Bronze Award 1 - Science in Australia ...

Bronze Award 1 - Science in Australia ...
Athena SWAN
Institution Application
Bronze Award

Bronze Award 1 - Science in Australia ...

                Bronze Award

Bronze Award 1 - Science in Australia ...
Name of institution                          The University of Western Australia
          Date of application                          30 July 2019
          Award Level                                  Bronze
          Date joined Athena SWAN                      September 2015
          Contact for application                      Simon Biggs
          Telephone                                    08 6488 2808

           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.

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.

Bronze Award 1 - Science in Australia ...

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                                             Recommended             Actual

1.Letter of endorsement                                     500                 450

2.Description of the institution                            500                 433

3. Self-assessment process                                 1,000               1034

4. Picture of the institution                              3,000               2627

5. Supporting and advancing women’s careers                7,000               7581

6. Supporting transgender people                            500                 764

7. Intersectionality                                        500                 641

8. Indigenous Australians                                   500                 735

9. Further information                                      500                 215

10. Action plan                                             N/A                 N/A

Recommended word count                                     14,000              14480

Bronze Award 1 - Science in Australia ...
CMO              Chief Marketing Officer
DHR              Director, Human Resources
DSPP             Director, Strategy, Planning and Performance
ECM              Pre-2017: Faculty of Engineering, Computing and Mathematics
EMS              Post 2017: Faculty of Engineering and Mathematical Sciences
HMS              Post 2017: Faculty of Health and Medical Sciences
HR               Human Resources
IPE              UWA Integrated Planning Exercise
MDHS             Pre 2017: Faculty of Medicine, Dentistry and Health Sciences
SAT              UWA self-assessment team
SDVC             Senior Deputy Vice Chancellor
SIS              School of Indigenous Studies
STEMM            Science, technology, engineering, mathematics and medicine
UWA              The University of Western Australia
VC               Vice-Chancellor

Bronze Award 1 - Science in Australia ...

 Dr Wafa El-Adhami
 Executive Director
 Science in Australia Gender Equity
 GPO Box 783
 Canberra ACT 2601

    31 July, 2019

                                                                               Professor Dawn Freshwater

Dear Dr El-Adhami

I am writing to assure you of my unequivocal support to the University of Western Australia (UWA) Athena SWAN application for a Bronze award, and its
associated four-year action plan.

Bronze Award 1 - Science in Australia ...
Throughout 2015-2019 I have led considerable change across UWA to deliver a more resilient and agile institution that is ready to tackle some of the world’s
great challenges. Our new decadal plan, Vision 2030, and the associated operational strategies are underpinned by our People and Culture Strategy. Developed
in partnership with our staff this strategy is integral to our future development as an employer and is shaped by our institutional values. The coincidence of our
work on the Athena SWAN project with our development of a new strategy was fortuitous and has allowed us to embed AS principles throughout these plans.

The AS pilot program enabled a period of serious reflection across the entire University about our commitment to equity and diversity. The findings from the
project, detailed in this report, have allowed us to pinpoint many areas requiring further attention if we are to be the employer we aspire to be. For example,
our data highlight low participation of women in some STEMM areas as well as hidden barriers to career progress that cause many women academics to get
‘stuck’ at Level C. In response, and aligned with our action plan, we have completely revised our promotions process this year in a way that we hope will
positively benefit career progress for women. Our engagement activities also allowed us to reflect upon the policy, process and culture drivers that cause
disparities in our workforce and identify remedies for our future plans.

We will use the Bronze Award to celebrate the success of our efforts to date in gender equality, to focus our attention where there is identified need for further
improvement, and to act as a catalyst for development in all areas of inclusion and diversity. Our Action Plan outlines how we will continue to build and embed
AS principles as part of our commitment to advance, and validates the integral role of the UWA Executive team and Senior Leadership groups have in driving
change and monitoring progress.

I am personally committed, as are the senior executive team, to a continuous improvement culture, one that is always evolving and responding to the changing
demands and expectations of our staff. This can only be achieved by understanding, supporting and developing all these staff, to enhance their careers and
allow them to achieve their aspirations.

To the best of my knowledge, the information presented in our application, including data is an honest, original, accurate and true representation of the

Yours sincerely,

Professor Dawn Freshwater


Bronze Award 1 - Science in Australia ...

UWA was established in 1911 and is committed to excellence in education, research and community engagement for the advancement of the prosperity and
welfare of our communities. As the first free university in the then British Empire, there is a long tradition of promoting equal access to education for all that
continues to this day. We recognise that diversity and inclusion is critical to our commitment to engage with, and be reflective of, the communities we serve
both locally and globally. We genuinely value the contribution that everyone can make, and a more equitable participation at every level of our workforce will
enable us to achieve the goals of our strategy.

UWA is a globally connected university with an extensive network of local and international partners. We are a member of the Group of Eight (Go8) and, as a
leading research university, we are proud of our global standing being ranked 93rd in the Academic Ranking of World Universities and 86th on the broader QS
rank. UWA’s vision is to play a leading role in education, scholarship and discovery of global significance by creating the next generation of global leaders
through experience-rich education and world-leading, trustworthy research. The link between world-class research and outstanding student education forms a
central component of our strategic plan from 2020 to 2025. This is further informed by our role as a member of the Matariki network.

Towards the end of the SAGE pilot period, in 2015/16, we underwent a major organisational re-structure moving from nine faculties, with 45 schools (plus the
School of Indigenous Studies) to four faculties and 21 schools (see Figure 1).

Figure 1-1: Faculty structures at UWA 2011 – 2019
         The new STEMM faculties are: (2016 – Present)                 The previous faculties: (2011 -2015)
         Faculty of Engineering and Mathematical Science (EMS)         Faculty of Engineering, Computing and Mathematics (ECM)
         Faculty of Science                                            Faculty of Science
         Faculty of Health and Medical Sciences (HMS).                 Faculty of Medical, Dentistry and Health Science (MDHS)
         The new Non STEMM faculties are:                              The previous faculties:
                                                                       Faculties of Business, Arts, Law, Architecture, Landscape and
         Faculty of Arts, Business, Law and Education (ABLE)
                                                                       Visual Arts, and Education

Bronze Award 1 - Science in Australia ...
The faculties sitting within the STEMM definition remained relatively intact through the re-structure, although there was an amalgamation of some schools to
realise both academic benefits and operational efficiency gains.

In the non-STEMM disciplines, the previous Faculties of Business, Arts, Law, Architecture, Landscape and Visual Arts, and Education were amalgamated into a
single Faculty of Arts, Business, Law and Education (ABLE). Where we present non-STEMM analyses for 2011-2015, we combined data from the (previous)
Faculties of Arts and Business, whose staff numbers were sufficient to make analysis meaningful. The School of Indigenous Studies remains outside the new
faculty structures.

In 2018, UWA had:
    • 1,574 FTE academics (43 % women), and 2,205 professional and support staff (70% women);
    • 27,415 enrolled students (62% UG, 30% PGC, 8% HDR) of which 49.4% were women;
    • 14,430 students (53% of total) in a STEMM course (46% women); and,
    • 2,230 HDR students (51% women) of whom 1,664 (88%) were enrolled in STEMM disciplines (49% women).

                                        UWA Aerial view

Table 2-1: Academic and Professional staff headcount at The University of Western Australia, taken at 31st March each year, 2011-2015.

                                     2011                          2012                         2013                          2014                         2015
                         Academic       Professional    Academic      Professional   Academic      Professional    Academic      Professional   Academic      Professional
 UWA total                 1,657           2,448          1,769          2,542         1,771          2,514          1,799          2,530         1,741          2,475
 STEMM                     1,265           1,112          1,358          1,146         1,360          1,135          1,374          1,108         1,329          1,086
 ECM /EMS*                  203             154            206            157           223            150            224            157           220            163
 MDHS /HMS                  507             552            575            599           565            600            555            585           542            562
 SCIENCE/ SCIENCE           555             406            578            392           575            388            598            370           572            366
 Non-STEMM †                366             207            378            215           377            209            394             214           378           215
 Non-Faculty                26             1,129            32           1,179           31           1,167           28             1,204          29           1,169
 * includes Oceans Institute;
 † includes School of Indigenous Studies,
 ‡ Head count data does not include casual staff
 Data source: Department of Education Annual Staff submissions.

Table 2-2: Academic and Professional staff full time equivalence at The University of Western Australia, taken at 31st March
                                      2011                         2012                         2013                          2014                         2015
                          Academic       Professional   Academic      Professional   Academic       Professional   Academic      Professional   Academic      Professional
 UWA total                 1,526.4           2,332.3    1,630.2           2,404.4     1,659.0          2,398.2     1,664.2           2,419.7    1,618.7           2,387.3
 STEMM                     1,103.2           987.6      1,186.2           1,020.1     1,204.7          1,035.5     1,203.7           1,009.5    1,173.4           1,005.8
 ECM /EMS*                  215.0            154.4       220.0            158.5        233.7           150.8        239.7            155.0       235.1            162.2
 MDHS/HMS                   389.9            468.6       448.4            500.4        448.3           513.4        424.7            500.5       424.6            485.6
 SCIENCE/SCIENCE            509.7            377.5       532.2            363.6        539.2           370.0        553.4            352.0       527.8            352.1
 Non-STEMM †                361.7            200.1       377.7            208.3        385.4           199.4        394.2            205.8       379.7            210.4
 Non-Faculty                61.5             1,143.2      66.3            1,180.1       67.9           1,170.7       65.9            1,216.9      63.8            1,187.7
 * includes Oceans Institute;
 † includes School of Indigenous Studies,
 Data source: Department of Education Annual Staff submissions & Casual Staff submissions


     (i)    A description of the self-assessment team
Professor Dawn Freshwater is the Executive Sponsor for the SAGE Athena SWAN pilot project, initially as Senior Deputy Vice Chancellor (SDVC) 2015-2016, then
as Vice-Chancellor (VC) from 2017. The UWA Project Lead for the SAGE Athena SWAN pilot project, Professor Carolyn Oldham, was seconded to the Office of
the SDVC at 0.4 FTE (July 2015-Dec 2017).

The Terms of Reference for the self-assessment team (SAT) were approved early in 2016 and the SAT established through an open call for expressions of
interest. We had 34 responses from across the University and the profiles of these individuals were considered against a range of experience and diversity
demographics: 14 staff were selected, providing the SAT with a diverse range of skills and backgrounds as outlined below:

 Name and Institutional Position                                                   Name and Institutional Position

 Prof. Carolyn Oldham                                                              Dr Sally Male
 UWA Project Lead and SAT Chair                                                    Senior Research Associate
 School of Civil, Env. and Mining Engineering, ECM                                 School of Electrical and Electronic Engineering, ECM

 A/Prof. Johanna Badcock                                                           Ms Sue McLeod
 NHMRC Research Fellow, Psychiatry, MDHS                                           Business Analyst, Financial Services

Dr Barbara Nattabi
 Prof. Charlie Bond                                                                      NHMRC Early Career Research Fellow, MDHS,
 Associate Dean (Research), Science                                                      Geraldton campus

 Prof. Graham Brown                                                                      Dr Tinka Sack
 Head of School, Social Sciences, Faculty of Arts                                        Senior Lecturer
                                                                                         Faculty of Architecture, Landscape Architecture and
                                                                                         Visual Arts

 Mr John Fitzgerald                                                                      Dr Sachia Schediwy
 Chief Operating Officer, Harry Perkins Medical Research Centre                          Research Fellow, School of Physics and Astrophysics,

 Dr Crystal LaFlamme                                                                     Dr Zarrin Siddiqui
 Research Associate                                                                      Senior Lecturer, Medical Education, MDHS
 School of Earth and Environment, Science


Women                                        9      Men                                       5
Research intensive academics                 5      Teaching and research academics           5
Professional staff                           4      Full-time staff                           11
Part-time staff                              3      Staff with caring responsibilities        10
Intersectional                               2      Level A/B academic                        2
Level C academic                             4      Level D/E academic                        4
A Steering Group was established in early 2016, to provide strategic guidance to the project. This group was instrumental in getting broader Executive
engagement in the project, high-level ownership, and support for resourcing requests associated with the Action Plan and submission preparation. Steering
Group membership was:

                          Steering Group Members
 Name                     Institutional Position
 Prof. Dawn Freshwater    Senior Deputy Vice-Chancellor, now Vice-Chancellor
 Dr Elizabeth Constable   Vice-Chancellor’s Fellow
 Prof. John Dell          Executive Dean, Faculty of Engineering and Mathematical Science (EMS)
 Prof. Tony O’Donnell     Executive Dean, Faculty of Science
 Prof. Wendy Erber        Executive Dean, Faculty of Health and Medical Sciences (HMS).
 Mr David Harrison        Director, Government and Corporate Communications
 Prof. Erika Techera      Dean, Faculty of Law
 Dr Campbell Thomson      Director, Research Office
 Ms Sandra Ventre         Director, Human Resources

     (ii)   An account of the self-assessment process
UWA was accepted onto the Pilot Project in September 2015. The SAT was formed in December 2015 and met monthly from February 2016, with both face to
face meetings and digital conference calls. The business of the SAT was communicated in person and via email. Initially, the SAT was divided into three working
groups (1: Current status at UWA; 2: Indicators of success; 3: The action plan), however members soon became engaged in all aspects of the project, and the
working groups were dissolved in June 2016. The SAT provided feedback on data and findings and advice on development of the project, with the work being
progressed by UWA’s Athena SWAN lead, the SAT Executive Officer, and the Data Analyst.

In mid-2016, the SAGE Athena SWAN project was formally moved into the Office of Strategy, Performance and Planning (SPP). Concurrently, Dr Laila Simpson
(Data Analyst, Business Intelligence Unit, SPP) assumed responsibility for quantitative data analysis on the project. She was subsequently co-opted to the SAT,
along with Ms Jessica Thomas (Associate Director, Strategy and Planning, SPP).

Four work packages were established by the SAT:
   1. Quantitative data analyses;
   2. A policy and process desktop review;
   3. The development of gender equity key performance indicators (KPIs) for UWA; and,
   4. Broader staff consultation on action planning.

These four work packages were critical to inform the SAT in its Athena SWAN work (Figure 2). Ten gender equity KPIs were developed using a career pathway
approach, and a framework that was developed by the World Economic Forum to assess gender equity progress. Four categories of academic career pathway
were used: 1) A healthy pipeline; 2) Economic participation; 3) Surviving and thriving; and 4) Political participation. The developed KPIs are listed in Table A,
under the Action Plan.

Open Space Technology (OST) was used in 2017, to engage a large number of UWA staff on the issue of gender equity. The first 4-hour OST workshop was titled
“Inclusion and diversity at UWA: How do we walk the talk?” with an information package provided of preliminary Athena SWAN quantitative analyses. All
academic and research-only professional staff and HDR students in the STEMM faculties were invited, along with some key staff from HR and SPP. The eighty
participants were diverse in gender, age, cultural background, and academic/professional level. Scribes captured discussion in all groups and the comments
were transcribed into a Book of Proceedings that was circulated to participants.

A small working group from the SAT then worked with a facilitator to formally analyse the workshop commentary, to map arising themes and identify consensus
on actions required. The output from this workshop directly informed the subsequent development of the UWA Gender Equity Action Plan. A second smaller
OST workshop (30 participants) in 2017, provided staff input to the draft Action Plan, and confirmation that the Actions were still relevant post university re-

The ongoing outputs and findings of the work packages were presented to UWA stakeholder groups for communication, discussion and endorsement. These
groups included the:
    • Athena SWAN Steering Group;
    • UWA Inclusion and Diversity Committee (IDC);
    • Academic Board;
    • Faculty Executives of the three STEMM faculties;
    • ECM Equity and Diversity Committee; and,
    • Heads of School Forum.

Figure 3-1: Process map of UWA’s Athena SWAN project (includes resubmission work)

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

 The SAT was refreshed in October 2018 and renamed the Gender Equity Working Group (GEWG) with a focus on the implementation of the draft Athena Swan
 Action Plan and review of the submission. Membership was determined based on recognising the need for:

      •      Responsibility for the submission of our application for SAGE accreditation;
      •      Implementation of Gender Equity Action Plan and monitoring of progress;
      •      Skills in project management and process monitoring;
      •      Excellent institutional knowledge; and,

•    Good working relationships across campus.

The GEWG (SAT) now comprises the following members:
     Name                          Position                                                             Academic /     STEMM
 Professor Simon Biggs             Senior Deputy Vice Chancellor, Chair                                 A              Y
 Professor Carolyn Oldham          School of Engineering, EMS                                           A              Y
 Professor Peter Dean              Pro Vice-Chancellor Education                                        A              N
 Ms Jeneane Bilman                 Head Service Delivery Centre (SDC), EMS                              P              Y
 Dr Esther Ooi                     Senior Research Fellow, School of Biomedical Sciences, HMS           A              Y
 Dr Johan Nel                      Associate Director – Talent and Organisational Development, HR       P              N
 Professor Charlie Bond            Head of School, Molecular Sciences, Faculty of Science               A              Y
 Dr Josephine Muir                 Associate Director, Business Transformation - Marshall Centre, HMS   P              Y
 Dr Chantal Bourgault              Lecturer, ABLE                                                       A              N
 Assoc. Professor Britta Bienen    Associate Professor, EMS                                             A              Y
 Dr Michelle Olaithe               Research Associate, Science                                          A              Y
 Ms Fadzi Whande                   Manager, Inclusion and Diversity                                     P              N
 Miss Bre Shanahan                 Guild Women’s Affair Officer                                         N/A            N
 Dr Laila Simpson                  Manager, Research Impact and Engagement                              P              Y

Women                                  10        Men                                            4
Research intensive academics           3         Teaching and research academics                2
Professional staff                     5         Full-time staff                                11
Part-time staff                        3         Staff with caring responsibilities             10
Intersectional                         2         Level A/B academic                             3
Level C academic                       2         Level D/E academic                             5

The GEWG is one of five working groups that report to the UWA Inclusion and Diversity Committee (IDC), established in 2016 and chaired by the SDVC. This is an
advisory committee to the VC that:

           •   Considers best practice and contemporary topics in diversity and inclusivity;
           •   Oversees the implementation of the diversity and inclusivity strategy across the university;
           •   Discusses and addresses any emerging diversity related institutional issues
           •   Communicates inclusion and diversity initiatives and progress of implementation both internally and externally as appropriate; and
           •   Advises UWA Executive on issues that would enhance the implementation of inclusion and diversity programs

Five specialist working groups provide advice to the IDC: Gender Equity (including Athena SWAN); Culturally and Linguistically Diverse (CALD); LGBTIQA+;
Disability; and, Student Equity. Gender targets for academics are reported at the university level to our highest governing body (the Senate) as a key
performance metric. The alignment of the five working groups through the IDC provides an excellent route for sharing best practice and exploring areas of


4.1 Academic and research staff data

(i)   Academic and research staff by grade and gender
Data for non-casual academic staff numbers employed at levels B to E are provided in Figure 4-1. We restrict our initial analysis to staff at level B and above,
comparing those who are predominantly on longer-term or permanent contracts. Considering this, the proportion of women at UWA, and across STEMM
faculties, was essentially steady between 2011-2015 (Figure 4-1). Across UWA, around 40% of academic staff at level B or above were women (Figure 4-1a): In
EMS it was 15% (Figure 4-1b); Science was 32% (Figure 4-1c); and MDHS was 50% (Figure 4-1d). In non-STEMM faculties, close to 50% of academic staff at
equivalent levels were women (data not shown).

Model of EZONE UWA Student Hub situated at the Faculty of Engineering and Mathematical

Figure 4-1: Headcount totals of level B through E academic women and men employed on academic non-casual contracts, and percentage of academics that
are women.
                                a) All of UWA.                                     b) Faculty of Engineering, Computing and Mathematics
                         1500                                                                                              100                                           500                                                       100
  Number of academics

                         1125                                                                                              75                                            375                                                       75

                                                                                                                                                   Number of academics
                                                                                                                                 % women

                                                                                                                                                                                                                                          % women
                               750                                                                                         50                                            250                                                       50

                               375                                                                                         25                                            125                                                       25

                                        0                                                                                  0                                                 0                                                     0
                                                2011      2012           2013              2014          2015                                                                    2011          2012    2013     2014        2015
                                                                         Year                                                                                                                          Year
                                                       Women (N)          Men (N)             % Women                                                                                   Women (N)     Men (N)     % Women

                                                            c) Faculty of Science                                                                                         d) Faculty of Medicine, Dentistry and Health Sciences

                                        500                                                                100                                                   500                                                               100
                  Number of academics

                                                                                                                                           Number of academics
                                        375                                                                75    % women                                         375                                                               75

                                                                                                                                                                                                                                        % women
                                        250                                                                50                                                    250                                                               50

                                        125                                                                25                                                    125                                                               25

                                            0                                                              0                                                             0                                                         0
                                                2011     2012      2013             2014          2015                                                                           2011         2012     2013     2014        2015
                                                                      Year                                                                                                                             Year
                                                                                                                                                                                        Women (N)     Men (N)    % Women
                                                          Women (N)                 Men (N)               % Women

Figure 4-2: Proportion of level B through E academic staff on non-casual contracts that are women in STEMM faculties: ECM, Science and MDHS, 1994-2016

  Proportion (%) of women in faculty

                                            94    95    96    97    98    99    00    01   02     03   04    05    06    07    08    09    10    11    12    13    14    15    16

                                                                                                ECM      Science        MDHS

All STEMM faculties saw a considerable increase in the proportion of women from 1994 to 2016, as shown in Figure 4-2. Whilst there is evidence of a slowing in
recent years, growth has continued in MDHS and Science, reaching 40% and 30% in 2016, respectively. In EMS, we saw an increase from 5% to 23% in 2008
before declining to 15% in 2016. Feedback from staff at the Open Space forum indicated that this aligned with a decline in the cultural environment. EMS has
responded by introducing cultural interventions to shift awareness of staff (of all genders), to an acceptance of the value of, critical need for, and rightful place
of gender parity in ‘business as usual’ practices. In the 2017 Your Say survey, 78% of EMS staff believed that UWA was committed to a gender diverse workforce
against 80% for the whole university. Since 2016 EMS has taken the following pro-active steps:

                 •                      50% of associate deans are now women;
                 •                      4 out of the 7 Heads of Department are women;
                 •                      Started an inclusion and diversity committee in the Faculty, chaired by the Executive Dean, which is implementing initiatives to improve the number of
                                        women academics in EMS;
                 •                      Commenced unconscious bias training for academic hiring managers and Level C, D and E academic staff; and,
                 •                      Developing a gender equity framework to tackle and correct the continuing low participation rates of women in STEMM .
Data for the complete academic staff cohort (including level A staff) are given in Figure 4-3. Broadly, in 2015, the STEMM faculties engaged a similar aggregate
proportion of women academics at levels A and B of 57%, against the whole of UWA average of 55% (Figure 4-3a). We note, at the higher end, that 68% of
women in Science were at levels A and B (Figure 4-3c), reflecting higher research intensity and greater volume of grant-funded roles. Generally, the proportion
of men at level E is greater than the proportion of women at levels D and E combined. In MDHS, there were on average 2.6 men at level D or E for every woman
(Figure 4.3d). In Science and ECM, this ratio was 5.9 (Figures 4.3 b & c). By comparison, within the non-STEMM faculties, this ratio is 1.6 (data not shown).
Clearly, there is a lag in the progress of women to higher levels that has yet to mirror the overall growth in participation in the workforce (Figure 4-2) (Action

Figure 4-3: The distribution of academic staff level A-E, 2011-2015. Horizontal axes represent proportions and numbers within bars represent headcount.
 a) All of UWA                                                              b) Faculty of Engineering, Computing and Mathematics

                               100%    45                    51      49                                                               100%
                                              56     54                                                                                               2      3       4      4        3
 Proportion of academics (%)

                                                                            217      214    215    214

                                                                                                                 Proportion of academics (%)
                                       63     76     81      84      86                                   218                                                                               35       37     35     36     36
                               80%                                                                                                                    8              9      10       8
                                                                                                                                               80%           9
                                      171    179     171    188      192    166      174    166    167    162                                                                                               34            35
                                                                                                                                                      7              6      5               34       35            34
                               60%                                                                                                                                                   7
                                                                                                                                               60%           7
                                                                            228      256    272    271    263                                                                                        28     32     28     34
                                                     241                                                                                                            14      14       9      28
                               40%    211    227            240      231                                                                       40%    16     8
                                                                            235      228    221    239    214                                                                                        45     41     46     38
                               20%                                                                                                                                                          46
                                                                                                                                               20%                          17      14
                                      163    191     194    200      175                                                                                     9      15
                                                                            155      165    152    140    144                                         8                                              25     33     30     36
                                0%                                                                                                                                                          19
                                      2011   2012    2013   2014    2015    2011     2012   2013   2014   2015                                       2011   2012    2013   2014    2015    2011     2012   2013   2014   2015
                                                    Women                                   Men                                                                    Women                                   Men
                                                                   Year and gender                                                                                                Year and gender

 c) Faculty of Science                                                                                           d) Faculty of Medicine, Dentistry and Health Science

                        100%                                                                                                          100%           12             17     17
                                       8     10      10      7        8                                                                                     19                      18
                                       9     9       11     14                                                                                       21
 Proportion of academics (%)


                                                                                                                 Proportion of academics (%)
                                                                             71      67     70     70     66                                                28      28     26       26      55      59     58     58     62
                               80%    43     40      45     45       42                                                                        80%
                                                                             55      52     47     50     49
                                                                                                                                                     87     99      88     99      106      45      54     53     51     47
                               60%                                                   82                                                        60%
                                             65                              70             89     92     92
                                      59             69     69       77
                               40%                                                                                                                                                          79      89     93
                                                                                                                                               40%   72     87      88                                            91     83
                                                                             94      89                                                                                    93       80
                                                                                            93     103    90
                               20%    64     78      72     78                                                                                 20%                                          34
                                                                     65                                                                                                                             36     34     30     28
                                                                             82      86     69     69     65                                         66     71      73     63       64
                                                                                                                                                                                            36      33     33     27     28
                                0%                                                                                                             0%
                                      2011   2012   2013    2014    2015    2011     2012   2013   2014   2015                                       2011   2012   2013    2014    2015    2011     2012   2013   2014   2015
                                                    Women                                   Men                                                                    Women                                   Men
                                                                   Year and gender                                                                                                Year and gender

Figure 4-4: Number of women and men commencing and completing HDR degrees, on research-only staff contracts, and Level A academic contracts, from
                             a) All of UWA                                     b) Faculty of Engineering, Computing and Mathematics

                            c) Faculty of Science                                       d) Faculty of Medicine, Dentistry and Health Science

The pipeline of women is strong in the UWA HDR cohort (about 50% women, Figure 4-4): In ECM the proportion of women is low at ~25%; it is much higher in
MDHS at 75%; and, balanced in Science. The proportion of women at level A is largely consistent with these patterns. Across UWA, the proportion of women in
research-only professional roles is higher than for academic positions. ECM appears to have seen a marked growth in the proportion of women in research-only
professional roles between 2013-15, but the number is very small (Figure 4-4b).

Considering all these data, women are underrepresented across UWA in the academic career grades above level B (Figure 4-1). For all academic staff (Figure 4-3),
there were no significant changes across the period in the proportions of women at any level, and the significant overrepresentation of men at higher levels was
maintained. Overrepresentation at levels A and B, suggests challenges to women progressing up to and beyond level C, with many choosing to exit. As noted in
the 2019 Department of Industry Innovation & Science report “Advancing Women in STEM”, levels A/B align closely with life stages such as motherhood and
caring responsibilities. While each primary carer makes their own decisions, these data suggest there may be shortcomings in how workplace support and flexibility
are implemented to encourage retention of high performing academics. Level C departures may be more complex and could be associated with more attractive
roles at other universities (see Section 4.1(iv) below). At Level D, the proportion of women at UWA grew slightly from 17% to 20%, and at Level E, from 6% to 10%.
The linked 4% drop at Level C shows that we will have to put measures in place to grow the numbers of Level C women academics. Our data are consistent with
the national data at each academic level and across all disciplines reported on the SAGE website. Consistent with the national picture, our challenges are most
acute in ECM which has the lowest numbers of women academics at every grade, ranging from 14 at Level A down to just 3 at Level E (2015).

Senior academics set the behavioural and cultural aspects of a team. With men overrepresented in these levels, unconscious biases towards the status quo can
significantly influence this. With the involvement of senior academic leaders in recruitment, promotion and recognition decisions, and the implementation of
policy, we may be driving unintended outcomes. This is especially true where there are long-standing teams where change has been limited. Reports from staff
of the lived experience in ECM suggests this was true in some areas (Action C3.4).

In 2017, UWA launched a recruitment campaign (“Be Inspired”) to pro-actively identify and recruit up to 50 outstanding academics, across all levels. This is part
of our commitment to a new strategically aligned talent-attraction process. While there is no gender target for these appointments, to date, eight (36%) of the
22 academics appointed are women, with the majority appointed to level D or E positions.

The high proportion of women in levels A-C presents a significant opportunity to correct the imbalances at higher levels. Our recruitment, development and
promotions practices are currently under revision and a key driver is the academic pipeline and progression of talented women. Central to our approach is
longer-term consistent workforce planning which explicitly addresses alignment of strategy, behaviour and diversity (Outcome D2).

 Action/Outcome             What will we do?
 Action C3.4                Translate the UWA values into expected behaviours and integrate the UWA values and behaviours into staff recognition programs

 Outcome D2                 Academic women have an equivalent opportunity as men to advance their careers

 Action D2.5                Develop and implement a talent attraction and retention strategy for academic women at levels D and E.

 Action D3.2                Build a monitoring programme of the mentoring and sponsorship programme to test its effectiveness, staff engagement and gender
                            differences in participation and contribution
(ii) Academic and research staff on either fixed-term or open-ended/permanent contracts by gender

Figure 4-5: Percentage and number of research-intensive staff by gender on fixed term non-casual and permanent contracts, from 2011-2015
 a) All of UWA                                                                                          b) Faculty of Engineering, Computing and Mathematics
             100%                                                                                           100%

                                                                                                        Proportion academics (%)
 Proportion academics (%)

                                 188    203     204    207    199                                                                                                       15
                                                                                                                                    80%    16            18      18                                        69
                      80%                                            402    401    399    403    387
                                                                                                                                                                               65     66     63     67

                      60%                                                                                                           60%

                      40%        639    609     633    639    649                                                                   40%
                                                                                                                                           28                    33     32
                                                                     605    615    610    607    602                                                     29                    96     96     96    101    108
                      20%                                                                                                           20%

                            0%                                                                                                      0%
                                 2011   2012   2013    2014   2015   2011   2012   2013   2014   2015                                     2011   2012   2013    2014   2015   2011   2012   2013   2014   2015

                                               women                               men                                                                  women                               men

 c) Faculty of Science                                                                                  d) Faculty of Medicine, Dentistry and Health Science
            100%                                                                                                                   100%
                                                                                                                                           38     49     51      52     51
 Proportion academics (%)

                                                                                                        Proportion academics (%)
                                  47     46     48      44     44
                                                                             114    116    120    116                                                                          72     90     91             80
                                                                      129                                                                                                                            89
                    80%                                                                                                            80%

                    60%                                                                                                            60%
                                                                                                                                          342    329
                    40%          199    192     196    205    205                                                                  40%                   324    316     324
                                                                      255    266    253    264    249                                                                          189    184    194           173
                    20%                                                                                                            20%

                            0%                                                                                                      0%
                                 2011   2012   2013    2014   2015   2011   2012   2013   2014   2015                                     2011   2012   2013    2014   2015   2011   2012   2013   2014    2015
                                               women                               men                                                                  women                               men

We see from Figure 4-5 that, across UWA, 80% of women in academic and professional research-only staff roles are in fixed-term positions against only 60% for
men (Figure 4-5a). By faculty, we see that the biggest divergence is within MDHS where almost 90% of women and 70% of men are on fixed-term contracts
(Figure 4-5d). Exploring further, only about 10% of women in fixed-term roles have contracts of more than 3 years duration, compared to 20% of men (Figure 4-
6). Women are also more frequently on contracts of less than one year. In MDHS, > 60% of women have contracts
In the STEMM faculties, 7% of women are on fixed-term contracts for >3 years (Figure 4-6). Contracts of over 3 years may be considered part of the academic
pipeline as staff feedback indicated that contracts of this duration (or more) provided greater opportunity to develop research, supervision and teaching
experience and would support a more effective transition to permanence (Action D.2.4).

Although job sharing opportunities are supported at UWA, these are more successful in support roles than in academic. There is an opportunity to translate
success in support roles to shared academic roles. Staff feedback also indicated that when life demands that one partner work part-time, this will often be the
lower paid person on a less permanent contract. If women and men have equally secure employment, this difference should be minimised.

Our UWA 2030 strategy calls for a more robust approach to workforce planning that draws together the skills, capabilities and attributes required to deliver the
defined outcomes. This will set the succession, progression, development and role types required to deliver strategic outcomes. Applying the gender lens to this
enables diversity to be built into its design. Importantly, the development and delivery of strategic workforce planning, the promotions and rewards processes,
and the inclusion and diversity portfolios answer through to the SDVC allowing for a coherence in ambition across these agendas (Outcome C.4.1).

 Action/Outcome                   What will we do?

 Action C4.1                      Creating institutional visibility of diversity and inclusion with the IDC and related working groups acting as champions and change agents to
                                  share information and activity to invite participation.

 Action D2.4                      Develop and employ greater support programmes for research-intensive careers and transitions into more secure contracts is improved

 Action D3.3                      Survey academic staff to identify drivers of decisions to pursue research only fixed term positions and identify required support structures.

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

Figure 4-7: Percentage and number of academic level A –E and research only professional women and men on research-only, teaching and research, and
teaching-only contracts.

 a) All of UWA                                                                                                         b) Faculty of Engineering, Computing and Mathematics
                                100%                                                 53     51     55
                                                                                                                                                       100%         3        3         3     1       2       2      2     2      2      3
                                                70      89      85     97     96                         74      64
          Proportion of academics (%)

                                                                                                                         Proportion of academics (%)
                                        80%                                                                                                             80%                         18
                                                                                                                                                                                             19      16                   82
                                               316              309    327    304                                                                                  18                                       87     92            83    86
                                                       337                                                                                                                19
                                                                                    591    601    576    576    555
                                        60%                                                                                                             60%

                                        40%                                                                                                             40%
                                               483     494      539    524    525                                                                                                   31       34      29
                                                                                                                                                                   24                                       78            92     90    94
                                        20%                                         412    439    445    422    426                                     20%               19                                       81

                                        0%                                                                                                               0%
                                               2011    2012    2013   2014   2015   2011   2012   2013   2014   2015                                            2011     2012      2013     2014    2015   2011   2012   2013   2014   2015
                                                              women                               men                                                                             women                                  men
 c) Faculty of Science                                                                                                 d) Faculty of Medicine, Dentistry and Health Science
                     100%                      9       9        7     14      7      9      8      6      14     10                      100%
                                                                                                                                                              39        49        50       51      52      28     28     33     37      31
                                                               62            64
  Proportion of academics (%)

                                                                                                                         Proportion of academics (%)
                                              65      67              61
                                80%                                                 169    162    158    157    150                                    80%    107       128       104      108     98
                                60%                                                                                                                    60%                                                 156    174    166    163    151

                                40%                            198    192    194
                                              180     181                                                                                                     245                 249              263
                                                                                           232    231    237    231                                                     247                251
                                20%                                                                                                                    20%                                                 83     90     96             86

                                        0%                                                                                                             0%
                                              2011    2012    2013    2014   2015   2011   2012   2013   2014   2015                                          2011      2012     2013      2014    2015    2011   2012   2013   2014   2015

                                                              women                               men                                                                            women                                   men
                   Research Intensive;                          Teaching & Research;        Teaching Intensive

Academic women are less likely to be in teaching and research (T&R) positions across the STEMM faculties (Figure 4-7) and more likely to be in teaching-
intensive roles. About 32% of our women academics are T&R staff (Levels A to E) compared to 48% of men across UWA. T&R positions are often considered the
gold-standard ‘tenure track’ academic roles, where there is considerable autonomy and flexibility in time dedicated between teaching, research and other roles.
The underrepresentation of women is mirrored by an overrepresentation of women on fixed-term research-only contracts (Figure 4-6); it is likely that a lack of
mentoring and transition support to T&R contracts contributes to the inequity for women academics.

Our strong pipeline of researchers should provide a fruitful pool for recruitment and transition into T&R roles to tackle this disparity in permanent and high-
level academic roles. Feedback from academics in research-only positions is that some prefer to sit ‘outside’ of the competitive academic environment while
actively contributing to research outcomes. This is something we will explore further in our workforce planning and skills retention strategies (Outcome D2).

 Action/Outcome                   What will we do?

 Outcome D2                       Academic women have an equivalent opportunity as men to advance their careers

(iv) Academic leavers by grade and gender
 Figure 4-8a: Annual academic separations (all genders) showing reason         Figure 4-8b: Proportion of academic staff who separate from UWA each
 for separation. Data are across UWA, and averaged over 2011-2015              year. Data are across UWA, and averaged over 2011-2015. The proportions
                                                                               are of academic staff at a given level, of the respective gender (M and F).

The majority of academic separations are due to contract expiry (Figure 4-8a). Nearly a third of academic separations occur through staff resignation. On
average, almost 47% of academic women at Level A leave UWA, compared to 37% of academic men (Figure 4-8b). The proportion of staff leaving UWA rapidly
decreases with increasing academic level, for both men and women, most likely reflecting the greater degree of contract security at higher levels. From Level B
upwards, there are similar proportions of women and men leaving UWA at each level.

Figure 4-9: Proportion of academic staff (women and men) who resign by appointment level each year. Data are averaged over 2011-2015.

a) All of UWA.                                                              b) Faculty of Engineering, Computing and Mathematics.

c) Faculty of Science.                                                      d) Faculty of Medicine, Dentistry and Health Science

Figure 4-9 shows that across UWA, women resign at greater rates than men from Level C onwards, with Level E women resigning at almost double the rate of
Level E men.

Unsurprisingly, greater numbers of our academic staff resign or reach the end of contract at the lowest levels. The large proportion of leavers is clearly
correlated with staff on fixed-term research contracts tied to project funding. Data to demonstrate the repeat appointments of these staff is lacking, though
anecdotal feedback from staff is that this is a regular occurrence, but insufficiently certain to provide role security.

Almost half of women academics exit from level A. Our understanding of the choices about alternate career pathways and other life decisions by gender is
currently poor. We note, however, that the proportion of academics leaving at level A is consistent with sector patterns and relates to the main point at which
post-PhD academics select an alternative university or other employment.

Disparity in resignations between genders clearly exists at an institutional level: greater proportions of men leave at levels A and B, greater proportions of
women leave at levels C, D and E. Unfortunately, our current exit engagement reporting capabilities prevents us from understanding the reasons for this trend
and as a result we are unable to make informed decisions about addressing this issue. In response to this, the University is adopting a new engagement
approach with departing staff, utilising a combination of online surveys and face to face interviews (Outcome D4.4).

We are conscious that the development plans and support we provide for our staff needs to go beyond only research and teaching capabilities. By creating
placements with industry, opportunities to engage more heavily with the professional aspects of the University and support new methods of working, we seek
to arm our staff with a portfolio of experience to enhance their career opportunities (Action B2.8).

 Action/Outcome                   What will we do?

 Action B2.8                      Proactively identify UWA women with leadership potential and nurture them through a leadership development

 Action D4.4                      Conduct exit interviews to better engage and understand reasons for departing staff

(v) Equal pay audits/reviews
Figure 4-10: Average gender pay gap across academic levels for UWA, non-STEMM and STEMM Faculties, and across the three STEMM faculties. Data is
averaged across 2011-2015.

Across UWA, the greatest disparity in pay by gender is at levels D and E (Figure 4-10). In non-STEMM faculties, there is a considerable pay gap at level E in favour
of women, reflecting the greater number of women leaders. The pay gap for all levels ranged from 0.5% at Level A to 3.6% at Level D. The pay gap was greater
in the STEMM faculties. ECM had the lowest pay gap ranging up to 2.8% at Level B. Level E academics in Science had the highest pay gap at 11%, and Levels C, D
and E in MDHS had pay gaps of 3%, 8.5% and 6.9%, respectively.

We acknowledge the considerable pay disparity, particularly at the higher levels of the academic community, which in STEMM faculties consequently favours
men. Prior to 2016 there was a gender imbalance in Head of School roles in Science which would have been reflected in loadings to men. This has changed now
with 50:50 M:W Heads of School.

Further inequities arise from discretionary allowances which are more regularly allocated to men. This is consistent with research and anecdote that suggests
women are less confident to seek additional remuneration. The larger pay gaps in MDHS are partly associated with a higher proportion of men at Levels C, D
and E, who also have a corresponding clinical role.

In 2014 UWA set up a Remuneration Committee chaired by the Vice Chancellor to determine and review the University's remuneration policy and monitor
salary and allowance movements. UWA policy on Reward and Recognition states that accordingly, when considering payment of bonuses or allowances there
must be consideration of the amounts paid to employees of all genders to ensure, as far as practicable, equity for the same levels of performance. As a first
step, the University has now standardised the Head of School role in terms of reward and tenure. We also developed Professorial Zoning to ensure consistency
of performance-based rewards. Zoning requires an assessment of contribution to the University as a whole against KPIs (i.e. teaching, research and service) and
will be fully rolled out in 2020.

During the restructure in 2016, Executive Deans and Senior Executives were provided with specific information appropriate to their faculties, including
information about gender tracking. Achievement Relative to Opportunity Policy was revised and implemented at the same time. UWA continues to recognise
Achievement Relative to Opportunity in all its remuneration, allowance and promotion decisions (Action C4.10)

In mid-2018, the University introduced a Remuneration team to its central People and Culture function. Our aim here is to eliminate discrepancies and add
transparency to remuneration across the University. By way of example, packages offered to new candidates are now benchmarked against comparative roles
internal and external to the University at the beginning of the recruitment process to better manage negotiations and ensure equal treatment. (Action D4.5)

 Action/Outcome                   What will we do?

 Action C4.10                     Encourage Gender Equity Working Group network to promote recognition of Achievement Relative to Opportunity in
                                  remuneration, allowance and promotion processes across faculties
 Action D4.5                      Conduct equal pay audits every three years and conduct an analysis if there are any disparities to better understand
                                  reasons for this


5.1 Key career transition points: academic staff

(i)     Recruitment
Since 2016, we have recorded data on our recruitment disaggregated by gender and grade, we did not do this previously.

Table 5-1: Competitive recruitment data by academic level across UWA from June 2016 through June 2019 inclusive.
                                            Applications                                             Shortlisted                                             Offer
                               M                   F                 NS*                 M                  F              NS*                M                  F               NS*
    Level A                   1542                684                 26                146                99                9                56                32                 6
    Level B                   2478               1180                 68                185               137               13                63                54                 8
    Level C                   506                 370                 20                 83                60               16                22                21                15
    Level D                   280                 110                  9                 56                21                4                20                 8                 3
    Level E                   178                 45                  23                 31                12               16                7                  4                12
    Total                     4984               2389                146                501               329               58               168                119               44
    Proportion                0.66               0.32                0.02               0.56             0.37              0.07              0.51              0.36              0.13

          *NS = Not stated

At UWA, representation of women within the total applicant pool is about one third of the total. As we move through shortlisting to offer we see a small
improvement, although we note this picture is somewhat complicated by the numbers with undeclared gender 1 recorded in our system (Action C4.8). Ideally,
representation of women in the pool of applicants should reflect the proportion of qualified women available to apply. Currently, we do not have the necessary

1When an application is made for a UWA position the applicant can select from Men, Women, Trans and Other. Not Stated data includes both Transgender and Other. Where external partners are
used such as search agencies for some Level E appointments, gender data may not be recorded. A brief analysis showed that for those appointed who have not stated their gender, it broadly
reflects the larger population that haven’t specified their gender with a very small number identifying as Transgender. This presents an incomplete gender view.
benchmark data to know what these targets should be but this does form a part of our reinvigorated and centrally managed recruitment strategy.). We note,
however, that the proportion of women in the applicant pool is often less than the proportion of women receiving an offer, regardless of whether there was a
lower proportion of women being short listed. In Table 5-2 below we further explore the offers made across the faculties by gender and academic level.

 Table 5-2: Offers     ABLE (non-STEMM)                 EMS                       HMS                      Science
 made, by              M       F     NS          M       F        NS       M       F        NS       M        F       NS
 academic level
 across UWA from                                                                                                                         %         % Women
 June 2016                                                                                                                             Women       declared
 through June
 2019 inclusive

       Level A         0       5         0       31       7        2        3      10        0       19       9        3      89         35            37
       Level B         25      17        3       15       2        1        6      22        2       14      13        1      121        45            47
       Level C         7       6         1        2       2        2       12       5        6        1       6        6      56         34            46
       Level D         2       2         1        6       2        0        5       2        1        6       2        1      30         27            30
       Level E         1       1         5        2       1        1        2       0        2        2       1        2      20         15            30
        Total          35      31       10       56      14        6       28      39       11       42      31       13      316        36            42
     Proportion       0.46    0.41     0.13     0.74    0.18     0.08     0.36    0.50     0.14     0.49    0.36     0.15

Looking across all levels, there is a smaller proportion of offers being made to women candidates at the higher levels D and E, although again this picture is
complicated by the high numbers of offers made at level E where gender is not stated (Action C4.89). The picture within the non-STEMM areas is relatively
balanced at all levels. In the STEMM areas, there is clear variability between the faculties, with the HMS faculty making significantly more offers to women in
levels A and B. Again, however, we note that at the higher ‘career grades’ there remains a predominance of men. EMS has consistently low representation of
women in the applicant pool and this is mirrored in the low proportion of offers. Science made offers to 10 more men than women at level A which may create
a pipeline issue.

Prior to 2017, UWA had a recruitment approach that was inconsistently and variably applied between faculties without consideration of the diversity and skills
needs for the broader workforce profile. The ability to attract women to UWA is impacted by many things, including the evident culture and reputation, existing
gender diversity (especially in leadership positions) and our demonstrated commitment to this through the advertising and recruitment processes. The current
gender mix and the variability in the way we present opportunities have not helped attract a larger proportion of women. Recruitment panels can often
represent the gender mix of the team recruiting, which can introduce unconscious biases into the process. This would be a particular risk in EMS where the
representation of women is very low. However, where these panels are drawn from levels D and E, this is a risk across the whole institution.

Since 2018, we have been using a redesigned approach to recruitment that is strategically aligned with our workforce needs and the challenges we face in
establishing greater diversity in some areas. We have now rolled out consistent processes that are managed through our central HR Talent and Organisational
Development team. This new approach requires panels to be diverse with no worse than a 60:40 gender split and we have reviewed all of our recruitment
materials to remove instances of unconscious bias in language and images (Outcome D2).

 Action/Outcome                  What will we do?

 Action C4.8                     Improve staff data collection processes and systems to ensure more accurate and complete staff data is collected allowing
                                 a more complete view of the composition of our workforce

 Outcome D2                      Academic women have an equivalent opportunity as men to advance their careers

(ii) Induction
Staff orientation

A University-wide staff orientation program is run 3 or 4 times each year and provides an opportunity to meet senior staff and explain the University’s
expectation of its staff. The orientation program is open to new and existing staff. Members of the University Executive team present on the University’s vision
and strategy, education, research and corporate services support. There are also presentations on inclusion and diversity at UWA and a welcome from the
Student Guild. Attendance at orientation in 2018 is presented in Table 5-3. (These data were not consistently recorded prior to this).

Feedback is reviewed and collected by HR via an online survey and, where required, improvements are made to future programs.

Table 5-3: Staff orientation attendance in 2018
                                             February                   July                     May                    October                Grand Total
              Academic                          36                       16                      11                       18                       81
                 Women                          18                        8                       3                       10                       39
                  Men                           18                        8                       8                        8                       42
            Professional                        61                       23                      39                       34                      157
                 Women                          38                       18                      27                       21                      104
                  Men                           23                        5                      12                       13                       53
             Grand Total                        97                       39                      50                       52                      238

All new joiners are required to undertake the following training:
     •   Online Health and Safety Induction
     •   Preventing and Responding to Workplace Bullying
     •   Sexual Harassment Awareness

All new staff members are given a checklist with information to assist them in settling into their new role, meeting compliance requirements, and enrolling in
relevant orientations and inductions. Line managers are also required to work with new joiners within the first three months to discuss various issues relating to
their role. Details are available on our HR website. (
Local induction and onboarding – Faculty of Engineering and Mathematical Sciences Pilot

In 2018 a project was undertaken in the Faculty of Engineering and Mathematical Sciences (EMS) to give a Faculty induction for academic staff. The project
includes information about EMS vision and values; introduction to the EMS leadership personnel; overview of the Faculty structure, course and research
themes; the EMS Gender Equity Framework; and introduction to professional services support for academics. This process is continuing in EMS and is being
considered for roll out in other faculties in 2020.

(iii) Promotion
The University currently operates a central process for academic staff. Details of the committee, the process and the criteria are on our website
( Applications require the support of the Head of School and Executive Dean.

Figure 5-1: Number of applications and proportion of academics within a given level, applying for promotion. Data compares men and women, averaged across 2011-2015.
 a) All of UWA                                                                    b) Faculty of Engineering, Computing and Mathematics

 c) Faculty of Science                                                            d) Faculty of Medicine, Dentistry and Health Science

For the period 2011-15, the proportions of staff applying for promotion (as a function of total women or men at each level) are largely consistent between
genders. There is some divergence in Science and ECM at level E although numbers of women are very low in ECM. The divergence in Science in this period is
more interesting. Additional data, post the reorganisation of UWA, for the number and success of applications split by level and gender since start of 2017 is
provided below.

Table 5-4: Numbers of promotions and associated success by gender and level applied for from beginning 2017 to present (June 2019).

                                        Level B                     Level C                     Level D                     Level E
       Combined Data                                                                                                                       TOTAL       % Women
                                    M             W            M              W            M              W            M              W
 Successful                         7             7            20             17           11             12           10             9      93            44
 Unsuccessful                       0             0             2             0             0             0             2             0       4            0
 In Progress                        2             0             9             4            11             7             7             5      45            36
                                    9             7            31             21           22             19           19             14     142

The multiple levels of engagement and discussion typically result in high quality applications being sent to referees and an associated high success rate. Over the
last 30 months all women applicants have been successful. That said, it remains true that at all levels there are higher numbers of men who apply for
promotion, in line with the imbalances in our workforce (43% of applicants are women). We are seeing positive indications at Level D and E of increased
numbers of women applicants. All staff have access to promotions workshops.

We can further dissect these recent data by faculty (Table 5-5). We continue to have a significant challenge in the EMS faculty with only 5 women from 31
applications. Encouragingly, the picture in the other two STEMM faculties looks more balanced. Open Space focus groups identified that women at UWA often
delay applications for promotion longer than men, often due to a lack of confidence, peer support networks and/or mentoring. Our data do not indicate any
serious issues across the whole of UWA but we clearly have ongoing work to do in EMS (Outcome B2 and Action C4.5).

While the Academic Promotions policy was considered fair by staff contributing to an all staff consultation process in 2018, we nonetheless identified key areas
to improve around increased local involvement and staff diversity in the decisions and a broader recognition of different contributions to UWA (such as student
education, management and leadership, and industry and community engagement). We have revised our approach to promotions, in consultation with staff,
and this new approach will be launched fully in 2020. It allows for greater flexibility in assessing contribution type and should benefit a more diverse range of
staff and career profiles. Anecdotal feedback from women who are Heads of School has been very positive about the opportunities it will provide to reward a
wider diversity of staff (Outcome B1 & B2).
Table 5-5: Absolute numbers of promotion applications and proportion of academic workforce by gender and faculty in 2017, 2018 and 2019.

                                           2017                                        2018                                        2019                              %
        Faculty                                                                                                                                            Total
                              Men                      Women              Men                      Women              Men                      Women               Women
 ABLE                    8          0.05           8       0.06     6           0.04          12       0.08    10           0.06           6       0.04     50      52
 EMS                     8          0.04           5        0.12   11           0.06           0        0.00    7           0.04           0        0.00    31      16
 HMS                     4          0.02           7        0.04    2           0.01           5        0.03    5           0.03           2        0.01    25      56
 Science                 6          0.03           5        0.03    8           0.04           6        0.04    5           0.02           5        0.03    35      46
 DVCR Office                                                                                                    1                          0                1
 Grand Total            26                        25               27                         23               28                         13               142      43
 Proportion            0.03                       0.05             0.03                       0.04             0.03                       0.02

 Action/Outcome                 What will we do?

 Outcome B1                     Recognition, reward and workload allocation are unbiased and non-compounding

 Outcome B2                     Academic promotion processes are improved

 Action C4.5                    Explore career development barriers for academic women more deeply through Open Space Technology and other
                                workshops and engagements.

(iv) Higher Education Research Data Collection (HERDC)
Figure 5-2: Box and Whisker plot of UWA’s Socratic Index across gender and academic levels (based on HERDC data, averaged 2010-2016).
 a) All of UWA                                                                        b) Faculty of Engineering, Computing and Mathematics

 c) Faculty of Science                                                                d) Faculty of Medicine, Dentistry and Health Science

Until 2019, UWA employed a points system to all academic inputs (grant income), outputs (publications) and HDR completion, with different weightings given to
publication type and quality. This became a simple count of academic activity and performance averaged across a six-year time period, with no consideration
given to FTE, research workload or commencement dates. Figure 5-2 shows the distribution of scores by gender and level. Importantly, these data illustrate that
women perform as strongly as men in research at UWA. However, the index was inherently skewed with a large volume of zero scores among early career
academics (before 6-year qualification). We can also see many data outliers at the high end, these were UWA’s more prolific academics in terms of grants,
publications and HDR completions, most commonly men.

We had developed the Socratic Index as an integrated assessment of HERDC performance, as it aligned with our strategic outcomes, it was the basis on which
academic performance was measured, and was used by managers across UWA in different ways. Unfortunately, this performance measure contributed to
many of the outcomes we see in this self-assessment. This attempt to systematically metricise research performance utilised a narrow framework that did not
holistically describe all academic activity. As it did not automatically consider available FTE or work breaks, it negatively impacted women more often than men
as they more frequently took career breaks e.g. during parental leave, or worked part-time.

Feedback from staff through our workshops identified a shortcoming in the support of staff returning to research after a career break, including helping them to
maintain a strong track record. This impacts research metrics that contribute to grant applications, promotions and other opportunities. The Socratic Index
strengthened UWA’s part in a self-perpetuating cycle: with more men at higher levels, grant applications are under-represented by women, and grant winners
have more directive power over research grants and their resulting publications.

A review of applications for research grants (Table 5-6) identifies a large gap between females and males in STEMM research fields. While success rates are for
the most part comparable in STEMM subjects, the overall number of applications and size of the grants indicates a discrepancy that will require further
investigation. A review of non-STEMM subject research grants reveal no significant differences between females and males, further highlighting the root cause
of the discrepancy lying within the STEMM research areas.

You can also read