female Student in Mathematics was launched in 2018 and is just one example of how Canberra is addressing

this issue.

Action 2.1: Implement and monitor student pipeline activities in Engineering (e.g. Women in Engineering

Summer Camp, schools outreach, industry-sponsored scholarships etc.) to achieve 30% female

undergraduate enrolments in engineering by 2020. This action is based on a large program of work that has

been a focus of Engineering for several years.


(v) List and sizes of Science, Technology, Engineering, Mathematics and Medicine (STEMM) departments (present data for academic staff, and professional and support staff separately)

Medicine, Science and Engineering are the largest faculties with the highest number of staff and schools.

Table 2.2 shows the number of academic staff by gender across STEMM faculties and schools, while Table

2.3 lists professional staff.

Women academics represent 35% of total academic STEMM staff (continuing and fixed-term combined). As

can be seen from Table 2.2 there was significant variability in the representation of women across schools,

particularly within Engineering where Electrical Engineering and Telecommunications has the lowest

proportion at 8% and Biomedical Engineering has the highest at 41%. Science also has high variability, with

the lowest proportion of women at 13% in Aviation and the highest at 64% in Optometry and Vision Science.

By contrast in Medicine, gender parity exists in the majority of schools. Further analysis of the gender

distribution across UNSW is presented in Section 4.

UNSW’s Science Faculty breaks the Guinness World Record in 2017 for largest gathering of people dressed as scientists

Photo: Supplied

Table 2.3 shows that professional staff typically have higher female representation than academic staff at

63% overall. All faculties have higher than 50% women except STEMM disciplines in Canberra and

Engineering at 32% and 49%, respectively.


Table 2.2: Distribution of academic staff across STEMM faculties and schools, as at 31 Dec 2016

STEMM faculties and schools Female Male Total % female

Built Environment 38 54 92 41%

School of Architecture and Design 27 45 72 38%

School of Construction Planning and Property

1 1 0%

The Australian Graduate School of Urbanism 2 3 5 40%

City Futures 3 5 8 38%

Other 6

6 100%

Canberra 18 113 131 14%

School of Engineering & Information Technology 12 82 94 13%

School Physical, Environmental and Mathematical Sciences 6 31 37 16%

Engineering 94 404 498 19%

School of Civil & Environmental Engineering 20 86 106 19%

School of Chemical Sciences & Engineering 17 38 55 31%

School of Computer Science & Engineering 8 67 75 11%

School of Electrical Engineering & Telecommunications 6 66 72 8%

School of Mechanical & Manufacturing Engineering 9 53 62 15%

School of Mining Engineering 3 16 19 16%

School of Petroleum Engineering 2 11 13 15%

School of Photovoltaic & Renewable Energy Engineering 16 44 60 27%

Graduate School of Biomedical Engineering 12 17 29 41%

Other 1 6 7 14%

Medicine 323 300 623 52%

School of Medical Sciences 60 81 141 43%

School of Public Health & Community Medicine 32 26 58 55%

School of Psychiatry 29 27 56 52%

School of Women’s and Children’s Health 26 18 44 59%

Centres 111 59 170 65%

Clinical Schools 62 81 143 43%

Other 3 8 11 27%

Science 203 366 569 36%

Biological, Earth & Environmental Sciences 44 72 116 38%

Biotechnology & Biomolecular Sciences 23 35 58 40%

School of Aviation 1 7 8 13%

School of Chemistry 16 41 57 28%

School of Materials Science & Engineering 9 32 41 22%

School of Mathematics & Statistics 20 77 97 21%

School of Optometry & Vision Science 16 9 25 64%

School of Physics 15 35 50 30%

School of Psychology 51 44 95 54%

Other 1 2 3 33%

Centres 7 12 19 37%

STEMM Total (Academic) 676 1237 1913 35%


Table 2.3: Distribution of professional staff across STEMM faculties and Schools, as at 31 Dec 2016

STEMM faculties and schools Female Male Total % female

Built Environment 37 14 51 73%

School of Architecture and Design 2

2 100%

City Futures 3 3 6 50%

Other 32 11 43 74%

Canberra 19 40 59 32%

School of Engineering & Information Technology 13 31 44 30%

School Physical, Environmental and Mathematical Sciences 6 9 15 40%

Engineering 140 144 284 49%

School of Civil & Environmental Engineering 26 38 64 41%

School of Chemical Sciences & Engineering 10 11 21 48%

School of Computer Science & Engineering 15 15 30 50%

School of Electrical Engineering & Telecommunications 19 20 39 49%

School of Mechanical & Manufacturing Engineering 14 18 32 44%

School of Mining Engineering 5 4 9 56%

School of Petroleum Engineering 3 2 5 60%

School of Photovoltaic & Renewable Energy Engineering 6 18 24 25%

Graduate School of Biomedical Engineering 6 4 10 60%

Other 36 14 50 72%

Medicine 413 130 543 76%

School of Medical Sciences 44 18 62 71%

School of Public Health & Community Medicine 20 3 23 87%

School of Psychiatry 54 15 69 78%

School of Women’s and Children’s Health 30 3 33 91%

Centres 150 47 197 76%

Clinical Schools 79 19 98 81%

Other 36 25 61 59%

Science 174 130 304 57%

Biological, Earth & Environmental Sciences 25 13 38 66%

Biotechnology & Biomolecular Sciences 15 7 22 68%

School of Aviation 6 14 20 30%

School of Chemistry 8 12 20 40%

School of Materials Science & Engineering 8 7 15 53%

School of Mathematics & Statistics 10 8 18 56%

School of Optometry & Vision Science 29 9 38 76%

School of Physics 6 13 19 32%

School of Psychology 27 14 41 66%

Centres 6 6 12 50%

Other 34 27 61 56%

STEMM total (professional) 783 458 1241 63%


3. THE SELF-ASSESSMENT PROCESS Recommended word count: 1000 words Actual word count: 688 words Refer to Page 18 of the Handbook Describe the self-assessment process.

(i) A description of the self-assessment team

Our SAT was established through calls for expressions of interest (EOI) and direct approaches. To ensure

diversity and inclusion, we sought broad representation from a mix (e.g. gender and culture) of staff and

students from STEMM and AHSSBL faculties, at different career stages, with a range of caring

responsibilities. The selection process involved self-nomination, nomination by organisational units and

informal networks.

The SAT is chaired by UNSW’s Gender Diversity Champion, Professor Poole-Warren, PVC Research Training

and Dean of Graduate Research. Operational support is provided by a fixed-term project officer from

Workplace Diversity, Human Resources (HR). The SAT includes 29 members (65% of which are women).

While there has been some turnover (for parental leave and sabbatical etc), membership has been relatively

stable.

The inaugural SAT meeting was held in December 2015, and included SAGE representatives and UNSW

senior leadership. An open information session on the Athena SWAN program was attended by 150 staff

and students.

Figure 3.1: Governance and advisory structures within which the SAT is situated

EDI BoardChaired by DVC ID

Members incl. VC and Senior Leadership

Gender ChampionChairs SAT

Athena SWAN SAT

Stakeholders:Diversity champions

Women in Research NetworkFaculty deans

Faculty EDI committees


The SAT is embedded in the UNSW governance structure as shown in Figure 3.1, operating as a sub-

committee of the EDI Board with links to the faculty EDI committees. The EDI Board includes senior leaders

(including the Vice Chancellor (VC), deans, diversity champions and the PVC Indigenous), and the SAT Chair

provides quarterly Athena SWAN updates to the Board under a standing agenda item. Terms of Reference

(ToR) for the SAT were endorsed by the Board in 2016. Advisory mechanisms include regular consultations

with the WiRN Executive and consultation with internal and external subject matter experts.

Throughout the pilot, reports on key milestones were presented to the Management Board, the Executive

Team (i.e. faculty deans and division heads) and the Leadership Forum (i.e. heads of schools and divisional

senior leadership). Reports are also submitted to senior management via UNSW’s project reporting portal on

a monthly basis.


Table 3.1: UNSW Self-Assessment Team members (as at end March 2018)

Member Role on SAT Expertise

Laura Poole-Warren Pro Vice-Chancellor (Research Training) and Dean of Graduate Research, UNSW Gender Champion, Professor of Biomedical Engineering

Academic Lead for Athena SWAN, Chair’s SAT

Involved in women in biomedical engineering initiatives and committees throughout her career. She has had two periods of maternity leave.

Jim Baxter Senior Technical Officer, School of Engineering and IT, UNSW Canberra

Leads Working Group 5.1 Supportive working environment has enabled working flexibly caring for a child. Involved in gender issues for 20 years.

Reuben Bolt Associate Professor and Director, Nura Gili Indigenous Programs Unit

Working Group 8 Associate Professor and Director of the Nura Gili Indigenous Programs Unit at UNSW.

Sarah Brough Associate Professor and ARC Future Fellow, School of Physics, Faculty of Science

Working Group 5.1 Chair of the Astronomical Society of Australia's Inclusion, Diversity and Equity in Astronomy Chapter for two and a half years.

Louise Chappell Professor, School of Social Sciences, Faculty of Arts and Social Sciences

Working Group 5.3 Expertise in women’s rights; gender, politics and institutions and comparative federalism and public policy.

Daniel Cotton Research Associate, School of Physics, Faculty of Science

Working Group 4 Worked in a variety of part-time and casual positions on research, teaching, outreach and safety administration.

Deniz Emul Undergraduate student, Faculty of Engineering

Working Group 4 Final year undergraduate engineering student, leads the UNSW Women in STEMM Network.

Caroline Ford Senior Lecturer, Prince of Wales Clinical School, Faculty of Medicine

Working Group 5.3 Passionate about science communication and women, inaugural Superstar of STEM, active in gender equity in Faculty of Medicine, has taken maternity leave during SAT tenure.

Natalie Galea PhD Candidate, Faculty of Built Environment

Working Group 5.4 Expertise on gender equity and diversity in the Australian construction sector. Early Career Academic.

Jason Grebely NHMRC Career Development Fellow, The Kirby Institute, Faculty of Medicine

Working Group 4 Full-time Senior Research Fellow, progressing from lecturer over eight years. An expecting father. Contributed to interpretation of staff data.

Rita Henderson Associate Professor, School of Chemical Engineering, Faculty of Engineering

Working Group 5.2 Led a gender equity study for the Faculty of Engineering. Two periods of maternity leave while at UNSW.



Lindsay Kelley Lecturer, School of Art & Design, Faculty of Art & Design

Working Group 5.4 Local gender champion in her roles on the Higher Degree Research Committee and with the Contemporary Culture, Art & Politics group.

Mark Larsen Post-doctoral Researcher, Black Dog Institute

Working Group 5.4 Brings experience as an early career researcher with expertise in data collection and analysis.

Lucas Lixinski Associate Professor, Faculty of Law

Leads Working Group 5.3 An international human rights lawyer, and has brought that experience to bear in leading group 5.3 during the data collection stage.

Anna McGann PhD Candidate, School of Mathematics and Statistics, Faculty of Science

Working Group 5.1 Brings early career academic expertise and as a young woman in STEMM.

Kylie Owens Workplace Diversity Consultant

Working Group 4 Expertise in diversity, HR policy and information management, including data analytics.

Andrew Neely Associate Professor, School of Engineering and Information Technology, UNSW Canberra

Working Group 5.2 Previous Deputy Head of School for Research, Member of the Faculty WiRN committee, Coordinator of STEM outreach programs.

Abigail Powell Senior Research Fellow and ARC DECRA Fellow, Centre for Social Impact, Business School

Working Group 5.3 Senior Research Fellow at the Centre for Social Impact, Abigail’s research interests include gender equality and work-life balance.

Rosalind Reidy Head of Workplace Diversity

Working Group 6 An experienced diversity professional who had elder care responsibilities for a number of years.

Kylie-Anne Richards PhD candidate, School of Mathematics and Statistics, Faculty of Science

Working Group 5.2 Kylie-Anne is an managing director of a trading fund, also studying a PhD part-time. She has taken maternity leave during her PhD.

Abdallah Saffidine Research Associate, School of Computer Science and Engineering, Faculty of Engineering

Working Group 7 Brings an understanding of the experiences of academic research staff and intersectionality.

Arcot Sowmya Professor, School of Computer Science and Engineering, Faculty of Engineering

Leads Working Group 5.4 Arcot is one of the few female Professor’s in Computer Science and Engineering. She teaches and researches in learning in vision.



Vanessa Traynor Athena SWAN Project Coordinator

Coordinator Expertise in public health research, worked part-time for many years on fixed-term contracts.

Chris Tinney Professor, School of Physics, Faculty of Science

Working Group 5.3 Chris is a senior research leader. As a new parent he undertook extended parental leave and worked part-time for over 12 months.

Susan Thompson Professor of Planning and Head, City Wellbeing Program, Faculty of the Built Environment (FBE)

Working Group 5.4 First woman promoted to level E in FBE. Long history of contributions to FBEs EDI strategy. Primary carer for elderly mother.

Richard Vickery Senior Lecturer, School of Medical Sciences, Faculty of Medicine

Working Group 8 Richard has worked part-time for 17 years while caring for his children and is on the Medicine EDI Committee.

Noel Whitaker Associate Professor, School of Biotechnology and Biomolecular Sciences, Faculty of Science

Working Group 5.1 Lecturer and researcher, focusing on education and viruses that cause cancer. Twelve years in various associate dean roles within Science.

Lisa Williams Senior Lecturer, School of Psychology, Faculty of Science

Leads Working Group 5.2 and led the Gender Equity Survey

Member, Faculty of Science EDI Working Group Past chair, WiRN UNSW Science Diversity Champion.

Jinxia Zhu Senior Lecturer, Actuarial Studies, Business School

Working Group 5.3 Brings experience as a mid-career academic woman in business with expertise in statistics and data analytics.


(ii) An account of the self-assessment process

The SAT divided the process into four phases:

Phase 1:

• Developed the project plan and structure. Created Athena SWAN website.

• Created five working groups (WG) each responsible for a section of the application.

• Convened monthly SAT meetings, and separate WG meetings.

Phase 2:

• Project planning and baseline data analysis, data collection planning day in October 2016.

• Indentification of areas where reliable, robust data were not available.

• Need for Gender Equity Survey and focus groups identified.

Phase 3:

• Ethical approval for data collection activities obtained (Approval #HC17039)

• Gender Equity Survey launched. Survey results emailed to staff and posted on the website.

• 1,438 completed surveys from 6,000 staff invited to participate (24% response rate).

• Six focus groups with 53 STEMM academics explored themes raised during the survey (42 F; 11 M).

• Survey and focus group results presented to Management Board, Executive Team, Leadership Forum, WiRN Executive Committee and EDI Board.

Phase 4:

• SAT workshop held in September 2017 to fine tune the action plan.

• Key stakeholders were consulted during final writing phase.

• Submission reviewed by three external expert reviewers, Deans, EDI Board and committees,WiRN and

by the Management Board.


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

The SAT will continue to operate under a revised ToR, with a focus on implementing the action plan, and will

continue under the same governance structure. Current SAT members will be invited to continue for a 12-

month term to ensure continuity. At the end of that term, membership will be refreshed but will continue to

comprise 25 to 30 members and include a representative from each faculty EDI committee, nominated by

the dean. Other members will be selected from a University-wide call for independent nominations.

New members will be appointed on 24-month terms. Supervisors must approve the involvement of their

staff in the SAT program so their commitment can be factored into workload allocation. The SAT Chair will

continue until the end of 2018 when an EOI for the role will be called.

Under its new ToR, the SAT will:

• Monitor and review progress against the action plan and report to the EDI Board

• Identify gaps, opportunities and recommend additional actions

• Lead activities for future Athena SWAN Awards

• Promote Athena SWAN as visible advocates for gender equity and the Charter

• Lead the institutional Athena SWAN re-submission

During the first two years of the implementation phase the SAT will meet quarterly.

Action 1.1: Develop a viability paper for endorsement by Management Board to formalise budget allocation

and personnel requirements over the four-year implementation phase of the Athena SWAN Program. NOTE: Until approved, leadership around Athena SWAN will continue to be provided through the SAT Chair

with support from the Workplace Diversity team.

Action 1.2: Update the SAT Terms of Reference and refresh membership.


4. A PICTURE OF THE INSTITUTION Recommended word count: 2000 words Actual word count: 1671 Refer to Pages 19-20 of the Handbook

4.1 Academic and research staff data

(i) Academic and research staff by grade and gender Look at the career pipeline across the whole institution and between Science, Technology, Engineering, Mathematics and Medicine (STEMM) and Arts, Humanities, Social Science, Business and Law (AHSSBL) subjects. Comment on and explain any differences between women and men, and any differences between STEMM and AHSSBL subjects. Identify any issues in the pipeline at particular grades / levels.

Table 4.1 summarises the career pipeline from academic levels A to E in STEMM and AHSSBL disciplines from

2014 to 2016. The data represents pooled numbers of fixed-term and continuing staff. While there have

been slight increases over time in the proportion of women at levels C and D in STEMM, there is little overall

difference in career pipeline trends across the three years.

Table 4.1: Academic staff (continuing and fixed-term) by level and gender, 2014-2016

STEMM AHSSBL

A B C D E Total A B C D E Total

2014

Female (n) 192 200 158 61 59 670 45 116 137 59 51 408

Male (n) 287 275 262 175 252 1251 29 99 144 72 114 458

Total (n) 479 475 420 236 311 1921 74 215 281 131 165 866

Female (%) 40% 42% 38% 26% 19% 35% 61% 54% 49% 45% 31% 47%

2015

Female (n) 194 191 156 71 59 671 48 108 141 56 60 413

Male (n) 279 269 255 179 260 1242 29 96 144 73 124 466

Total (n) 473 460 411 250 319 1913 77 204 285 129 184 879

Female (%) 41% 42% 38% 28% 18% 35% 62% 53% 49% 43% 33% 47%

2016

Female (n) 212 168 165 75 56 676 44 100 135 59 66 404

Male (n) 305 252 240 178 262 1237 24 87 134 75 128 448

Total (n) 517 420 405 253 318 1913 68 187 269 134 194 852

Female (%) 41% 40% 41% 30% 18% 35% 65% 53% 50% 44% 34% 47%


Figures 4.1a and 4.1b illustrate the 2016 gender breakdowns for STEMM and AHSSBL across academic levels.

Women represent less than 50% of STEMM academic staff at all levels across the career pipeline, ranging

from 41% at level A to 18% at level E. Across STEMM disciplines, female representation declines sharply from

level C. Across AHSSBL disciplines, the proportions of female staff are higher overall than in STEMM, ranging

from 65% at level A to 34% at level E. However, there is a steady decline in the proportion of female staff

from level A to level E.

Figure 4.1a: Career pipeline across the whole institution as at end December 2016 by academic level and

gender (STEMM)

Figure 4.1b: Career pipeline across the whole institution as at end December 2016 by academic level and

gender (AHSSBL)

41% 40% 41%

30%

18%

59% 60% 59%

70%

82%

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STEMM - Female STEMM - Male

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AHSSBL - Female AHSSBL - Male


Representation of academic women at levels D and E (combined) is 23% in STEMM disciplines and 37% in

AHSSBL, in 2016. Our challenge at UNSW is to address this disparity and UNSW has set gender

representation targets (endorsed by University Council in 2016) of 40% academic women at levels D and E,

to be achieved by 2025. To achieve this each faculty (including STEMM faculties) will track recruitment,

promotion and retention to reach the institution-wide target.

Action 2.2: Embed institutional gender representation targets for academic women based on the

University’s 2025 Strategy (40% academic women at levels D and E by 2025) in all dean’s key performance

indicators (KPIs) and report regularly on progress. This action underpins a number of other pipeline actions

under recruitment, retention and promotion which will assist in achieving institution-wide gender targets and

more specific targets at faculty level.

(ii) Academic and research staff on fixed-term, open-ended/permanent and casual 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.

Table 4.2 shows the distribution of staff across continuing, fixed-term and casual contract types in STEMM

and AHSSBL. Overall, for the period 2014 to 2016 the distribution across contract types remained static.

Of particular note was that in STEMM disciplines, the proportion of female staff in continuing roles was well

below parity, at 27% in each reporting year. This was considerably lower than the proportion of STEMM

women in fixed-term roles which was 40 to 41%. The proportion of women in casual STEMM positions was

similar to those in fixed-term roles.

Also notable in STEMM was the substantially higher number of staff in fixed-term positions (n=1,160 in

2016) compared with continuing roles (n=753 in 2016).

In AHSSBL disciplines, the proportion of female staff in continuing, fixed-term and casual roles were similar

and closer to parity, ranging from 46% to 55%. Unlike STEMM, the number of AHBSSL staff in fixed-term

roles was substantially lower (n=275 in 2016) compared to those in continuing roles (n=577 in 2016).


Table 4.2: Academic staff by gender and contract type, 2014-2016

STEMM AHSSBL

Continuing Fixed- term

Casual Total Continuing Fixed-term

Casual Total

2014

Female (n) 193 477 2089 2759 269 140 1955 2364

Male (n) 534 717 3227 4478 302 159 1643 2104

Total (n) 727 1194 5316 7237 571 299 3598 4468

Female (%) 27% 40% 39% 38% 47% 47% 54% 53%

2015

Female (n) 195 476 1631 2302 270 142 1437 1849

Male (n) 539 703 2436 3678 309 159 1198 1666

Total (n) 734 1179 4067 5980 579 301 2635 3515

Female (%) 27% 40% 40% 38% 47% 47% 55% 53%

2016

Female (n) 200 476 1687 2363 263 141 1339 1743

Male (n) 553 684 2552 3789 314 134 1152 1600

Total (n) 753 1160 4239 6152 577 275 2491 3343

Female (%) 27% 41% 40% 38% 46% 51% 54% 52%

Given the clear disparity in the distribution of women across continuing and fixed-term roles that exists in

STEMM disciplines compared to AHSSBL disciplines, the 2016 STEMM data has been further analysed to

compare the gender balance in continuing and fixed-term roles at faculty level, as shown in Table 4.3.

The proportion of women in continuing roles is lower than in fixed-term roles across all STEMM faculties

except UNSW Canberra. While both UNSW Canberra and Engineering have very low proportions of female

staff (which is similar to the low proportions of women in the student component of the pipeline shown in

Table 2.1), there is little difference between fixed-term and continuing percentages.

Medicine and Built Environment have similar proportions of women in continuing roles at 39% and 41%,

which is well above the STEMM average of 27% (Table 4.2). In fixed-term roles, the proportion of women in

these two faculties is close to or exceeds parity.

Science has the greatest difference between the proportion of women in continuing and fixed-term roles, at

24% and 44%, respectively.


Table 4.3: Academic staff by gender and contract type for STEMM Faculties, 2016 data only

Continuing Fixed-term Total

Built Environment

Female (n) 25 13 38

Male (n) 39 15 54

Total (n) 64 28 92

Female (%) 39% 46% 41%

Canberra

Female (n) 10 8 18

Male (n) 63 50 113

Total (n) 73 58 131

Female (%) 14% 14% 14%

Engineering

Female (n) 34 60 94

Male (n) 165 239 404

Total (n) 199 299 498

Female (%) 17% 20% 19%

Medicine

Female (n) 77 246 323

Male (n) 112 188 300

Total (n) 189 434 623

Female (%) 41% 57% 52%

Science

Female (n) 54 149 203

Male (n) 174 192 366

Total (n) 228 341 569

Female (%) 24% 44% 36%

STEMM Total (N) 753 1160 1913

Action 2.3: Update performance appraisal (myCareer) processes, support materials and training for conversation leaders (managers) and staff to include the topic of conversion to continuing, with a specific

prompt for conversation leaders (managers) to discuss with staff in relevant cases.

Action 2.4: Disseminate opportunities for academic women to apply under the Women in STEMM priority

area of the Scientia Fellowship Scheme via: STEMM faculty EDI committees; Athena SWAN website and newsletters; and WiRN.

Action 2.5: Disseminate opportunities for academic women to apply for continuing education-focussed roles

via: STEMM faculty EDI committees; Athena SWAN website and newsletters; and WiRN.


The University is committed to improving continuity of employment for women by increasing the number

and proportion of women in continuing roles. Two recent initiatives have been implemented to address

continuity of employment. First, under 2025 Strategy, the Scientia Fellowship Program was introduced in

2017. Scientia Fellowships provide a pathway to continuing academic positions for research-intensive

appointees who are not already on continuing appointments. The Program has a confirmed budget to

appoint up to 290 new Fellows and as at March 2018, there have been 62 appointments with 48 (77.5%) of

these on contracts that are convertible to continuing within the first four years of the fellowship term. The

remaining 14 (22.5%) Fellows are a key part of our retention strategy and are already at UNSW on continuing

roles. A total of 30 of the 62 appointments were for women in STEMM.

The second initiative is the introduction of education-focused roles, also a key part of 2025 Strategy. Prior to

2017, UNSW did not have a defined teaching-only academic cohort. Such appointments were rare and the

bulk of teaching was led by the research and teaching cohort. Education-focused roles are supported by new

academic promotions criteria that detail how individuals in these roles can advance through the academic

levels all the way to professor (see Section 4 iii).

Gender representation across both of these initiatives is being monitored and reported to Management

Board and deans, to improve the visibility of the proportion of female staff on continuing compared with

fixed-term appointments.

(iii) Academic staff by contract function and gender: research-only, research and teaching, and teaching-only Comment on the proportions of men and women on these contracts and by job grade.

Prior to 2017, teaching-only roles were rare and promotion criteria for these roles did not formally exist.

Figure 4.2 shows the historical proportion of research-only, research and teaching, and teaching-only staff at

UNSW and the aspirational changes planned under the 2025 Strategy education-focussed and research

fellowship initiatives.


Figure 4.2: Projected change over time in proportions of staff on research-only, research and teaching, and

teaching-only staff at UNSW (continuing and fixed-term)

In 2017, UNSW introduced education-focused academic roles which placed greater emphasis on teaching

activities and achievement in assessing promotion and appointments to continuing roles. Thus far, 206 staff

have been appointed to these roles, 46% of whom were women. As shown in Figure 4.2, 2025 Strategy has a

target for teaching-only staff to represent 25% of continuing staff by 2025. This is mirrored by an increase in

research-only positions to a similar level.

Given the rarity of teaching-only roles in the period of data collection for this application, the analysis will

focus on research and teaching and research-only functions. Table 4.4 shows the distribution of academic

and research staff across research and teaching and research-only functions in STEMM and AHSSBL.

20% 20%30%

78%70%

45%

2%10%

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2015 2017 2025

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Research Focussed Education & Research Education Focussed


Table 4.4: Academic staff (continuing and fixed-term) by gender and contract function, 2014-2016

STEMM AHSSBL Research Only Teaching &

Research Total Research Only Teaching &

Research Total

2014

Female (n) 320 336 656 69 322 391 Male (n) 465 762 1227 69 372 441 Total (n) 785 1098 1883 138 694 832 Female (%) 41% 31% 35% 50% 46% 47%

2015


2016


Looking at 2016 data, in both STEMM and AHSSBL disciplines, there are higher numbers of teaching and

research positions (n=1,031 in STEMM and 659 in AHSSBL) compared to research-only positions (n=656 in

STEMM and 116 in AHSSBL).

Historically, research and teaching roles are funded from operating revenue and are more likely to be

continuing or on a pathway to continuing. Research-only roles are mainly funded via research grants and

tend to be fixed-term, coming to an end when the grant funding expires. Conversion of staff on research-

only contracts to continuing roles is limited by the amount of operating funding that UNSW receives.

To address this problem the recently introduced continuing education-focussed roles open up the potential

for a parallel pathway to the continuing research-only roles available through the Scientia Fellowship

program.

Figures 4.3a-d break down contract function by academic level. Gender representation of research-only staff

in STEMM (Figure 4.3a) shows the percent of females is higher at levels C and D at 52% and 45% than at

levels A and B at 43% and 42%. The percentage of females declines to 21% at level E. In comparison, gender

representation in teaching and research roles in STEMM (Figure 4.3b) shows lower proportions of women at

all levels, declining from 40% at level A to 16% at level E. This reinforces the need for careful review of staff

on fixed-term research-only roles to evaluate potential for conversion to continuing (Action 2.3).


In AHSSBL there are very few research-only positions (Figure 4.3c), which is likely to reflect the lower level of

external grant income traditionally attracted by these disciplines. However, for both teaching and research

and research-only roles, the proportions of women are similar and largely mirror the trends described in

section 4.1 (ii) for continuing and fixed-term roles.

Female (n) 111 77 53 24 12 Female (n) 49 66 105 50 39 Male (n) 148 107 49 29 46 Male (n) 74 122 184 143 199 Figure 4.3a: STEMM academic staff employed on a research-only contract by gender and level, 2016 data

Figure 4.3b: STEMM academic staff employed on a teaching and research contract by gender and level, 2016 data

Female (n) 16 16 16 6 8 Female (n) 16 72 115 50 53 Male (n) 11 15 8 5 15 Male (n) 8 60 123 68 94

Figure 4.3c: AHSSBL academic staff employed on a research-only contract by gender and level, 2016 data

Figure 4.3d: AHSSBL academic staff employed on a teaching and research contract by gender and level, 2016 data

43% 42%52% 45%

21%

57% 58%48% 55%

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(iv) Academic leavers by grade and gender Comment on the reasons academic staff leave the institution. Comment on and explain any differences between men and women,

and any differences in schools or departments.

Table 4.5 summarises the reasons academic staff leave the institution. Across 2014 to 2016, most academic

leavers were fixed-term cessations and voluntary leavers. There were very few involuntary leavers. The

proportion of academic leavers by gender is compared to that in the total academic continuing and fixed-

term population aggregated across 2014 to 2016 in Figure’s 4.4a and b. Although the proportion of academic

leavers aligns with the proportion in the total population, in STEMM disciplines there tend to be more male

leavers than their underlying population at level C (67% vs. 61%) and more female leavers than their

underlying population at level E (24% vs. 18%).

In AHSSBL disciplines the patterns are less consistent, as illustrated in Figure 4.4b, with more female leavers

than their underlying population at level A (67% vs. 63%) and more male leavers than their underlying

population at levels C (54% vs 50%) and E (83% vs. 68%).

Table 4.5: Academic staff reasons for leaving the institution by gender and reason for leaving, 2014-2016

STEMM AHSSBL

Fixed-term cessation

Voluntary Involuntary Total Fixed-term cessation

Voluntary Involuntary Total

2014

Female (n) 90 67 1 158 22 24 4 50

Male (n) 127 80 5 212 26 25 2 53

Total (n) 217 147 6 370 48 49 6 103

Female (%) 41% 46% 17% 43% 46% 49% 67% 49%

2015

Female (n) 92 55 2 149 26 26 1 53

Male (n) 167 95 5 267 15 29 2 46

Total (n) 259 150 7 416 41 55 3 99 Female (%) 36% 37% 29% 36% 63% 47% 33% 54%

2016

Female (n) 86 62 2 150 23 32 5 60

Male (n) 145 98 10 253 18 42 3 63

Total (n) 231 160 12 403 41 74 8 123 Female (%) 37% 39% 17% 37% 56% 43% 63% 49%


Figure 4.4a: STEMM academic leavers by level plotted against the total population within gender, 2014-2016 aggregated data

Figure 4.4b: AHSSBL academic leavers by level plotted against the total population within gender, 2014-2016 aggregated data

Our current data doesn’t fully explain the underlying reasons for leaving, particularly for voluntary leavers.

The higher-than-expected attrition of female level E staff in STEMM disciplines is of particular concern,

especially given the overall low numbers of such staff.

Action 2.6: Undertake a targeted survey of recent female leavers in STEMM at level D and above to develop

a better understanding of barriers to retention.


(v) Equal pay audits/reviews Comment on the findings from the most recent equal pay audit and identify the institution’s top three priorities to address any

disparities and enable equality in pay.

We analysed the pay of all UNSW employees on continuing and fixed-term contracts who worked from 1

March 2016 to 28 February 2017, and were still

employed on 28 February 2017. Comparisons of

employees by gender and part-time/full-time

status were based on pay grossed up to a full-time

equivalent (1.0 FTE). Pay gaps were calculated

using the methodology required by Australia’s

Workplace Gender Equality Agency for their

mandatory reporting. Pay gaps were reviewed in

total, by level, and by division/faculty for the

following pay elements: base salary, allowances, bonuses and superannuation.

The most significant contributors to observed pay gaps appear to be:

• Discretionary pay elements, e.g. the base salary for academic management and senior professional

staff, and bonuses and allowances at all levels.

• Gender differences in the population, e.g. more males than females in the most senior (and highly paid)

roles.

Pay gaps for academic staff in STEMM and AHSSBL positions were smaller than the UNSW-wide trends,

however the underlying causes appear to be the same. Recommendations and a summary of the analysis

were shared with the Vice President (VP) Human Resources, the DVC ID, the VC, and Management Board.

Action 2.7: Undertake a regular and comprehensive pay review, at a minimum of every two years, with the

results reported to UNSW’s EDI and Management Boards. These reports will include an assessment of

whether we are on track to achieving our target which is: for the proportion of all monies paid to females to

equal the proportion of all positions filled by females, by 2025.

Action 2.8: Undertake a regular bonus review by gender, at least once annually and coinciding with UNSW’s

bonus payment cycle, to ensure the average bonus percentage outcome for men and women is the same

from 2018 onwards.

Action 2.9: Prepare regular gender pay equity progress reports by faculty and division, and ensuring these

are cascaded to each dean/division leader (as appropriate) and any other key stakeholders that they

nominate.

Overall gender pay gap for academic staff: 15.1% pay gap in favour of males in AHSSBL 12.2% pay gap in favour of males in STEMM

Part-time vs. full-time: 3.3% pay gap in favour of full-timers in AHSSBL 1.8% pay gap in favour of full-timers in STEMM


5. SUPPORTING AND ADVANCING WOMEN’S CAREERS Recommended word count: 5000 words Actual word count: 5324 words Refer to Pages 21-25 of the Handbook

5.1 Key career transition points: academic staff (pages 21-22 of the Handbook)

(i) Recruitment Break down data by gender and grade for applications, long- and shortlisted candidates, offer and acceptance rates. Comment on how recruitment processes ensure that women (and men in underrepresented disciplines) are encouraged to apply.

Across all three years and all academic levels, a greater proportion of STEMM hires were male compared to

female (Table 5.1.1). Of note was the year-on-year improvements seen in level E female hires increasing

from 11% in 2014 to 21% in 2016, however level female D hires decreased over the same period. This is a

fundamental issue for UNSW as we are not increasing the proportion of women hired early in the pipeline to

support an overall increase in our female STEMM population.

In comparison, the AHSSBL disciplines saw a majority of female hires at levels A and B. Worryingly, however,

the proportion of female hires at level E has declined each year to a low of 17% in 2016. It should be noted,

however, that the actual number of hires at levels D and E overall constituted just 8% of all hires for the

review period.

Table 5.1.1: Academic hires by level and gender, 2014-2016

STEMM AHSSBL Total


2014 Female (n) 99 37 13 3 2 154 27 25 6 2 6 66 220

Male (n) 144 57 20 7 17 245 14 20 6 2 8 50 295

Total (n) 243 94 33 10 19 399 41 45 12 4 14 116 515

Female (%) 41% 39% 39% 30% 11% 39% 66% 56% 50% 50% 43% 57% 43%

2015

Female (n) 103 40 7 1 3 154 30 17 5 2 2 56 210

Male (n) 169 49 20 5 10 253 13 16 10 5 9 53 306 Total (n) 272 89 27 6 13 407 43 33 15 7 11 109 516 Female (%) 38% 45% 26% 17% 23% 38% 70% 52% 33% 29% 18% 51% 41%

2016 Female (n) 108 31 10 1 4 154 20 13 8 4 2 47 201

Male (n) 174 45 15 5 15 254 9 15 4 2 10 40 294

Total (n) 282 76 25 6 19 408 29 28 12 6 12 87 495

Female (%) 38% 41% 40% 17% 21% 38% 69% 46% 67% 67% 17% 54% 41%

Recruitment is one of the main levers we can use to improve female representation. UNSW’s 2025 Strategy

has a significant initiative for attracting stellar recruits at professorial level and as of 2018, 41% of the


approved appointments have been female. This and other initiatives, such as the Scientia Fellowship

program, will contribute to increasing the proportion of women at level E (see Action 2.2).

Figure 5.1.1 shows the gender representation in hires over the three-year period compared with a plot of

the total academic population. In general, the proportion of women hired aligned with the proportion in the

population, with few gender disparities identified in this context.

Figure 5.1.1a: STEMM academic hires (fixed-term and continuing) by level plotted against the total population within gender (2014-2016 aggregated data)

Figure 5.1.1b: AHSSBL academic hires (fixed-term and continuing) by level plotted against the total population within gender (2014-2016 aggregated data)


Action 2.10: Introduce into policy a requirement for all candidate shortlists to have at least 33% female

candidates before proceeding to interview.

Action 2.11: Pilot an employee referral program to increase the diversity in the pool of potential talent in

STEMM disciplines applying for positions at UNSW.

Action 2.12: Identify and act upon opportunities to create female-identified positions in areas where there is

a significant under-representation of females.

A review of our recruitment data highlighted the absence of reliable statistics for application numbers,

shortlisted candidates or offers according to gender and grade. This was due to hiring being managed mainly

at the school and faculty level and inadequate information systems available to capture the data. The lack of

central coordination on recruitment processes also impacts on consistency of practices and failure to

translate policy into practice.

Action 2.13: Implement gender reporting requirements for the new recruitment system, to enable detailed

gender analysis throughout the recruitment life cycle.

Action 2.14: Centralise oversight of recruitment advertisements and position descriptions to ensure

consistency in approach and inclusion of Athena SWAN principles.

Action 2.15: Survey recent female hires about their recruitment experience and use the feedback to refine

recruitment processes.

(ii) Induction Describe the induction and support provided to new all staff at all levels. Comment on the uptake of this and how its effectiveness is reviewed.

HR conduct an hour-long induction on the employee's first day and a checklist for managers provides

recommended activities for the employee's first day, week and month. An online orientation website

summarises all the resources available for new staff. New staff must complete online training modules

covering equal opportunity, being a responsible employee, and workplace health and safety. An optional

Orientation to Research Workshop, is offered biannually to all new academic staff. Centralised induction

processes are complemented by on-boarding within faculties. However, a review revealed high variability in

how schools and managers carry out inductions. Anecdotally, information on employee benefits (maternity

leave, flexible work, and career support programs) is often not adequately promoted to new staff and follow

up is highly variable.


Action 2.16: Implement a new online induction system which includes relevant support materials for new

staff and managers that specifically highlight the range of resources and support for women at UNSW.

Action 2.17: Survey a random selection of female new inductees within six months of being hired to evaluate

their experience and knowledge of relevant resources and support available to them.

(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 any evidence of a gender pay gap in promotions at any grade.

Across all years and disciplines there were a total of 496 applications for promotion from continuing and

fixed-term academic staff, 44% being from women (n=219) and 56% from men (n=277). Over the three year

period, there were similar proportions of women and men applying, with 20% of all academic women (n=

1,080) applying for promotion compared to 19% of men (n=1,435).

Applications

Figures 5.1.2 and 5.1.3 show the distribution of continuing and fixed-term academic staff applying for

promotion by gender, level and year for STEMM and AHSSBL disciplines. Figure 5.1.2 shows relatively higher

numbers of women applying for promotion to levels B and C, however we continue to see the pattern of

issues arising within STEMM disciplines, with declining proportions of women applying for promotion to

levels D and E.

Female (n) 9 13 10 15 20 18 12 10 15 5 2 2 Male (n) 8 13 15 22 15 30 18 26 25 11 10 9

Figure 5.1.2: Applications for promotion by level and gender (2014-2016) – continuing and fixed-term staff in

STEMM (data labels in graph report n)

53% 50%40% 41%

57%38% 40%

28%38% 31%

17% 18%

47% 50%60% 59%

43%62% 60%

72%62% 69%

83% 82%

0%10%20%30%40%50%60%70%80%90%

100%

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016

A to B B to C C to D D to E

% a

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STEMM


In AHSSBL disciplines, as represented in Figure 5.1.3, the proportion of women applying for promotion

across all levels is variable, but closer to gender parity at higher academic levels than in STEMM disciplines.

Female (n) 1 0 4 13 12 16 7 11 8 5 2 9 Male (n) 0 1 5 10 5 13 7 9 12 4 4 7

Figure 5.1.3: Applications for promotion by level and gender (2014-2016) – continuing and fixed-term staff in

AHSSBL

To further analyse the proportion of women applying for promotion in STEMM, data was pooled across 2014

to 2016. Table 5.1.3 shows the pooled application data across the three years in STEMM compared to the

pooled academic population of women in STEMM. Women at levels A and B are applying at a greater rate

than their representation in the population, with 47% of applications being from women, compared with

41% representation in the population. However, at levels C and D, women are applying at lower rates than

their representation in the population. This suggests that a key challenge for the future is to increase both

the number and proportion of women applying for promotion from levels C and D to levels D and E.

100%

44%57%

71%55% 50% 55%

40%56%

33%

56%

100%

56%43%

29%45% 50% 45%

60%44%

67%

44%

0%10%20%30%40%50%60%70%80%90%

100%

2014 2015 2016 2014 2015 2016 2014 2015 2016 2014 2015 2016


% a

cade

mic

sta

ff

AHSSBL


Table 5.1.3: Academic promotions applications across the 2014-2016 period (3 year pooled data) compared

to female population (STEMM disciplines only)


Female (n)

32 53 37 9

Male (n)

36 67 69 30

Total (n)

68 120 106 39

% women applying 47% 44% 35% 23%

A B C D

% women in population

41% 41% 39% 28%

Table 5.1.2 presents the number of applications for promotion from part-time staff. Only 39 applications (8%

of the total pool) were from part-time staff. Despite the small numbers, it can be seen that there has been a

year on year increase in applications from part-time staff, having more than doubled since 2014, and most

were from female staff.

Table 5.1.2: Number of applications for promotion by level and gender (2014-2016) from part-time staff

STEMM AHSSBL UNSW Total A to B B to C C to D D to E A to B B to C C to D D to E

2014 Female (n) 2 0 1 1 1 3 0 0 8 Male (n) 0 0 0 0 0 0 0 0 0 Total (n) 2 0 1 1 1 3 0 0 8

2015

Female (n) 1 2 1 1 0 0 2 0 7 Male (n) 2 1 0 0 1 0 0 0 4 Total (n) 3 3 1 1 1 0 2 0 11

2016

Female (n) 2 1 3 1 1 3 0 1 12 Male (n) 3 1 1 1 0 0 1 1 8 Total (n) 5 2 4 2 1 3 1 2 20

Total (n) 10 5 6 4 3 6 3 2 39


Success

Table 5.1.4 shows high success rates among women applying for promotion which in most cases were above

90% on average, and similar if not better, than their male colleagues. The overall success rate (across the

three years combined data) was 89% for women and 84% for men. The success rate for part-time applicants

overall was slightly lower at 82%, representing 32/39 applicants over the three-year data collection. One

area of concern is the substantial drop in success rates for women in STEMM disciplines at levels D and E,

from 92% in 2014 to 67% in 2016 for promotions to D and 80% in 2014 to 50% in 2016 for promotions to E.

However, there are relatively small raw numbers at these levels.

Table 5.1.4: Percent (%) success rates for academic promotions by level and gender (2014-2016), presented

as number of successful applications over total number of applications within gender (n/n)

STEMM AHSSBL TOTAL UNSW

A to B B to C C to D D to E Total A to B B to C C to D D to E Total

2014

Female n/n 9/9 13/15 11/12 4/5 37/41 1/1 11/13 5/7 5/5 22/26 59/67

Success rate F (%) 100% 87% 92% 80% 90% 100% 85% 71% 100% 85% 88%

Male n/n 6/8 18/22 16/18 10/11 50/59 0/0 8/10 6/7 3/4 17/21 67/80

Success rate M (%) 75% 82% 89% 91% 85% 0% 80% 86% 75% 81% 84%

2015

Female n/n 13/13 19/20 10/10 2/2 44/45 0/0 11/12 11/11 1/2 23/25 67/70

Success rate F (%) 100% 95% 100% 100% 98% 0% 92% 100% 50% 92% 96% Male n/n 11/13 12/15 23/26 8/10 54/64 1/1 5/5 8/9 3/4 17/19 71/83 Success rate M (%) 85% 80% 88% 80% 84% 100% 100% 89% 75% 89% 86%

2016 Female n/n 9/10 17/18 10/15 1/2 37/45 4/4 14/16 7/8 8/9 33/37 70/82 Success rate F (%) 90% 94% 67% 50% 82% 100% 88% 88% 89% 89% 85%

Male n/n 11/15 23/30 16/25 7/9 57/79 5/5 11/13 9/12 6/7 29/37 86/116

Success rate M (%) 73% 77% 64% 78% 72% 100% 85% 75% 86% 78% 74%

Staff feedback on promotion

A key challenge is the extent to which women are supported and proactively encouraged to go for

promotion. Figure 5.1.4 highlights the following:

• High levels of agreement in regard to understanding promotion processes and policy.

• By contrast there was much lower agreement regarding the adequacy of support and guidance received

and even less in relation to the extent respondents felt they were proactively encouraged to apply.

• The major difference between female and male respondents in this area was perception of support and

guidance received, with less women (51%) agreeing support was sufficient compared to men (63%).


Figure 5.1.4: Academic staff responses about promotion processes from the 2017 Gender Equity Survey (%

agreement by gender)

In 2017, UNSW reviewed its Academic Promotions Policy to ensure it supported our equity and diversity

goals and the principle of achievement relative to opportunity was incorporated. Information is available to

staff via the promotions website and promotion workshops.

Action 2.18: Pilot Advance-400, a UNSW career development initiative designed to increase the number and

proportion of academic women at levels C and D applying for promotion in both STEMM and AHSSBL

faculties.

Action 2.19: Undertake a review of staff who opt not to go for promotion to examine whether there is a

gender imbalance.

Action 2.20: Set annual targets for the number / proportion of women to be included in the promotion pool.

Action 2.21: Pilot a Promotion Partner scheme which matches “promotion ready” candidates with a recently

promoted academic staff member who can provide support and guidance through the process.

Action 2.22: Provide unconscious bias training and guides to all promotion panel members to minimise bias

in the promotion process.

Action 2.23: Implement a train the trainer unconscious bias awareness program across all divisions and

faculties so sessions can be run for recruitment and promotion panels to minimise bias in employment-

related decisions.


(iv) Higher Education Research Data Collection (HERDC) Provide data on staff, by gender, submitted to Higher Education Research Data Collection (HERDC) for the past five years. Comment on any gender imbalances identified.

There is a clear gender gap in grant income at UNSW, with less than 30% of total income from 2011 to 2015

being led by female Chief Investigators (CI), as shown in Table 5.1.5. The percentage of women CIs on

awarded grants showed some marginal improvements in 2014 and 2015, however the proportion of women

CIs is considerably lower than the overall proportion of women academics (39%).

Table 5.1.5: Distribution of grant income (Categories 1-4) by gender 2011-2015 (as submitted to HERDC)

2011 2012 2013 2014 2015

Women (%) 21% 17% 21% 24% 26%

Men (%) 62% 65% 61% 56% 59%

Missing data / gender unknown 17% 18% 18% 20% 15% * 2016 data was not available at the time of preparing this submission.

Table 5.1.6 shows analysis of funding outcomes by gender under NHMRC and ARC schemes in 2017. While

there was little difference in success rate by gender and numbers of female and male applicants in the

NHMRC scheme, a stark difference was evident between male and female applicant numbers for ARC

schemes. Of the total ARC applications only 155 (27%) were led by women. This aligns with our historical

participation by women investigators in our UNSW HERDC data.

Table 5.1.6: 2017 UNSW NHMRC and ARC outcomes by first named Chief Investigator gender

NHMRC ARC Applications Funded Funded Rate Applications Funded Funded Rate Women (n) 201 40 20% 155 37 24%

Men (n) 199 42 21% 424 94 22%

Total (n) 400 82 20% 579 131 23%


5.2 Career development: academic staff (Refer to page 22 of the Handbook)

(i) Training Describe the training available to staff at all levels. 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 and development opportunities for academic staff are available through:

1. Researcher Development Unit (RDU) within the Division of Research

2. Academic Division

3. Capability and Development (C&D) Unit within HR.

Additional training and development activities are conducted within faculties and schools, however our

analysis focuses on centrally coordinated activities.

Our review found:

• Excepting the equal opportunity training at induction (see Section 5.1.ii), little training is focused on

gender equity and diversity. In 2017, to redress this, unconscious bias training was given to nearly 300

senior staff.

• In relation to research development training, across the two-year period for which data was available

(2014 and 2015), 1,326 researchers attended RDU workshops, of which 59% (n=788) were women.

• Data collection and evaluation of training and development is not consistent.

• No explicit process through which long-term outcome evaluation data is used to improve training

options. This indicates a need for better recording and tracking of attendance, and evaluation and

needs-assessment in relation to training options.

Action 3.1: Undertake a review of training and development programs across the institution to ensure consistent, standard and quality delivery which better meets the needs of staff, especially women.

Action 3.2: Pilot two leadership development programs targeted at Heads of Schools and emerging leaders (Orion and Carina Programs) and identify top talent women to participate.

We explored the issue of career development through our staff consultation, results from academic

respondents are presented in Figure 5.2.1. While both women and men indicated high levels of agreement

that they were well informed about opportunities (F=90%, M=89%) there was relatively lower levels of

agreement that they were encouraged to pursue training (F=63%, M=59%), and that such opportunities met

their needs (F=47%, M=49%). There was a clear divergence between male and female responses on

encouragement to pursue career goals with higher satisfaction amongst men (F=63%, M=73%).


Figure 5.2.1: Academic staff responses about training and career development from the 2017 Gender Equity

Survey (% agreement by gender)

The survey pointed to a number of areas in which staff indicated they had little knowledge or understanding

regarding training and development opportunities. Further, some staff did not feel encouraged to make use

of those opportunities and provisions. This points to a need for a two-pronged strategy that:

1. Seeks to develop a culture of training and development support to increase staff understanding of

available opportunities

2. Actively encouraging uptake of opportunities.

Our proposed actions are designed to bring about positive change in this regard. (Actions 3.1, 3.2)

(ii) Appraisal/development review Describe current appraisal/development review for academic staff at all levels across the whole institution. Provide details of any appraisal/development review training offered and the uptake of this, as well as staff feedback about the process.

In 2017, UNSW launched a new University-wide performance development program called myCareer to

replace multiple appraisal programs. myCareer provides guidance and structure for managers to discuss role

expectations, career goals, development options and performance feedback and is supported by a dedicated

website and online tools. Face-to-face training for employees and managers was rolled out in 2017,

participation numbers are presented in Table 5.2.1. As of end December 2017, 45 workshops had been

delivered to 569 managers (conversation leaders) and 125 workshops to 1,791 staff.


Table 5.2.1: Participation in myCareer training during its first year of implementation (2017)

Training Type Attended Not Attended Total Workshops delivered Manager (n) 569 291 860 45 Employee (n) 1791 3556 5347 125

Employee attendance at workshops has been variable and to increase outreach, a 20 minute online module

“myCareer Digital” has been developed which employees can access at any time. During 2018, the remaining

291 managers will undertake training and the aspiration is to roll out online training to all of the remaining

staff who have not yet attended. myCareer will be fully implemented in 2018 with all non-casual staff

expected to participate in the appraisal process.

(iii) Support given to academic staff for career progression Comment and reflect on support given to academic staff including postdoctoral researchers to assist in their career progression.

UNSW has an integrated Academic Career Development Framework (ACDF) providing free-of-charge career

development opportunities for academic and research staff, including post-doctoral and postgraduate

researchers. The framework integrates academic development across teaching, research, leadership and

engagement and is aligned with promotion criteria at UNSW.

In addition, academic staff are supported through a variety of networks/programs that specifically target

cohorts. For example:

• Early and mid-career Fellows appointed on the Scientia Program have access to one-on-one career

coaching and mentoring as well as dedicated funding to support development.

• ECAN promotes, connects, enables and represents the careers and interests of Early Career Academics via

advocacy and events.

ECAN has developed a support guideline which is undergoing a UNSW-wide consultation process. The

guideline will become part of the formal policy framework and ensure that postdoctoral researchers and

other early career academic staff have well-defined support structures and myCareer conversations.

Formal programs targeting female staff, generally at the faculty level, are available including:

• The Academic Women in Leadership (AWIL) program is designed to build a cohort of high potential

academic women and support them on their trajectory towards senior leadership roles. Since 2006, 202

female staff from STEMM and AHSSBL disciplines (from levels B – E) have participated.

• The Professional Women in Leadership (PWIL) program began in 2014 to assist female professional staff

participants to progress their careers.


• WiRN is UNSW's forum for research-active women of all levels and roles and offers support, information

and advocacy. It is run by an executive committee including academic staff representatives from all

faculties and they received a UNSW President’s Award in 2017 in recognition of their ongoing

contribution to diversity and equity.

• The Senior Women’s Network (SWN) led by UNSW’s Deputy Chancellor Jillian Segal, provides

networking opportunities for senior academic and professional women at the University.

The Women in Research Network (WiRN), Winners of the People’s Choice Award at the President’s Staff Awards 2017

Faculty-based initiatives providing career support to women within STEMM include:

• Franklin Women: a community of women working in health and medical research related careers.

• Women in Engineering and Career Development Committee (Engineering).

• 50/50 (Built Environment).

• Network of Academic Women in Biological, Earth & Environmental Sciences and Biotech and

Biomolecular Science (Science).

• June Griffith Fellowship for Women in Leadership (Science): an annual award to encourage female staff

members to apply for promotion to Level C or D.


5.3 Flexible working and managing career breaks (Refer to page 23 of the Handbook) 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.

• The practice under the policies – whether the leave entitlements apply equally to same-sex relationships, and across different genders. More specifically, in the application by HR, is the rule applied as “maternal” or “parental” leave?

• If there are reasons to discriminate based on gender, where are they articulated? • How the policy applies to HDR candidates and Post-Doctoral researchers. With HDR candidates, for instance, anecdotal data

suggests there is a mismatch between leave entitlements and program regulations, requiring HDR candidates who go on parental leave to ask for extensions of their candidacy because the HDR clock does not stop when they go on parental leave.

• Any proactive arrangements (including central policy)? What support is in place before, during and after?

Enterprise Agreements (EA) outline maternity leave, adoption leave and partner leave entitlements. In 2017,

these were supplemented by a new primary carer leave, ensuring that either parent can act as the primary

carer and allows parents to share caring leave. These arrangements are inclusive of same sex couples and

are funded from a central budget.

Employees who are primary carers may access the following paid leave:

• Academic and professional staff on continuing appointments with up to five years continuous service

are entitled to 26 weeks leave at full pay; over five years continuous service are entitled to 36 weeks.

This leave may be taken at half pay up to a maximum of 52 weeks.

• Academic and professional staff on fixed-term appointments may access the same leave entitlements

for as long as they remain employed by UNSW; the same arrangements apply for an employee who is at

least 20 weeks pregnant upon the expiry of their contract.

• Casual employees who have been employed on a regular basis over a continuous period of at least 24

months are entitled to 14 weeks birth parent leave on full pay and 38 weeks unpaid leave.

• Higher degree researchers can access leave arrangements if they are receiving a UNSW or Australian

Research Training Program scholarship. This provides paid leave for 12 weeks added on to the duration

of their stipend.

Additional leave arrangements are available for the adoption of children over the age of five, and for foster

parents and grandparents. Staff may use up to 21 hours of sick leave to attend pre-natal appointments. Staff

experiencing restricted mobility in late pregnancy may request special temporary parking permits.

UNSW has a Parenting Booklet, available online for all staff, providing information on leave entitlements,

staying in touch and flexible work arrangements. Employee and manager checklists to help staff navigate the

period before, during and after taking parental leave are also available.


Two key issues in the context of parental leave arose through our staff consultation:

1. A lack of awareness about the support available, indicating a need to improve communication.

2. Low satisfaction with the leave options available among academic women and men.

It is interesting to note academic women were relatively less satisfied (56%) with the options available when

compared to professional women (70%). See Figure 5.3.1.

Figure 5.3.1: Academic and professional staff responses about parenting and caring responsibilities from the

2017 Gender Equity Survey (% agreement by gender)

Focus groups subsequently demonstrated:

• The need to expand return to work provisions, such as the Career Advancement Fund (see section 5.3iii)

• Academic men had low satisfaction and understanding of parental leave options

• A need to normalise the use of primary carer leave by both men and women.


Action 4.1: Develop and implement multi-channel communications to inform staff and managers

consistently about the employee entitlements and other benefits that are relevant for parents, before,

during and after a period of parental leave.

Action 4.2: Introduce a UNSW Parents at Work Program that is capable of supporting staff as they transition

to and from parenting leave, comprising information and workshops, with digital and face-to-face

participation options.

(ii) Cover and support for maternity and adoption leave: during leave Explain what support the department offers to staff during maternity and adoption leave.

During maternity, primary carer and adoption leave, employees use up to 10 ‘keeping in touch’ days, to help

them stay connected. This, however, is not mandatory, and staff consultation suggests uptake varies. Our

review found no tailored programs providing support for keeping research going when staff are on parental

leave. This was a key issue raised in the survey and focus groups and we intend to revise the existing Career

Advancement Fund to allow staff access to the funding during the period of parental leave or upon return to

work (Action 4.3).

(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.

Two centralised programs provide financial support to female academics returning to work:

1. The Career Advancement Fund offers up to $10,000 over two years to assist female academics re-

establish and advance their careers.

2. The Vice-Chancellor’s (VC) Childcare Support Fund offers up to $2,000 to support academics with

extraordinary childcare-related expenses when travelling to present at conferences or workshops.

Table 5.3.1: Number of applications for the Career Advancement Fund and Vice-Chancellors Childcare Support Fund, 2014-2016

STEMM AHSSBL 2014 2015 2016 Total STEMM 2014 2015 2016 Total AHSSBL Career Advancement Fund (n) 20 19 15 54 8 9 6 23

VC Child Care Fund (n) 7 9 12 28 9 7 9 25


Additional faculty-based schemes supporting returning STEMM academics:

• Science: Dean’s Carer Fellowships for eligible male and female academics.

• Medicine: The Apte Scholarship (up to $20,000) to early career female researchers returning to work

after maternity leave.

• Engineering: Carers Award for researchers who take full-time carer leave for at least 6 months.

These faculty-based schemes are a positive step, but unified, gender neutral, University-wide support for

staff taking parenting leave is more desirable.

Other assistance:

• UNSW has provisions in its EAs which enable a staff member returning from parental leave to request

part-time work up until their child is at school.

• All staff have a right to request flexible work arrangements, which may only be refused on reasonable

business grounds.

• UNSW is an accredited Breastfeeding Friendly Workplace with three parent rooms across its campuses.

A 2017 survey of staff who had taken maternity leave indicated that less than half of the respondents

knew about the rooms. A communications plan is being developed to raise awareness. (Action 4.6)

• UNSW’s Kensington campus has four dedicated, onsite childcare centres with priority access for staff

and students.

• Staff who are carers may access up to 10 days of their current year’s sick leave entitlement as carer’s

leave.

Action 4.3: Review and expand the UNSW Career Advancement Fund to allow all those on extended

parenting leave (regardless of gender) to access Career Advancement funding either during the period of

parental leave or upon their return to work

Action 4.4: Pilot a new fund for any member of academic staff returning from an extended parenting and

caring leave break, which releases them from teaching and administrative duties for one semester.

Action 4.5: Establish an internal support network for employees returning from parenting leave.

Action 4.6: Develop a communications plan to raise awareness of parents rooms on campus.

(iv) Maternity return rate

For the years 2014 to 2016, UNSW’s maternity return rate was 87%, 91% and 92% respectively. Interestingly,

when we compared return rates for academic staff (three years aggregated), we saw a marked difference

between STEMM and AHSSBL disciplines, 93% in STEMM compared to 84% in AHSSBL.


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

Parenting leave provisions have evolved in recent years, and available data reflects the environment before

primary carer leave was introduced. Table 5.3.1 shows uptake of paid adoption and maternity leave for

academic women by level between 2014 to 2016. Table 5.3.2 presents the equivalent data for professional

women.

Women taking paid adoption or maternity leave

Between 2014 and 2016:

• 153 academic women and 348 professional women took maternity or adoption leave (of up to 36

weeks).

• The majority of academic women were from STEMM (72%).

• For both STEMM and AHSSBL there was a decrease in the number of women taking this leave (from 48

to 24 in STEMM and 20 to 4 in AHSSBL) over the period.

• A similar trend was evident with professional women in STEMM where the numbers went from 63 to

39, and 57 to 30 for professional women in divisions.

• The numbers for AHSSBL remained static.

It is unclear why this decrease occurred. Major changes to HR systems in early 2016 may have led to

anomalies in the data transfer. We will continue to monitor this.

Table 5.3.1: Number of academic women commencing paid adoption or maternity leave of up to 36 weeks by level, 2014-2016

STEMM AHSSBL


2014 (n) 15 18 11 3 1 48 3 12 5 0 0 20

2015 (n) 15 18 3 1 0 37 6 8 4 1 0 19

2016 (n) 8 8 8 0 0 24 0 3 1 0 0 4

Total (n) 38 44 22 4 1 110 9 23 10 1 0 43

Table 5.3.2: Number of professional women commencing paid adoption or maternity leave of up to 36 weeks by level, 2014-2016

STEMM AHSSBL DIVISIONS

1-5 6-9 10+ Total 1-5 6-9 10+ Total 1-5 6-9 10+ Total

2014 (n) 15 47 1 63 8 17 3 28 17 33 7 57

2015 (n) 14 22 0 36 3 23 0 26 9 30 6 45

2016 (n) 10 29 0 39 6 16 2 24 8 19 3 30

Total (n) 39 98 1 138 17 56 5 78 34 82 16 132


Men taking paid partner leave

Between 2014 and 2016:

• A total of 147 academic men and 125 professional men took paid partner leave (of up to two weeks).

• The numbers of men taking this leave dropped for both STEMM (43 to 36) and AHSSBL (13 to 3).

• This drop was more marked for professional men (19 to 10 in STEMM, 7 to 6 in AHSSBL and 29 to 11 for

professional men).

Table 5.3.3: Number of academic men commencing paid partner leave of up to two weeks by level, 2014-2016

STEMM AHSSBL


2014 (n) 17 11 9 4 2 43 0 8 4 1 0 13

2015 (n) 18 16 6 1 1 42 1 4 3 1 1 10

2016 (n) 21 8 7 0 0 36 0 0 3 0 0 3

Total (n) 56 35 22 5 3 121 1 12 10 2 1 26

Table 5.3.4: Number of professional men commencing paid partner leave of up to two weeks by level, 2014-2016

STEMM AHSSBL DIVISIONS

1-5 6-9 10+ Total 1-5 6-9 10+ Total 1-5 6-9 10+ Total

2014 (n) 5 13 1 19 0 6 1 7 5 20 4 29

2015 (n) 3 6 0 9 1 6 2 9 5 17 3 25

2016 (n) 4 6 0 10 1 5 0 6 4 6 1 11

Total (n) 12 25 1 38 2 17 3 22 14 43 8 65

Women returning to work on reduced hours following maternity leave

Approximately 8% of women took the option to reduce their working hours following maternity leave. More

than double the number of professional women (n=28) returned on reduced hours compared with academic

women, however the proportion is similar for academic and professional staff when compared with the total

population, at 8.5% and 8%. Overall very few academic women in either STEMM or AHSSBL returned on

reduced hours across the three years analysed (n=13).


Table 5.3.5: Proportion of academic women returning from maternity leave on reduced hours, 2014-2016

2014 2015 2016 Total

STEMM

Yes (n) 7 1 1 9

No (n) 41 36 23 100

Total (n) 48 37 24 109

% returning on reduced (yes) 15% 3% 4% 8%

AHSSBL

Yes (n) 0 1 3 4

No (n) 21 18 1 40

Total (n) 21 19 4 44


Total (n) 69 56 28 153

Table 5.3.6: Proportion of professional women returning from maternity leave on reduced hours, 2014-2016

2014 2015 2016 Total

STEMM

Yes (n) 5 0 2 7

No (n) 58 36 37 131

Total (n) 63 36 39 138


AHSSBL

Yes (n) 2 1 6 9

No (n) 26 25 18 69

Total (n) 28 26 24 78


DIVISIONS

Yes (n) 8 0 4 12

No (n) 49 45 26 120

Total (n) 57 45 30 132


Total (n) 148 107 93 348


(vi) Flexible working Provide information on the flexible working arrangements available. What formal or informal flexible working options do you offer? What is the uptake? Anything offered by way of contract? If it’s informal, how do you ensure that everyone’s treated the same? Detail support provided for managers in promoting and managing flexible working arrangements, and how the department raises awareness of the options available. Comment on whether there is a formal or informal system in place for flexible working. Provide data on application and success rates by gender and grade, commenting on any disparities. Give details of the support provided for managers in promoting and managing flexible working arrangements, and how the institution raises awareness of the options available. Provide information on how aware staff are of flexible working arrangements. Consider using results of staff consultation to evidence staff awareness.

Employees have a right to request a flexible work arrangement (i.e. part-time, job share, individualised work

schedule, and flexible hours) under UNSW’s EAs. Depending on the impact of this flexible work (on pay,

entitlements and contractual arrangements etc), the arrangements may be formally documented or

undertaken informally. Anecdotally, informal flexible work arrangements are more common among

academic staff than professional staff. Information is available through: University website; EAs; parental

leave checklists; UNSW’s Parenting Booklet; faculty-based HR staff.

Recognising that flexibility is a workforce participation enabler particularly for people with caring

responsibilities, UNSW appointed a Diversity Champion for Flexible Work and Leave in 2016. The Champion

is supported by an advisory group which is in the process of developing collateral to promote flexible work at

UNSW (Action 4.7).

If an employee’s substantive role can’t be offered on a part-time basis, the University will work to identify a

suitable position as an alternative. The employee may work in that position, and be paid the appropriate

proportion of the salary applicable to their former substantive position, for the period of the part-time

arrangement.

UNSW does not collect data on requests for flexible working arrangements for either academic or

professional staff. In the case of academic staff there is often an assumption that flexible work is a given as

part of academic life and work, by contrast this is often not the case with professional staff. We have

however included a breakdown by gender of staff on part-time arrangements (Table 5.3.7). Due to the static

nature of the three-year data, only 2016 data is presented.

Table 5.3.7: Breakdown of staff on part-time arrangements by gender and level for academic and

professional staff (continuing and fixed-term only), 2016 data (no STEMM / AHSSBL split)

ACADEMIC PROFESSIONAL Total A B C D E Total 1-5 6-9 10+ Total

Part-Time Female (n) 78 80 56 23 15 252 171 335 17 523 775 Male (n) 46 41 43 17 51 198 36 79 6 121 319 Total part-time (n) 124 121 99 40 66 450 207 414 23 644 1094 Female (%) 63% 66% 57% 58% 23% 56% 83% 81% 74% 81% 71%


Part-time arrangements were more common for women, especially at levels A and B among academic staff.

There were considerably higher proportions of professional women in part-time roles compared to

academic women across all professional levels.

Staff consultation (Figure 5.3.2) indicated that flexible work was generally viewed positively:

• 72% of female and 81% of male academics reported they had the flexibility to manage their personal

life.

• Similar results were reported for professional staff (67% female and 78% male).

• Despite this, all staff were less positive about the extent to which flexible work was encouraged at

UNSW, with only 55% of female professional staff and 57% of female academics indicating agreement in

this regard. Similar results were found among male respondents.

Figure 5.3.2: Academic and professional staff responses about flexible work from the 2017 UNSW Gender Equity Survey (% agreement by gender)


Action 4.7: Develop a comprehensive flexible work toolkit to support managers and staff to have a positive

conversation about working flexibly. It will feature case studies of staff of all genders, at a range of levels, in

a variety of roles who are working flexibly with success. Communication about the tool kit will be via

multiple channels.

Action 4.8: Conduct regular staff workshops on flexible working. Topics will include the types of flexible work

arrangements, the benefits of flexible working to UNSW and staff, and considerations for staff and managers

to help them plan / review a request for a flexible work arrangement.

(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 to transition back to full-time roles when childcare/dependent or caring responsibilities reduce. Evaluate and consider the support given to staff wishing to transition from part-time to full-time work, for example, after childcare or caring responsibilities reduce or stop. Things that may be useful to consider include: mentoring or coaching support; phased increase in workload or working pattern.

The mechanics of these transitions are managed at a school or division level and we have limited data on

how they are managed. Activities to support better management of return-to-work arrangements and

improved clarity around what is available for staff and managers are proposed as part of our Action Plan

(Actions 4.3-4.6).

(viii) Childcare Describe the institution’s childcare provision and how the support available is communicated to staff. Comment on uptake and how any shortfalls in provision will be addressed.

UNSW owns and operates four long-day ‘Early Years’ childcare

centres, for up to 289 children per day, from six weeks old to

school-age. The centres operate from 8.00am to 6.00pm,

Monday to Friday, for up to 51 weeks per year. All centres are

close to UNSW’s Kensington campus and staff and students have

priority access.

UNSW staff can salary sacrifice centre fees, and fees for UNSW

students are discounted. Currently 77% of childcare places are

used by UNSW staff and 17% by students. There is currently a

wait list for childcare places for infants up to 2 years of age.

Early Years childcare is promoted on the University’s website

(2017 online brochure at right), in the staff Parenting Booklet, in

parental leave checklists, by student services and by HR Business Partnering to new employees at induction.


UNSW has no provision for occasional care or casual attendance, or easily accessible childcare options for

visiting researchers. Pop-up childcare has been trialled at a limited number of events and conferences. We

are currently exploring options to increase the number of infant places (birth to 2 years age group).

Action 4.9: Establish a steering committee that reports into the Management Board, and will make

recommendations about the best options for expanding childcare services at UNSW.

(ix) Caring responsibilities Describe the policies and practice in place to support staff with caring responsibilities, for example those with child or adult dependants, and how the support available is proactively communicated to all staff. If possible, evidence on uptake of these policies should be presented by gender.

A variety of initiatives support staff with caring responsibilities including:

• Leave entitlements which go beyond the National Employment Standards (NES).

• Salary equalisation which allows employees to take additional periods of carers leave and have their

salary equalised over the entire year.

• The Dean’s Carers Fellowship in the Faculty of Science is offered to researchers whose careers have

been interrupted by sustained, full-time carer status.

• All staff, including carers, have a right to request flexible work arrangements (see 5.3 vi).

Action 4.10: Develop a communications plan, using multiple channels, to inform staff about the leave

options and support available to staff with caring responsibilities (child and elder care).


5.4 Organisation and culture (Refer to pages 24-25 of the Handbook)

(i) Culture Demonstrate how the institution actively considers gender equality and inclusivity. Provide details of how the charter principles have been, and will continue to be, embedded into the culture and workings of the institution and how good practice is identified and shared across the institution.

UNSW has committed to embedding equity and diversity into the fabric of all our endeavours. There is a

clear recognition, at all levels, that change is complex, requiring the ongoing dedication of funds, effort and

action. This commitment is reinforced by our updated EDI Policy which requires staff and students to embed

EDI principles into their everyday behaviours and decision-making.

UNSW has implemented several initiatives to advance gender equality in line with our 2025 Strategy and the

Athena SWAN principles. We have:

• Appointed a DVC ID.

• Commissioned a gender diverse portaiture series to replace paintings of (the all male) past Chancellors

and Vice-Chancellors hanging in the Chancellery.

• Set targets for senior academic and professional women.

• Increased the number of female faculty deans from zero to three (33%).

• Established the EDI Board and EDI committees in every faculty.

• Appointed five Diversity Champions.

• Delivered unconscious bias training to senior leaders.

• Reviewed key policies and processes to see if they support the University’s equity goals.

UNSW’s International Women’s Day 2018 website showing staff and student support for the #PressforProgress campaign


Our Gender Equity Survey indicated that respondents felt UNSW is a good place to work, is firm in its stance

on sex-based harassment, and felt managers and supervisors were supportive in a number of pivotal gender

equity matters. However, leadership was lacking in career development and promotion support for staff.

Confidence in leadership support for gender equity was clearly dependent on gender. As Figure 5.4.1 shows,

in response to leadership support for gender equity only 42% of academic women and 53% of professional

women indicated agreement. This shows that leaders need to engage with staff more on core issues

surrounding gender equity and more communication is needed to promote the programs and initiatives

currently underway.

Figure 5.4.1: Academic and professional staff responses about leadership and culture from the 2017 UNSW

Gender Equity Survey (% agreement by gender)

Action 5.1: Implement inclusive leadership training for all senior management across the university,

including the executive team, deans, heads of school, division heads and other relevant senior staff.

(ii) HR policies Describe how the institution monitors the consistency in application of its 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. Include a description of the steps taken to ensure staff with management responsibilities are up to date with their HR knowledge.

The University has trained HR staff embedded in faculties and divisions to support managers. Part of HR’s

role is to oversee the application of policies and ensure they are consistently applied at the faculty and

division level. All staff are required to complete online Equal Opportunity Training and UNSW’s Responsible

Employee e-learning to ensure they are aware of the University’s equity principles and code of conduct. Staff

can raise concerns about HR policy implementation with their manager, the policy owner and with HR


directly. Staff can also raise concerns via the University's Staff Complaint Procedure. Any concerns raised

about the implementation of a policy are investigated. UNSW’s Leadership Forum, a monthly meeting

attended by the Vice-Chancellor, Management Board, Executive Team, heads of schools and senior officers,

is an additional forum where HR policies are often key points for discussion.

Action 5.2: Ensure all policies apply a diversity, equity and inclusion lens when undergoing review or

development and have this tracked by Governance.

Action 5.3: Deploy a new training module on sexual misconduct prevention to be completed by all new staff

joining the University.

Action 5.4: Introduce a University-wide complaints reporting system which gives staff and students the

ability to raise concerns or complaints anonymously.

(iii) Proportion of heads of school/faculty/department by gender Comment on the main concerns and achievements across the whole institution and any differences between STEMM and AHSSBL departments.

Table 5.4.1 gives a breakdown of gender representation in senior leadership roles as at the end of 2016.

Since this analysis period we have appointed one new Dean in STEMM and one new dean in AHSSBL. Despite

some positive change, women are still underrepresented in senior leadership positions across the board

which is clearly a concern we need to address.

Table 5.4.1: Senior leadership positions in faculties and schools by gender (2014-2016)*

STEMM AHSSBL Head of School

Dean Deputy Dean

Total Head of School

Dean Deputy Dean

Total

2014

Female (n) 6 0 0 6 6 0 2 8

Male (n) 24 5 5 33 10 4 2 17

Total (n) 30 5 5 39 16 4 4 25

% female 20% 0% 0% 15% 37% 0% 50% 32%

2015

Female (n) 6 0 0 6 7 0 2 9

Male (n) 24 5 4 32 9 4 2 15

Total (n) 30 5 4 38 16 4 4 24

% female 20% 0% 0% 16% 44% 0% 50% 37%

2016

Female (n) 4 2 0 5 8 1 2 11

Male (n) 22 3 4 28 9 3 1 14

Total (n) 26 5 4 33 17 4 3 25

% female 15% 40% 0% 15% 47% 25% 67% 44%

* During the period under review some schools were merged as part of organisational restructures, as such we have lost some Head of School

positions – this explains the overall drop from 2015 on.


(iv) Representation of men and women on senior management committees Provide data by gender, staff type and grade and comment on what the institution is doing to address any gender imbalance.

Table 5.4.2 shows that there are lower numbers of women on committees and they are often at lower

grades. As senior management committees predominantly comprise senior staff, the under-representation

of females reflects the University’s overall lack of women in senior positions. Currently there is no policy or

guidance on ensuring gender balance on committees at either the overarching level of the institution or

within faculties.

Table 5.4.2: Summary of senior management committee membership as at 31 March 2016 by gender

COMMITTEE Female

Male n % n %

Council & Committees

Council 6 40% 9 60%

Audit 1 17% 5 83%

Finance 2 29% 5 71%

Honorary Degrees 5 62% 3 38%

Nominations & Remuneration 3 50% 3 50%

Risk 2 33% 4 67%

Management

Management Board 3 27% 8 73%

Executive Team 10 32% 21 68%

Academic Board

Academic Board 24 41% 35 59%

Academic Board Advisory Committee 2 29% 5 71%

Action 5.5: Develop diversity guidelines for key institutional committees, which sets out representation

targets of 40% women, 40% men, 20% mixed and a process through which selection criteria is reviewed to

ensure it supports gender equality.

(v) Representation of men and women on influential institution committees Provide data by committee, gender, staff type and grade and comment on how committee members are identified, whether any consideration is given to gender equality in the selection of representatives and what the institution is doing to address any gender imbalances.

Gender mix in the context of influential institution committee membership is outlined in Table 5.4.3. There

are lower numbers of women on all committees except the University Higher Degree Research Committee.

For some committees, the governance structure of predominantly ex-officio members (i.e. faculty deans on

the EDI Board) skews the gender representation towards men making achieving gender equity challenging.


Another issue is the potential of over-burdening the small group of senior women with roles on too many

committees. We have no guidelines to manage this currently (Action 5.5).

Table 5.4.3: Summary of influential institution committee membership by gender, as at 31 March 2016

COMMITTEE Female

Male n % n %

University Academic Programs Committee 5 23% 17 77%

University Academic Quality Committee 7 35% 13 65%

University Higher Degree Research Committee 12 57% 9 43%

University Research Committee 5 24% 16 76%

Equity, Diversity and Inclusion Board 8 35% 15 65%

(vi) Committee workload Comment on how the issue of ‘committee overload’ is addressed where there are small numbers of men or women and how role rotation is considered.

No institution-wide data is collected regarding committee workload at this time. Workload is dependent on

how often the committee meets and for how long, and how much an individual decides to contribute.

(vii) Institutional policies, practices and procedures Describe how gender equality is considered in development, implementation and review. How is positive and/or negative impact of existing and future policies determined and acted upon?

In December 2017, (following staff consultation), UNSW formulated a new EDI Policy which states UNSW’s

expectations of behaviour by staff, students and affiliates. It goes beyond legal compliance and references all

forms of discrimination and harassment.

Accompanying the Policy is a requirement that all policy owners must sign a form to acknowledge they have

considered the EDI Policy as part of their policy review process. We aim to review all policies and related

documents every three years.

A recent example of how we approached policy development with a gender lens is the revision of our

Academic Promotions Policy. This policy was amended to include consideration of ‘Performance Relative to

Opportunity’.

In addition, survey data, as shown in Figure 5.4.2, clearly identified a range of issues in relation to the

translation of policy into practice across the institution. Future work will examine how university policy is

operationalised and ensure consistent implementation at all levels.


Figure 5.4.2: Academic and professional staff responses about gender equity from the 2017 UNSW Gender

Equity Survey (% agreement by gender)

(viii) Workload model Comment on whether 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 academic EA sets out general parameters regarding how workload models should be developed.

Although HR can provide advice, the administration and monitoring of workloads (for professional and

academic staff) lies with the school or faculty. Both the academic and professional staff EAs include

provisions for an employee to seek a formal review of their workload.

Formulae and models for workload allocation are known to be variable and often do not follow a standard

set of requirements in their design or monitoring. To understand the issues associated with workload

allocation we examined ten different workload models covering both STEMM and AHSSBL disciplines. Our

review found that:

• The majority provided guidance for workload in terms of teaching, research and leadership.

• Eight had an explicit statement about transparency and fairness in the allocation of work.

• All made reference to the responsibility of the head of school / dean (and other relevant senior officers)

in monitoring adherence to, and review of, workload allocation and where relevant responding to

conflicts and staff grievances.

Action 5.6: Undertake a review of workload allocation models used across STEMM and AHSSBL disciplines to

develop a guideline for deans and heads of school in considering gender equity in workload allocation

decisions.


(ix) Timing of institution meetings and social gatherings Describe the consideration given to those with caring responsibilities and part-time staff around the timing of meetings and social gatherings.

UNSW does not have an enterprise-wide core hours policy, however some areas have implemented their

own. Business, for example, has a policy that meetings be scheduled between 10am and 4pm. None of the

STEMM faculties have a family-friendly /core hours policy in place.

Although our survey did not indicate that meeting times were a major concern for staff, in late 2017 the

Management Board endorsed the concept of core hours and a working group will be established to develop

a set of principles.

Action 5.7: Develop core hours guidelines that will support carers while also maintaining the University’s

efficient operation. Develop principles to create a shared understanding about when staff are expected to be

on duty and when they have more flexibility to complete the rest of their hours.

(x) 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 institution’s website and images used.

Websites and marketing collateral use

diverse images to ensure visible gender

balance. Women are featured in news

stories and in key print publications.

While survey results showed positive

acknowledgement of the use of women as

visible role models (Figure 5.4.3), the

proportion of women agreeing was lower

compared with men. Academic women

were less likely to perceive equal

recognition and a concern raised in focus

groups was that the pool of women drawn

on as role models is small.

The University currently has no specific institution-wide brand guidelines on gender representation for the

web or marketing materials. Additionally, there are no guidelines for building gender equality into events,

however UNSW is intending to rectify this (Action 5.9).

2018 Australian of the Year - Scientia Professor Michelle Simmons, head of UNSW’s Centre of Excellence for Quantum Computation & Communication Technology


Figure 5.4.3: Academic and professional staff responses about visibility and recognition of women from the

2017 UNSW Gender Equity Survey (% agreement by gender)

Action 5.8: UNSW senior leaders commit to the Male Champions of Change ‘Panel Pledge’ ensuring

consideration is given in the planning stage to representation of women at conferences, events and lectures

with the aim of gender parity.

Action 5.9: Develop University guidelines for public events to ensure gender balance is always considered.

Action 5.10: Develop a directory of UNSW female STEMM experts who can be called on for media

opportunities and commentary, so women are represented as experts in newsprint media and part of public

discourse.

Action 5.11: Create a UNSW women in STEMM portal and profile role models to inspire up and coming

female academics.


(xi) Outreach activities Provide data on the staff involved in outreach and engagement activities by gender and grade. How is staff contribution to outreach and engagement activities formally recognised? Comment on the participant uptake of these activities by school type and gender.

We currently do not collect institution-wide data on staff involved in outreach, neither do we have

participation statistics, however all faculties undertake outreach activities and STEMM faculties are

particularly active.

Some examples of outreach from our STEMM faculties include:

• L'Oréal Australia Girls in Science Forum.

• Women in Mathematics and Statistics

program.

• Science 50:50 - Inspiring Young Women into

Science.

• Women in Engineering Program including:

o School activities and visits

o Women in Engineering Camp (held

annually)

o Women in Engineering Awards (held

annually)

o The Australian Computing, Coding, and Engineering Summer School for Women

• Engaging Women in the Built Environment Event Series

(xii) Leadership Describe the steps that will be taken by the institution to encourage departments (?) to apply for the Athena SWAN awards.

Should Athena SWAN in Australia continue to roll out the program into a phase where “departmental”

applications are open to Australian institutions then we would support this. Given the establishment of

faculty EDI committees, we would anticipate working closely through these structures to translate the

benefits of Athena SWAN, collate and review data, and raise awareness among faculty / school staff. These

committees would also play a key role in supporting any future departmental applications.

High school participants at L'Oréal Australia Girls in Science Forum convened by the Faculty of Science


6. SUPPORTING TRANSGENDER PEOPLE Recommended word count: 500 words Actual word count: 453 words Refer to Page 26 of the Handbook

(i) Current policy and practice

This sub-section should outline and identify policies or practices designed to support trans and gender diverse staff and any that aim

to promote equitable and inclusive treatment irrespective of gender identity.

Creating an inclusive culture that supports transgender people is underpinned by UNSW’s EDI Policy. The

Policy references all forms of discrimination and harassment, including against transgender people. Staff and

Student Codes of Conduct reinforce this by stating that all staff, students and visitors must be treated with

respect at all times.

Launch of UNSW’s rainbow Basser Steps in 2016

In 2016, we developed Gender Affirmation Guidelines. This was undertaken in recognition that transgender

people often face unique and complex challenges, and that a supportive work environment can play a

central role in enhancing a staff member’s wellbeing. To create the Guidelines, a working group:

• Reviewed best practices at Australia’s most LGBTIQ inclusive employers (according to the Australian

Workplace Equality Index).

• Consulted with transgender staff and the University community.

• Engaged the ALLY@UNSW Network (250 staff and students who support the rainbow community).

• Engaged Pride in Diversity (a not-for-profit which provides advice on LGBTIQ-related issues) to provide

feedback.


The Guidelines were published on the HR website in early 2017, launched at an event hosted by UNSW’s

LGBTIQ Champion and promoted through relevant university-wide communications channels.

Information on the ‘Gender Affirmation Guidelines’ webpage includes:

• Guidelines and checklists for the staff member and manager

• LGBTIQ terminology

• Contacts for further support/advice

(ii) Review

This sub-section should outline and discuss how the institution considers, monitors and evaluates any positive or negative impact of institutional policies and procedures on trans and gender diverse staff.

UNSW’s LGBTIQ Champion monitors how institutional policies and procedures impact LGBTIQ staff as part of

their formal role requirements. The Champion also provides a highly-visible point-of-contact. As a member

of the EDI Board, the Champion can raise topics at Board meetings and with the DVC ID. This means

concerns can be swiftly addressed and action taken, as was the case during the 2017 Australian Marriage

Law Postal Survey. The LGBTIQ Champion also holds small group discussions with ALLY members (people

who have undertaken ALLY training) as a forum to raise concerns.

Trans and gender diverse staff can also raise issues via UNSW’s ALLY Network. Staff ALLIES are listed on the

University’s website. Employment-related matters can be made to ALLIES located in Human Resources.

UNSW also has an Employee Assistance Program which provides free counselling for staff. While the

provider does not disclose personal information on consultations, they provide aggregated reports on issues

raised by staffs which provides another channel to monitor concerns.

(iii) Further work

This sub-section should discuss any further initiatives that have been identified that aim to promote equitable treatment irrespective of gender.

We intend to provide LGBTIQ awareness training for senior staff, managers and supervisors as they will have

a significant and positive impact on fostering an inclusive workplace culture. We are continuing to build our

events calendar to visibly celebrate diversity from the highest levels. For example, UNSW proudly marched in

Sydney's Mardi Gras Parade for the first time in 2017 (and our Vice Chancellor attended one of the practice

sessions wearing bright red heels). UNSW also celebrates the International Day Against Homophobia,

Transphobia and Biphobia; Wear it Purple; and Transgender Day of Remembrance.


Action 6.1: Conduct Ally training for the University’s senior leaders.

Action 6.2: Increase engagement/participation in initiatives that mark significant days: IDAHOT Day

(International Day Against Homophobia, Transphobia and Biphobia) in May and Transgender Day of

Remembrance.

Action 6.3: Participate in the Australian Workplace Equality Index employee survey on LGBTI inclusion. The

survey contains a set of questions specifically for transgender staff on workplace culture. Use results to

inform plans to support transgender employees.

Action 6.4: Give potential staff / existing staff the option to identify as LGBTIQ on their recruitment profile

and personal statistical profile pages (via myUNSW) so the University can start to get an understanding of

our LGBTIQ population.


7. INTERSECTIONALITY Recommended word count: 500 words Actual word count: 440 words Refer to Page 26 of the Handbook


Although the University’s diversity approach does not specifically focus on intersectionality, action plans

exist for Gender, Disability, Cultural Diversity, LGBITQ inclusion, and Flexible Work and Leave, which fall

under the mantle of this concept. Each area is represented by a Diversity Champion who sits on the EDI

Board.

Currently, staff data is collected via an optional Personal Statistical Profile, with questions about:

1. Language first spoken as a child; 2. Language spoken at home;

3. Whether someone identifies with a racial, ethnic or ethno-religious group which is a minority in Australian society;

4. If they have a disability.

Unfortunately, there are weaknesses with this data and responses are mapped inconsistently. For example,

staff who do not answer the third question are recorded in the same way as staff who do not respond to any

of the questions. This means it is impossible to calculate response rates.

With that caveat, in 2016 at least 42% of continuing and fixed-term staff (who responded) identified as

culturally and linguistically diverse (CALD), based on their answers to questions 1-3 above. This includes 45%

of academic staff and 40% of professional staff.

A review of staff on continuing and fixed-term contracts who identified as CALD during 2014-2016, shows:

• CALD female academics are more likely to work in STEMM than AHSSBL.

• In STEMM, most CALD female academics are at levels A and B, then their numbers decline with seniority. (The same pattern is seen with CALD male academics).

• In AHSSBL, most CALD female academics are at levels B and C, with relatively lower numbers at other levels. (The same pattern is seen with CALD male academics).

• Amongst professional staff, most CALD females are at HEW 6-9. (This is also true for CALD male professional staff).

The trends for CALD females mirror the University’s broader female representation issue, namely a

decreasing proportion of women at the higher academic levels. In 2016 at least 1.2% of academic staff on

continuing and fixed-term contracts indicated they have a disability; 50% of these were females.


(ii) Review

The University’s EDI Policy Framework requires policy owners to consider the University’s EDI focus areas

when a policy or procedure is developed or updated. In addition to being a point of contact for staff to raise

issues or concerns, the Diversity Champions meet quarterly to discuss their action plans, challenges and

progress. This approach helps identify interconnections between their areas, including gender equity.

(iii) Further work

The University must improve its data collection process and build a better awareness and understanding of

intersectionality. We plan to develop an intersectionality framework that facilitates a more consistent

consideration of the impact of various personal characteristics and their intersection with gender.

Action 7.1: Implement improvements to the questions in the Personal Statistical Profile and to the way

personal data is captured in UNSW’s information systems to encourage higher completion rates of the

Personal Statistical Profile.

Action 7.2: With the help of UNSW’s Diversity Champions and their advisory groups, consult on the

development of a formalised intersectionality framework.

Action 7.3: Conduct focus groups with female staff to explore how inequities due to gender are amplified by

other personal characteristics such as cultural background, Indigenous status and disability.


8. INDIGENOUS AUSTRALIANS Recommended word count: 500 words Actual word count: 497 words Refer to Page 27 of the Handbook


This section should outline and discuss any policies, practices, and/or programs designed to improve gender equity in the attraction, retention and success, and/or recognise the contributions of Aboriginal and Torres Strait Islander staff. For example: What policies, practices, procedures and/or programs does the institution currently have to understand, support, and/or recognise gender equity for Aboriginal and Torres Strait Islander staff? How does the institution engage and consult with Aboriginal and Torres Strait Islander leaders, representative groups, and staff on gender equity issues?

Until 2015, the primary focus of our Indigenous inclusion activities was student access and degree

completion through Nura Gili, UNSW’s Centre for Indigenous Programs. However, UNSW’s 2025 Strategy

instituted a new Indigenous Program and set a recruitment and retention goal that the University’s

Indigenous staff representation (currently 0.7%) reflect the demographics of our society (2.8% of the

Australian population identify as Aboriginal and/or Torres Strait Islander according to the 2016 Census).

The 2017 appointment of UNSW's first PVC Indigenous, Professor Megan Davis, provides executive

leadership in this space and will result in a holistic Indigenous

Workforce Strategy encompassing: education, employment,

research, and a physically and culturally inclusive campus.

The University is also establishing an Indigenous Consultative

Committee to enhance links and engage with Indigenous

communities. For example, UNSW already partners with Aboriginal

elders in Walgett, rural NSW, to support the aspirations of elders and

the community.

A variety of programs are also undertaken independently by

faculties. Medicine has strong partnership and advisory links with Aboriginal medical services and the Faculty

of Engineering has been involved in the Indigenous Australian Engineering Summer School for over 15 years.

At 31 December 2016, based on self-identification as Aboriginal and/or Torres Strait Islander:

• 0.7% of staff identified as Indigenous (0.6% academic, 0.9% professional). • The proportion of Indigenous academic staff is lower across STEMM. • Women make up a relatively higher proportion of Indigenous academic and professional staff. • Casuals make up a relatively higher proportion of all Indigenous academic and professional staff.

Professor Megan Davis, Pro Vice-Chancellor Indigenous

http://www.law.unsw.edu.au/profile/megan-davis


(ii) Review

This sub-section should outline and discuss how the institution considers, monitors and evaluates any positive or negative impact of institutional policies or procedures for Aboriginal and Torres Strait Islander staff. For example: What mechanism are in place to allow the institution to consider, monitor and evaluate the impact and effectiveness of institutional policies, practices and / or programs for Aboriginal and Torres Strait Islander staff to better ensure they meet the lived experiences of staff?

The appointment of a PVC Indigenous ensures that an Indigenous voice is present at the Executive level. The

PVC Indigenous is also a member of the Academic Board, the EDI Board, and the University Leadership

Forum and means impacts from policy and high-level decision-making will be assessed in terms of

consequences for Indigenous communities.

(iii) Further work

This sub-section should outline how the institution will create opportunities to improve gender equity in the attraction, retention, and success of Aboriginal and Torres Strait Islander staff. For example: How is the institution planning to proactively promote opportunities for Aboriginal and Torres Strait Islander staff? How will the institution monitor the progress and outcomes of any new initiatives related to gender equity and Aboriginal and Torres Strait Islander identity?

UNSW successfully applied for a special exemption from the NSW Anti-Discrimination Board in May 2017 to

provide five Scientia Fellowships and five PhD Scholarships for Indigenous Australians annually. These roles

will help attract, retain and build a pipeline of Indigenous academics working at UNSW. Faculties will be

required identify outstanding Indigenous PhD students and help prepare them for a Scientia Fellowship

opportunity.

In November 2017, UNSW’s draft Indigenous Workforce Strategy 2018-2025 was distributed for

consultation. It has five focus areas: recruitment, development, nurturing talent, cultural inclusion and

monitoring progress. Faculties and divisions will be required to identify positions which would benefit from

having an Indigenous appointment. They will also be required to set meaningful targets and commit to

providing resources and flexible leave to support Indigenous staff. Indigenous female early career academics

will be encouraged to undertake PhDs and will be provided with more flexible time frames for completion in

recognition that they are often the primary carer and breadwinner.

UNSW intends to submit an exemption application to the NSW Anti-Discrimination Board for Indigenous-

identified positions. In addition, UNSW will employ a coordinator for Indigenous recruitment. The Indigenous

Workforce Advisory Committee will monitor the implementation of the Strategy.

Action 8.1: Employ an Indigenous Employment Coordinator to assist faculties and divisions with their

Indigenous recruitment program including developing and maintaining Indigenous employment advertising

networks. Coordinator to produce guidance materials for potential applicants on resume preparation and

the interview process, to be made available during the application phase.


Action 8.2: Establish an institution-wide policy for Indigenous identified positions and obtain anti-

discrimination approvals.

Action 8.3: Identify appropriate Indigenous mentors for all Indigenous staff.

Action 8.4: Introduce an Indigenous graduate internship / cadetship employment program and promote to

all Indigenous graduates.

Action 8.5: Develop awareness of Indigenous history through a short video to be made available on the PVC I

website.


UNSW ATHENA SWAN ACTION PLAN: 2018-2022 The Action Plan sets out the key areas where the University of New South Wales (UNSW) will make progress in order to address the issues identified in the Bronze award

self-assessment submission. Work on our Action Plan has already commenced and full implementation will be overseen by the University’s Self-Assessment Team (SAT),

chaired by the Academic Lead for Athena SWAN. A report on progress against the Action Plan will be produced on an annual basis. In addition, progress will be reported

quarterly to the University’s Equity Diversity and Inclusion (EDI) Board and published on the University’s Athena SWAN website. The EDI includes the Vice Chancellor, DVC

Academic, all Deans, and is chaired by the DVC Inclusion and Diversity and is well placed to monitor, challenge progress and resolve coordination issues.

This Action Plan should be read in the context of the UNSW 2025 Strategy, which establishes gender equity as one of the University’s most pressing challenges over the

coming years. The Action Plan will support and underpin the University’s high-level commitment to promoting gender equity and to building and maintaining an inclusive

environment which supports and values the diversity of students, staff and the wider community.

The plan is structured around key areas of action (i.e. Infrastructure and support, addressing pipeline issues, career development etc) and as such many overlap the

individual sections of the submission document itself. Our intent is for the Action Plan to be used as a standalone document, which anyone could pick up and understand

separate from our submission. Relevant actions are cross-referenced throughout the submission for ease of review. The Action Plan will be supplemented by a

comprehensive Communications Strategy and Data and Reporting Plan.

The plan is a living document which will change over time as we review progress and respond to new challenges and issues. While many of our actions commence in the

first half of the four-year program, a number of the more significant ones (such as representation targets, leadership training and career progression activities) will continue

across the full four years. Activities, timeframes and success measures will be reviewed regularly and expanded or altered as necessary. While many activities list

responsibility under the remit of various parts of Human Resources, the Self-Assessment Team (led by the Athena SWAN Academic Lead) will play a central role in having

oversight of the implementation of the plan as a whole.

Infrastructure Pipeline Progression Culture


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures 1. Infrastructure and support for ongoing self-assessment and reflection

Ensure ongoing and adequate levels of infrastructure are provided across the institution to support the implementation phase of Athena SWAN @ UNSW.

Action 1.1: Develop a business case for endorsement by Management Board to formalise budget allocation and personnel requirements over the four-year implementation phase of the Athena SWAN Program. NOTE: Until approved, leadership of Athena SWAN will continue to be provided through the SAT Chair with support from the Workplace Diversity team.

Project Officer appointed for the period Oct 2016 - Mar 2018. Budget allocated for 2016 – 2018.

• DVC Inclusion and Diversity

• Athena SWAN Academic Lead

• Head, Workplace Diversity

By end Q2 2018 • Business case submitted, and funding secured.

• Project Officer appointed.

Embed institutional commitment to Athena SWAN and ensure implementation of the action plan is built around ongoing reflection and consultative processes.

Action 1.2: Update the SAT Terms of Reference and refresh membership.

Self-Assessment Team was formed in 2015 and has met monthly since establishment.

• Athena SWAN Academic Lead


Q2 2018 • Revised ToR endorsed by EDI Board

• Call for expressions of interest disseminated

• Existing SAT members invited to continue for 2018

• At least 25% of the SATs existing membership is retained.

2. Addressing pipeline challenges through recruitment, retention and promotion to achieve University wide target (from 2025 Strategy) of 40% academic women at levels D and above.

Ensure we retain a diversity of talent, especially in STEMM disciplines, by increasing the number of women in academic positions.

Action 2.1: Implement and monitor student pipeline activities in Engineering (e.g. Women in Engineering Summer Camp, schools outreach, industry-sponsored scholarships etc.) to achieve 30% female undergraduate enrolments in engineering by 2020. This action is based on a large program of work that has been a focus of Engineering for several years.

Women in Engineering Summer Camp run annually since 2013; School outreach through multi-day engineering events - 2,545 school students were directly engaged in 2017. 11 industry-sponsored scholarships for 2017. Women in Engineering Development Program for current students, providing volunteering and professional development opportunities and create highly employable female engineers on graduating.

• Women in Engineering Manager

Q2 2018 (but ongoing activity annually)

• Female enrolments increase to 30% in engineering by 2020.

Note: 2020 is an Engineering Faculty set target.


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures Action 2.2: Embed institutional

gender representation targets for academic women based on the University’s 2025 Strategy (40% academic women at levels D and E by 2025) in all Deans key performance indicators (KPIs) and report regularly on progress. This action underpins a number of other relevant pipeline actions under recruitment, retention and promotion which will assist in achieving institution-wide gender targets and more specific targets at faculty level.

Targets of 40% academic women at levels D and E and 50% professional women at levels 10+ endorsed by University Council. Note: These targets have been set as part of UNSW’s 2025 Strategy, and as such the target date is 2025. Wherever possible we have listed a 2022 delivery date to keep within the scope of our Athena SWAN Plan.


• Deans

Q2 2018 (and reviewed annually)

• Increase in women academics at levels D and E (combined) from 28% to 35% by 2022 and thereafter 40% by 2025.

• Increase in women academics at levels D and E in STEMM faculties from 23% to 30% by 2022.

Targets will be reviewed annually and adjusted as necessary.

Action 2.3: Update performance appraisal (myCareer) processes, support materials and training for conversation leaders (managers) and staff to include the topic of conversion to continuing, with a specific prompt for conversation leaders (managers) to discuss with staff in relevant cases.

Complete overhaul of performance review process resulting in the implementation of the myCareer program across UNSW in 2017.

• myCareer Program Lead, HR

Q3 2018 • A specific conversion to continuing prompt is added to myCareer forms (staff and conversation leaders).

• Conversion to continuing issues are integrated into all existing and new support materials and training.

• Increase in the number of relevant cases where conversion to continuing issues are discussed AND actioned.

Action 2.4: Promote and disseminate opportunities for academic women to apply for continuing positions under the Women in STEMM priority area of the Scientia Fellowship Scheme via: - STEMM Faculty EDI Committee’s; - newsletters; - Women in Research Network

Women in STEMM established as a priority area under the Scientia Fellowship Scheme in 2017.

• PVC (Research Training)

• Athena SWAN Lead

Every quarter from Q2 2018

• Increase in successful applicants from STEMM disciplines to 60 by 2022.

• At least 75% of the above appointments are appointed on a conversion to


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures continuing / tenure track basis.

Action 2.5: Promote and disseminate opportunities for academic women to apply for education focussed roles via: - STEMM Faculty EDI Committee’s; - newsletters; - Women in Research Network

Education-focussed roles established in 2017.

• PVC Education Every quarter from Q3 2018

• Gender parity in education-focussed roles by 2022.

Build improved retention strategies, especially within STEMM disciplines, to retain women across all levels of the organisation.

Action 2.6: Undertake a targeted survey of recent female leavers in STEMM at level D and above to develop improved understanding of barriers to retention.

Development of an online exit survey which has been piloted by the Faculty of Science.

• Athena SWAN Lead • Workplace Diversity

Q4 2018 • Survey successfully administered.

• Results analysed and report disseminated to all Faculty Deans and EDI Committees.

• Results being used to improve and develop retention strategies for women.

Implement actions which will close gender pay gaps and help support attraction and retention of female talent to UNSW.

Action 2.7: Undertake a regular and comprehensive pay review, at a minimum of every two years, with the results reported to UNSW’s EDI and Management Boards. These reports will include an assessment of whether we are on track to achieving our target which is: for the proportion of all monies paid to females to equal the proportion of all positions filled by females, by 2025.

Periodic University-wide pay-gap reviews (the most recent analysis was in 2017). Results from the 2017 analysis were reported to UNSW Management Board, the Equity Diversity and Inclusion Board and each Dean and Division Leader. Management Board endorsed a list of actions expected to be taken by each Dean and Division Leader.

• Management Board • Deans and Division

Leads • Remuneration

Manager • Head, Workplace

Diversity

At least every two years

• Decrease of University and faculty / division level pay gaps.

• The proportion of positions filled by females and males matches the proportion of money paid to females and males in 2022, with year-on-year improvement in prior years.

Action 2.8: Undertake a regular bonus review by gender, at least once annually and coinciding with UNSW’s bonus payment cycle, to ensure the average bonus percentage outcome for men and women is the same from 2018 onwards.

See above • Deans and Division Leads

• Remuneration Manager

Annual reviews from 2018

• The average bonus percentage outcome for men and women is the same from 2018 onwards.


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures Action 2.9: Prepare regular gender

pay equity progress reports by Faculty and Division, and ensuring these are cascaded to each Dean/Division Leader (as appropriate) and any other key stakeholders that they nominate.

See above • Remuneration Manager

Annually • Reports prepared and distributed

Build a solid pipeline of talent through robust recruiting practices and systems to address the under-representation of women at all levels in STEMM and of senior female leaders at levels D and above for both.

Action 2.10: Introduce into policy a requirement for all candidate shortlists to have at least 33% female candidates before proceeding to interview.

A review of existing recruitment levels, university-wide and by Faculty.

• Head, Talent Acquisition

• Deans

By end June 2018 • All candidate shortlists have at least 33% competitive female candidates

Action 2.11: Pilot an employee referral program to increase the diversity in the pool of potential talent in STEMM disciplines applying for positions at UNSW.

None to date • Head, Talent Acquisition


June 2019 • At least 50% of employee referrals are female.

Action 2.12: Identify and act upon opportunities to create female-identified positions in areas where there is a significant under-representation of females.

Female identified roles for the Scientia Fellowship Program. Female identified scholarship created in Quantum Physics in 2017.

• Deans • Head, Talent

Acquisition • Head, Workplace

Diversity

Quarterly review of opportunities from Q2 2018

• Successful application to the NSW or ACT Anti-Discrimination Board and hiring of suitable female candidate.

Action 2.13: Implement gender reporting requirements for the new recruitment system, to enable detailed gender analysis throughout the recruitment life cycle.

None to date • Head, HR Operations and Systems

• Head, Talent Acquisition

From Q3 2018 and then quarterly

• Gender reports against recruitment statistics tabled at key management meetings.

• Quarterly gender reports provided to the Athena SWAN Lead and SAT.

Action 2.14: Centralise oversight of recruitment advertisements and position descriptions to ensure consistency in approach and inclusion of Athena SWAN principles.

Commenced roll out of this during 2017.

• Head, Talent Acquisition Team

Q2 2018 • Increase in female applicants and regular tracking and reporting of female recruitment (applications, shortlists, hires)

Action 2.15: Survey recent female hires about their recruitment

None to date • Head, Talent Acquisition

Q3, 2019 • Survey successfully administered.


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures experience and use the feedback to refine recruitment processes.

• Results analysed and used to improve and develop recruitment strategies for women.

Action 2.16: Implement a new online induction toolkit which includes relevant support materials for new staff and managers that specifically highlight the range of resources and support for women at UNSW.

Development of a Workplace Diversity Induction presentation, for new and recently hired HR Client Services team members.

• Head, Capability & Development


Q3 2018 • System up and running.

• Number of women accessing the system and materials provided.

Action 2.17: Survey a random selection of female new inductees within six months of being hired in order to evaluate their experience and knowledge of relevant resources and support available to them.

None to date • Head, Capability & Development

Q4 2019 • Survey successfully administered.

• Results analysed and report disseminated to all Faculty Deans and EDI Committees.

• Results being used to improved and develop retention strategies for women.

Address the under representation of academic women at senior levels by increasing the support given to women going for promotion particularly at Levels C and D.

Action 2.18: Pilot Advance-400, a UNSW career development initiative designed for all academic women at Levels C and D in both STEMM and AHSSBL faculties.

Advance-400 working group established and Project Officer appointed to develop the program.

• Head, Capability and Development

One-year pilot from Jun 2018-Jun 2019

• Pilot program established.

• At least 50% of level C&D women participate in the program.

• Increase in applications for promotion from academic women at levels C and D.

Action 2.19: Undertake a review of staff who opt not to go for promotion to see if there is a gender imbalance.

None to date • Head of School • Academic

Promotions Manager

Annually from Q2 2019

• Review completed • Results reported to

DVC Academic and Academic Promotions Manager.

Action 2.20: Set annual targets for the number / proportion of women to be included in the promotion pool.

None to date • Head of School • Deans

Annually from Q1 2019

• Targets set, tracked and reported on by Schools / Faculties


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures Action 2.21: Pilot a Promotion Partner scheme which matches “promotion ready” candidates with a recently promoted academic staff member who can provide support and guidance through the process.

Promotion support and training is provided to all academic staff via group workshops, including one-on-one coaching.

• Academic Promotions Manager

• Head of School

Q1 2019 • Increase in number of women successfully applying for promotion.

Minimise the potential for unconscious bias to adversely impact recruitment and promotion outcomes for female academics.

Action 2.22: Provide a mix of face to face and online unconscious bias training and guides to all promotion panel members to minimise bias in the promotion process.

Unconscious bias training for senior leaders and Talent Acquisition Team.



From Q1 2019 • Guides provided to all panel members

• 100% completion rate for unconscious bias training.

Action 2.23: Implement a train the trainer unconscious bias awareness program across divisions and faculties so sessions can be run for recruitment and promotion panels to minimise bias in employment-related decisions.

Face-to-face unconscious bias training was rolled out in 2016/2017 to approximately 300 senior leaders across the University, including Human Resources. Optional online training was made available to all UNSW staff.



• Recruitment selection panel members


Q2 2018 • 100% of Talent Acquisition Team has completed training

• Recruitment panel members have completed online or face to face unconscious bias training.

• Unconscious bias guide incorporated into interview materials.

• Review of recruitment processes is completed.

3. Career development

Address the lack of a holistic approach to career development and training opportunities for academic women.

Action 3.1: Undertake a review of training and development programs across the institution to ensure consistent, standard and quality delivery which better meets the needs of staff, especially women.

None to date • Head, Capability & Development

• Head, Research Development

• Head, Learning and Teaching

By end of Q1 2019

• Establishment of committee

• Review completed • Recommendations

taken forward into action plan

• Priorities established for implementation

Action 3.2: Pilot two leadership development programs targeted at Heads of Schools and emerging leaders (Orion and Carina Programs)

In early 2017, a consultation process was held with a cross-section of UNSW leaders to review

• Head, Capability & Development

Q2 2018 to Q1 2019

• At least 50% of participants in both programs are women.


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures and identify top talent women to participate.

current talent and leadership succession capability at UNSW.

4. Managing career breaks and flexible working

Minimise the impact of career interruptions due to parenting and caring responsibilities.

Action 4.1: Develop and implement multi-channel communications to inform staff and managers consistently about the employee entitlements and other benefits that are relevant for parents, before, during and after a period of parental leave.

In 2016, UNSW produced a Parenting Booklet and manager and employee checklists to assist staff preparing for and returning from maternity leave.


• VP, External Relations

Q3 2018 • Communications plan in place

• Increase in staff awareness measured by survey

Action 4.2: Introduce a UNSW Parents at Work Program that is capable of supporting staff as they transition to and from parenting leave, comprising of information and workshops, with digital and face-to-face participation options.

None to date • Head, Workplace Diversity

Q3 2018 • Number of sessions delivered

• Attendance rates • Attendee feedback

survey

Action 4.3: Review and expand the UNSW Career Advancement Fund to allow all those on extended parenting leave (regardless of gender) to access Career Advancement funding either during the period of parental leave or upon their return to work.

UNSW’s Career Advancement Fund provides funding of up to $10,000 for academic women returning to work to help them restart their academic career.

• VP, Human Resources

Launch revised scheme in June 2018

• Revised Career Advancement Fund launched

• Staff across the institution are informed of the change

Action 4.4: Pilot a new fund for any member of academic staff returning from an extended parenting and caring leave break, which releases them from teaching and administrative duties for one semester.

A number of STEMM faculties have similar schemes in place, but only offer a very limited number of places.


Q1 2019 • Pilot commenced • Numbers of staff

applying • Satisfaction of

participants

Action 4.5: Establish an internal support network for employees returning from parenting leave.

None to date • Network group members


Q1 2019 • Number of staff who sign up to be a ‘buddy’

• Number of staff who request a ‘buddy’

Action 4.6: Develop communications plan to raise awareness of parents rooms on campus.

Parents rooms are promoted via the Workplace Diversity website and are listed on campus maps.


Q3 2018 • Plan developed • Feedback from staff


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures Increase manager and staff awareness of UNSW’s flexible work options and support.

Action 4.7: Develop a comprehensive flexible work toolkit to support managers and staff to have a positive conversation about working flexibly. It will feature case studies of staff of all genders, at a range of levels, in a variety of roles who are working flexibly with success. Communication about the tool kit will be via multiple channels.

The UNSW Australia Enterprise Bargaining Agreements for academic and professional staff both contain a right for all staff to request a flexible work arrangement.


• Flexible Work Champion

Q2 2018 • Results of Voice Survey question on flexibility.

Action 4.8: Conduct regular staff workshops on flexible working. Topics will include the types of flexible work arrangements, the benefits of flexible working to UNSW and staff, and considerations for staff and managers to help them plan / review a request for a flexible work arrangement.


Q3 2018 • Attendee numbers at workshops.

• Workshop feedback survey.

Support people with caring responsibilities for young children, particularly female academics, to maximise their workforce participation.

Action 4.9: Establish a steering committee that reports into the Management Board, who will make recommendations about the best options for expanding childcare services at UNSW.

None to date • Director, Early Years Q4 2018 • Establishment of Committee and recommendation to Management Board

Action 4.10: Develop a communications plan, using multiple channels, to inform staff about the leave options and support available to staff with caring responsibilities (child and elder care).

None to date • VP, External RelationsHead, Workplace Diversity

Q3 2018 • Track visitor traffic to webpages.

• Conduct survey every two years to see if awareness of Parent Rooms has increased.

5. Workplace culture Action 5.1: Implement inclusive leadership training for all senior management across the university, including the executive team, deans, heads of school, division heads and other relevant senior staff.

Pilot of inclusive leadership workshop in 2017 / 18 by Engineering Faculty



Q1 2019 • Number of attendees and workshops conducted

• Results to workplace culture questions in staff ‘Voice Survey’

Ensure policies are regularly reviewed and there is consistency in how grievances are handled at all levels of the institution.

Action 5.2: Ensure all policies apply a diversity, equity and inclusion lens when undergoing review or development and have this tracked by Governance.

In 2017 we: • Updated UNSW’s Equity

Diversity and Inclusion Policy which applies to staff and students


• DVC for Inclusion and Diversity

• Head, Governance

Commence from Q2 2018 and review quarterly

• Policies reviewed and updated where necessary and changes


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures • Updated information

about UNSW’s complaints procedure and support

• Introduced a new portal for reporting instances of sexual misconduct

• Commenced development of a new, university-wide sexual misconduct prevention policy

communicated to all staff.

Action 5.3: Deploy a new training module on sexual misconduct prevention to be completed by all new staff joining the University.


• Gendered Violence Research Network

Q3 2018 • Module deployed to all new staff

• 100% completion rate

Action 5.4: Introduce a University-wide complaints reporting system which gives staff and students the ability to raise concerns or complaints anonymously.

None to date • DVC Inclusion and Diversity

Q3 2019 • Online reporting system deployed

Address the lack of gender diversity in key management structures which limits the quality of discussion and sharing of diverse perspectives.

Action 5.5: Develop diversity guidelines for key institutional committees, which sets out representation targets of 40% women, 40% men, 20% mixed and a process through which selection criteria is reviewed to ensure it supports gender equality.

None to date • Head, Governance • Head, Workplace

Diversity

Q3 2018 • Review undertaken • Improved gender

representation on key committees & boards

Ensure workload is equitably allocated across all academic staff, especially with regard education and engagement and leadership expectations

Action 5.6: Undertake a review of workload allocation models used across STEMM and AHSSBL disciplines to develop a guideline for Deans and HoS in considering gender equity in workload allocation decisions.

In 2017 UNSW sought staff feedback via the UNSW Athena SWAN Gender Equity Survey and focus groups on existing workload models.

• Heads of School • Deans

Q1 2019 • Review complete • Guidelines for

Faculties and Schools developed and disseminated via Deans.

Develop principles on core / family friendly hours to support UNSW’s commitment to fostering an inclusive work environment and flexible work.

Action 5.7: Develop core hours guidelines that will support carers while also maintaining the University’s efficient operation. Develop principles to create a shared understanding about when staff are

Endorsement from Management Board to develop core / family friendly hours guidelines.


• Athena SWAN Self-Assessment Team

Q3 2018 • Core / family friendly hours policy implemented and reviewed annually


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures Ensure maximum participation by staff with caring responsibilities (particularly females).

expected to be on duty and when they have more flexibility to complete the rest of their hours.

• Faculties and Divisions – including staff and leaders

Increase participation and visibility of academic women in professional forums, ensuring they have meaningful roles and representation

Action 5.8: UNSW senior leaders commit to the Male Champions of Change ‘Panel Pledge’ ensuring consideration is given in the planning stage to representation of women at conferences, events and lectures with the aim of gender parity.

None to date • VP, External Relations


Q2 2018 • Increase in women participating in lectures, conferences, events.

Action 5.9: Develop University guidelines for public events to ensure gender balance is always considered.

None to date • VP, External RelationsHead, Workplace Diversity

Q2 2018 • Guidelines in place and being used

Action 5.10: Develop a directory of UNSW female STEMM experts who can be called on for media opportunities and commentary so women are represented as experts in newsprint media and part of public discourse.

None to date • VP, External Relations

• Athena SWAN Lead • WiRN Executive

Q4 2018 • Number of women put forward as commentators

Action 5.11: Create a UNSW women in STEMM portal and profile role models to inspire up and coming female academics.

None to date • Athena SWAN Lead • Project Officer • VP, External

Relations

Q3 2018 • Portal launched • Site visit statistics

6. Supporting transgender people

Increase understanding of issues facing transgender staff and promote awareness of support resources in place.

Action 6.1: Conduct Ally training for the University’s senior leaders.

Development of gender affirmation guidelines in 2017. Webpages created with range of online resources for transgender staff.

• LGBTIQ Diversity Champion

Q2 2018 • Number of senior leaders completing training

Action 6.2: Increase engagement/participation in initiatives that mark significant days: IDAHOT Day (International Day Against Homophobia, Transphobia and Biphobia) in May and Transgender Day of Remembrance.

Celebration of significant days, e.g. Mardi Gras, IDAHOT Day, Wear It Purple and Transgender Day of Remembrance to help raise awareness about trans and LGBTIQ issues.


• Student Life

Annually from 2018

• Year on year increase in participation by staff

Action 6.3: Participate in the Australian Workplace Equality Index employee survey on LGBTI inclusion.

UNSW participated in the Index in 2017.


Annually from 2018

• Participation rates of staff in the survey


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures The survey contains a set of questions specifically for transgender staff on workplace culture. Use results to inform plans to support transgender employees.

Limited data available on UNSW’s existing LGBTIQ population.

Action 6.4: Give potential staff / existing staff the option to identify as LGBTIQ on their personal statistical profile pages (via myUNSW) so the University can start to get an understanding of our LGBTIQ population.


• HR Systems

Q1 2019 • Disclosure rates • Regular diversity

reporting.

7. Intersectionality Build understanding of intersectionality and with the Diversity Champions and advisory groups develop our intersectional approach and framework.

Action 7.1: Implement improvements to the questions in the Personal Statistical Profile and to the way personal data is captured in UNSW’s information systems to encourage higher completion rates of the Personal Statistical Profile.

In 2016 the University-appointed Diversity Champions for Gender, Cultural Diversity, Disability, LGBTIQ inclusion and Flexible Work and Leave Options

• HR Systems • Diversity Champions

and advisory groups • Head, Workplace

Diversity

Q2 2019 • Questions are updated • Increase in completion

rate.

Action 7.2: With the help of UNSW’s Diversity Champions and their advisory groups, consult on the development of a formalised intersectionality framework.

None to date • Diversity Champions • Diversity Advisory

Groups • Head, Workplace

Diversity

Q3 2019 • Development of intersectionality framework

Action 7.3: Conduct focus groups with female staff to explore how inequities due to gender are amplified by other personal characteristics such as cultural background, Indigenous status and disability.

None to date • Diversity Champions • Head, Workplace

Diversity

Q2 2019 • Focus groups completed

• Key findings presented to Cultural Diversity Champion and EDI Board

• Number of findings actioned

8. Indigenous Australians

Attract and retain Aboriginal and Torres Strait Islander women to UNSW.

Action 8.1: Employ an Indigenous Employment Coordinator to assist faculties and divisions with their Indigenous recruitment program including developing and maintaining Indigenous employment advertising networks. Coordinator to produce guidance materials for potential applicants on resume preparation and the interview process, to be

In 2017: • Appointment of

Professor Megan Davis as the PVC Indigenous to lead the Strategy.

• Establishment of an Indigenous Workforce Strategy Advisory Committee and

• PVC Indigenous • Head, Talent

Acquisition

By end Q3 2018 • Year on year increase in Indigenous representation


Key Action Area Rationale / Objective Proposed actions Actions to date Responsibility Timeframe Success measures made available during the application phase.

Indigenous Workforce Strategy

Action 8.2: Establish an institution-wide policy for Indigenous identified positions and obtain anti-discrimination approvals.

In 2017 successfully sought an exemption from the NSW Anti-Discrimination Commission for Indigenous-only Scientia fellowship positions.



• Head, Employee Relations

By end of Q2 2018

• Policy developed and communicated across the University

Address low Indigenous academic staff representation at through proactive recruitment initiatives.

Action 8.3: Identify appropriate Indigenous mentors for all Indigenous staff.

None to date • Deans and HoS • PVC Indigenous

By end of 2018 • Mentoring relationships in place

Action 8.4: Introduce an Indigenous graduate internship / cadetship employment program and promote to all Indigenous graduates.

None to date • Head, Talent Acquisition Team

• Human Resources • Graduate Research

School • Nura Gili

Q2 2019 • Number of interns / cadets in the program

Action 8.5: Develop awareness of Indigenous history through a video to be made available on the PVC Indigenous website.

None to date • PVC Indigenous • Local Aboriginal land

council • Nura Gili • Human Resources

Q4 2018 • Video produced and promoted to staff

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