Transcript Key SWAN Themes
Slide 1
Professor Stan Scott
Head of School
Electronics, Electrical Engineering and
Computer Science
Athena SWAN
Challenges and opportunities
Slide 2
University
Vice Chancellors
14%
Source: Sex and Power 2013: Who Runs Britain?
Source: Sex and Power 2014: Who Runs Britain?
Slide 3
Bachelor students in Informatics ≈ 835,000
Source: Informatics Europe, Informatics Education in Europe:
Institutions, Degrees, Students, Positions, Salaries.
Key Data 2008-2013, October 2014
Slide 4
Master students in Informatics ≈ 148,000
Source: Informatics Europe, Informatics Education in Europe:
Institutions, Degrees, Students, Positions, Salaries.
Key Data 2008-2013, October 2014
Slide 5
Source: When Women Stopped Coding : Planet Money : NPR
http://www.npr.org/blogs/money/2014/10/21/357629765/when-women-stopped-coding
Slide 6
Slide 7
Why it matters
Employing a more diverse workforce brings a wider
range of talents, skills and perspectives into an
organisation
“If we can turn this situation around, it will open up new and rewarding
career pathways for women as well as bringing huge benefits to STEM
industries and to the UK economy. Our vision is that at least 30% of the UK
STEM workforce will be female by 2020, but we cannot do it alone” Helen
Wollaston, Director
As a creative occupation, a profession dependent on teamwork, and an
industry responsible for producing the tools the rest of society uses,
computing could benefit from incorporating more diverse perspectives.
Attracting more women to computing education and retaining them in the
workforce would fulfil industry employment needs, strengthen our economy,
and provide much needed diversity to our country’s cadre of technology
innovators.
Source: WISE, ‘Engaging in gender equality, lessons learned from our work with higher education and research institutions’
IEEE Computer Society, Computing Education ‘Attracting and Retaining Women in Computing’, Wendy DuBow, National Center for Women & Information
Technology, October 2014
Slide 8
Why it matters
In a letter to all university Vice-Chancellors in January 2013, RCUK
indicated that it expects those in receipt of Research Council funding to
embed equality and diversity in all aspects of research practice as
evidenced by participation in schemes such as
Athena SWAN,
Project Juno,
Investors in People,
Stonewall Diversity Champions
and other similar initiatives to demonstrate departmental level action.
Slide 9
Women in
academic roles
Progression of
students into
academia
With the support of Equality Challenge Unit (ECU) and
the UKRC, the Charter was officially launched on 22
June 2005, with the first awards conferred in 2006
Working
environment for
all staff
128 Athena SWAN members
Silver
6
Bronze
72+8
Extension to
AHSSBL, April
2015
Slide 10
Institutional
Silver
School
Gold
2
The SSG’s two key roles are
to assist with and monitor School SWAN activities and applications
to implement the Institutional Action Plan.
School
Silver
9
Slide 11
Staff/Student numbers at 2013/14
≈ 80 Academics
≈ 50+ Contract Research Staff
≈ 100 PhD Students
≈ 1700 UG/PGT Students
Slide 12
Business
improvement
Professor
SWAN Champions and role
model
Head of School support and
enthusiastic and committed
self-assessment team (SAT)
Institutional support
Slide 13
Professor Máire O’Neill is Technical
Director of Data Security Systems in the
Centre for Secure Information
Technologies and is Director for the new
MSc in Cyber Security. She has two
children under 5 and her husband is in
full-time employment.
5-year Royal Academy of Engineering (RAEng) Research Fellowship
5-year EPSRC Leadership
British Female Inventor of the Year in 2007
RAEng Silver Medal in 2014
Máire has the distinction of being the youngest ever female professor at
Queen’s, and its first female professor in the field of electrical and electronic
engineering
Slide 14
Our SWAN Mission
A culture that attracts female students and staff and one
that will help them thrive.
Removal of obstacles that are a barrier to females joining
and staying.
To integrate gender equality and wider diversity into all
aspects of our business, so that it becomes ordinary practice
and offers the potential for sustainable change.
Key SWAN Themes
Attract female students and staff to
EEECS
Provide career advice and support to
female students and staff in EEECS
Make EEECS a good place to study
and work for female students and staff
Self-assessment team (SAT)
Professors (1F, 2M)
Lecturers (2 M)
Senior Engineer (F)
UG/PGR students (2F)
Business Improvement (F)
School Manager (M)
Administrator (F)
Marketing (1F, 1M)
Slide 15
Slide 16
T&D image: http://aipsea.com/staff-training/
ES image: http://mtmps.com
Slide 17
Slide 18
Leadership Excellence Programme designed around our flagship
programmes – Business Leaders and Emerging Leaders with an additional
module that focusses on Creativity, Innovation and Industry Collaboration
which we run in partnership with The European Business School in
Frankfurt.
Slide 19
T&D image: http://aipsea.com/staff-training/
ES image: http://mtmps.com
Slide 20
QUB STEMM
(performing well)
EEECS
(could do better)
Slide 21
Mission Impossible?
Key SWAN Themes and new actions
Attract female students and staff to EEECS
Rigorous review and replacement of all recruitment and advertising
material for unconscious bias
Unconscious bias training for all staff
Promote flexible working and part-time positions
Provide career advice and support to female students and staff in EEECS
Line managers to discuss and document career plans with female postdocs during appraisal and encourage them to participate in the
Specialist Mentoring Scheme
Women’s Network in collaboration with the School of Mechanical and
Aerospace Engineering with whom we share a building
Introduce Teaching Fellowships on an annual basis to give teaching
experience to researchers to strengthen their CV
Professor Stan Scott
Head of School
Electronics, Electrical Engineering and
Computer Science
Athena SWAN
Challenges and opportunities
Slide 2
University
Vice Chancellors
14%
Source: Sex and Power 2013: Who Runs Britain?
Source: Sex and Power 2014: Who Runs Britain?
Slide 3
Bachelor students in Informatics ≈ 835,000
Source: Informatics Europe, Informatics Education in Europe:
Institutions, Degrees, Students, Positions, Salaries.
Key Data 2008-2013, October 2014
Slide 4
Master students in Informatics ≈ 148,000
Source: Informatics Europe, Informatics Education in Europe:
Institutions, Degrees, Students, Positions, Salaries.
Key Data 2008-2013, October 2014
Slide 5
Source: When Women Stopped Coding : Planet Money : NPR
http://www.npr.org/blogs/money/2014/10/21/357629765/when-women-stopped-coding
Slide 6
Slide 7
Why it matters
Employing a more diverse workforce brings a wider
range of talents, skills and perspectives into an
organisation
“If we can turn this situation around, it will open up new and rewarding
career pathways for women as well as bringing huge benefits to STEM
industries and to the UK economy. Our vision is that at least 30% of the UK
STEM workforce will be female by 2020, but we cannot do it alone” Helen
Wollaston, Director
As a creative occupation, a profession dependent on teamwork, and an
industry responsible for producing the tools the rest of society uses,
computing could benefit from incorporating more diverse perspectives.
Attracting more women to computing education and retaining them in the
workforce would fulfil industry employment needs, strengthen our economy,
and provide much needed diversity to our country’s cadre of technology
innovators.
Source: WISE, ‘Engaging in gender equality, lessons learned from our work with higher education and research institutions’
IEEE Computer Society, Computing Education ‘Attracting and Retaining Women in Computing’, Wendy DuBow, National Center for Women & Information
Technology, October 2014
Slide 8
Why it matters
In a letter to all university Vice-Chancellors in January 2013, RCUK
indicated that it expects those in receipt of Research Council funding to
embed equality and diversity in all aspects of research practice as
evidenced by participation in schemes such as
Athena SWAN,
Project Juno,
Investors in People,
Stonewall Diversity Champions
and other similar initiatives to demonstrate departmental level action.
Slide 9
Women in
academic roles
Progression of
students into
academia
With the support of Equality Challenge Unit (ECU) and
the UKRC, the Charter was officially launched on 22
June 2005, with the first awards conferred in 2006
Working
environment for
all staff
128 Athena SWAN members
Silver
6
Bronze
72+8
Extension to
AHSSBL, April
2015
Slide 10
Institutional
Silver
School
Gold
2
The SSG’s two key roles are
to assist with and monitor School SWAN activities and applications
to implement the Institutional Action Plan.
School
Silver
9
Slide 11
Staff/Student numbers at 2013/14
≈ 80 Academics
≈ 50+ Contract Research Staff
≈ 100 PhD Students
≈ 1700 UG/PGT Students
Slide 12
Business
improvement
Professor
SWAN Champions and role
model
Head of School support and
enthusiastic and committed
self-assessment team (SAT)
Institutional support
Slide 13
Professor Máire O’Neill is Technical
Director of Data Security Systems in the
Centre for Secure Information
Technologies and is Director for the new
MSc in Cyber Security. She has two
children under 5 and her husband is in
full-time employment.
5-year Royal Academy of Engineering (RAEng) Research Fellowship
5-year EPSRC Leadership
British Female Inventor of the Year in 2007
RAEng Silver Medal in 2014
Máire has the distinction of being the youngest ever female professor at
Queen’s, and its first female professor in the field of electrical and electronic
engineering
Slide 14
Our SWAN Mission
A culture that attracts female students and staff and one
that will help them thrive.
Removal of obstacles that are a barrier to females joining
and staying.
To integrate gender equality and wider diversity into all
aspects of our business, so that it becomes ordinary practice
and offers the potential for sustainable change.
Key SWAN Themes
Attract female students and staff to
EEECS
Provide career advice and support to
female students and staff in EEECS
Make EEECS a good place to study
and work for female students and staff
Self-assessment team (SAT)
Professors (1F, 2M)
Lecturers (2 M)
Senior Engineer (F)
UG/PGR students (2F)
Business Improvement (F)
School Manager (M)
Administrator (F)
Marketing (1F, 1M)
Slide 15
Slide 16
T&D image: http://aipsea.com/staff-training/
ES image: http://mtmps.com
Slide 17
Slide 18
Leadership Excellence Programme designed around our flagship
programmes – Business Leaders and Emerging Leaders with an additional
module that focusses on Creativity, Innovation and Industry Collaboration
which we run in partnership with The European Business School in
Frankfurt.
Slide 19
T&D image: http://aipsea.com/staff-training/
ES image: http://mtmps.com
Slide 20
QUB STEMM
(performing well)
EEECS
(could do better)
Slide 21
Mission Impossible?
Key SWAN Themes and new actions
Attract female students and staff to EEECS
Rigorous review and replacement of all recruitment and advertising
material for unconscious bias
Unconscious bias training for all staff
Promote flexible working and part-time positions
Provide career advice and support to female students and staff in EEECS
Line managers to discuss and document career plans with female postdocs during appraisal and encourage them to participate in the
Specialist Mentoring Scheme
Women’s Network in collaboration with the School of Mechanical and
Aerospace Engineering with whom we share a building
Introduce Teaching Fellowships on an annual basis to give teaching
experience to researchers to strengthen their CV