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Athena SWAN Bronze Department Award Application (Ireland)
Name of institution: University of Limerick Department: Physical Education and Sport Sciences (PESS)
Date of application: November 30 2016
Date and level of institutional Athena SWAN award: Bronze
Contact for application (must be based in the department): Professor Mary O’Sullivan
Email: [email protected]
Telephone: +353 61 202949
Departmental website address: http://www.ul.ie/pess/
Contents
1. Letter of endorsement from head of department .................................................. 1
2. The self-assessment process ................................................................................. 3
(i) The PESS self-assessment team ........................................................................... 3
(ii) The self-assessment process ................................................................................ 3
(iii) Plans for the future of the SAT ............................................................................ 4
3. A picture of the department and its composition .................................................. 6
3.1 Brief description of the department .................................................................... 6
3.2 Student data ......................................................................................................... 7
3.3 Staff data ............................................................................................................ 16
4. Supporting and advancing women’s careers ........................................................ 20
4.1 Key career transition points ............................................................................... 20
4.2 Career development .......................................................................................... 27
4.3 Flexible working and managing career breaks .................................................. 30
4.4 Organisation and culture ................................................................................... 33
5. Any other comments ........................................................................................... 42
6. Action plan .......................................................................................................... 43
Acronyms
ADAA Assistant Dean Academic Affairs
AP Associate Professor
AS Athena SWAN
BSc Bachelor of Science
ECR Early career researcher
EHS (Faculty of) Education & Health Sciences
EU European Union
F Female
FTE Full-time equivalent
GAA Gaelic Athletic Association
GEMS Graduate Entry Medical School
HEA Higher Education Authority
HoD Head of Department
HR Human Resources
HRI Health Research Institute
L Lecturer
LBB Lecturer below the Bar
LEAD Living Equality & Diversity
M Male
MSc Master of Science
P Professor
PDR Performance and Development Review
PE Physical Education
PESS (Department of) Physical Education and Sport Sciences
PG Postgraduate
PGT Postgraduate taught
PhD Doctor of Philosophy
PME Professional Master of Education
SAT Self-assessment team
SES Sport and Exercise Sciences
SL Senior Lecturer
STEM Science, technology, engineering and maths
STEMM Science, technology, engineering, maths and medicine
TA Teaching Assistant
UG Undergraduate
UL University of Limerick
UL BEO University Physical Activity, Health, and Lifestyle Initiative
UTEB University Teacher Education Board
WAM Workload Allocation Model (also know as Workload Recognition Model)
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1. Letter of endorsement from head of department
Dr Ruth Gilligan Athena SWAN Manager Westminster Tower 3 Albert Embankment London SE1 7SP November 2016
Dear Dr Gilligan,
I am delighted to be writing a letter of submission for the Department of Physical Education and Sport Sciences (PESS) at the University of Limerick (UL) seeking a Bronze Athena SWAN Award.
As Head of Department I have initiated the application and support the way in which the initiative contributes to both institutional and departmental strategy. The UL strategic plan Broadening Horizons 2015-2019 clearly states that UL seeks to exemplify gender equality best practice in all aspects of its activities, reinforcing UL’s position as the leading university in Ireland in terms of female representation in senior roles., i.e., 31% at full professorial level and 33% at associate professor level.
The UL strategy explicitly commits the institution to the Athena SWAN process. A member of the PESS team sits on the University Athena SWAN Steering Committee, which is chaired by the UL President (equivalent to Vice-Chancellor in the UK), and PESS also has representation on the Education and Health Sciences Faculty Athena SWAN Steering Committee.
Athena SWAN has become a standing item at PESS departmental meetings. The process has resulted in the department revisiting current documents, such as the PESS Strategic Plan and Social Media Strategy, to ensure the principles of Athena SWAN are evident. By mapping the Athena SWAN action items to those of the PESS Strategic Plan and carrying them out, staff will continue to be involved with the process. The PESS Strategic Advisory Group, which was set up to oversee the delivery of the PESS strategic plan, will work with the PESS Athena SWAN Committee to continue to ensure that the Athena SWAN action items are executed under the continuing leadership of the Head of Department.
Involvement to date in preparing for this award has led to a heightened awareness on equity issues in the workplace. Strengths of existing practice that have been highlighted are new staff member having the opportunity to avail of mentorship as well as a consistency of all staff completing yearly Professional Development Reviews where achievements are acknowledged and areas for development and improvement are discussed. Key issues and future priorities for PESS include ensuring PESS social media materials have gender balance (Action Plan item 3.2), the appointment of female adjunct staff as mentors and role models to early-career staff and students (Action Plan item 3.8) and complete exit surveys with
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exiting staff and researchers seeking feedback on any gender friendly ethos of department (Action Plan item 3.7). Thus I am fully committed to driving related discussions and appropriate practices within PESS and, by association, committing the necessary resources to achieve this.
Yours sincerely,
___________________
Professor Ann MacPhail
Head of the Department of Physical Education and Sport Sciences
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2. The self-assessment process
(i) The PESS self-assessment team
The 12-person Physical Education and Sport Sciences (PESS) Athena SWAN Committee is presented below. It includes academic (7), administrative (1)1 and research staff (2) as well as an undergraduate and postgraduate student. The Head of Department (HoD) invited staff to express their interest in joining the committee. In consultation with the Human Resources (HR) Division, the first six staff members sought to expand the committee. In doing so, they considered gender balance, staff grade, staff with young families and students.
Table 2.1 Physical Education & Sport Sciences Athena SWAN Self-Assessment Team (PESS AS SAT)
Gender Name Position Comment
M Ross Anderson Senior Lecturer Former Assistant Dean EHS
F Sharon Barrett Senior Administrator Acts as secretary to PESS AS Committee
M Mark Campbell Lecturer Member of UL AS Steering Committee
M Tom Comyns Lecturer BB Tenure post
F Rosemary Daniels Researcher Contract post
F Ursula Freyne Applied Studies post Contract post
M Drew Harrison Assoc. Professor Chair: EHS Res. Ethics & PESS Res Comm
M Cillian McDowell PhD student EHS Structured PhD programme
F Ann MacPhail Assoc. Professor Head of PESS Department
F Mary O’Sullivan Professor Chair: PESS AS Committee
F Paulina Pavlavicute 3nd
year UG student BSc Sport & Exercise Sciences
F Orla Power Funding Officer Shared post with GEMS
Key: M: Male; F: Female; AS: Athena Swan; Lecturer BB: Lecturer below the bar; UG: undergraduate; EHS: (Faculty of) Education and Health Sciences; PESS: Physical Education and Sport Sciences; GEMS: Graduate Entry Medical School
(ii) The self-assessment process
The Athena SWAN (AS) process was extended to Ireland in February 2015. However, UL was involved in gender-related initiatives well before then at institutional and faculty levels. The PESS AS self-assessment team (PESS AS SAT) was initiated at a departmental meeting in October 2015 with the first meeting in November 2015. The organisational diagram (Fig 1) shows how PESS SAT is embedded in the Education and Health Sciences (EHS) and UL organisational structures. A member of the PESS SAT is a member of the UL AS Steering Committee.
1 There are 2 administrators in the PESS department.
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Figure 1 PESS AS SAT: one of six departmental working groups in Education and Health Science (EHS) Faculty
PESS SAT invited the UL AS coordinator to our second meeting (December 2015) to explore the potential for a departmental application. At our third meeting, we explored how to expand committee membership to include all grades and levels of staff in PESS and began to review how best to gather data that would facilitate an exploration of AS issues in support of equality in the department. We invited six people to join the committee.
The PESS SAT met monthly from December 2015 to review departmental staff and student data and UL and PESS policies related to how UL/PESS promote gender equality among its staff and students. We gathered data relevant to these issues and reviewed the latest departmental quality review report and research strategy in terms of how well we have promoted equality and gender equality in particular.
The PESS AS SAT consulted with staff in three ways. First, work of PESS AS SAT is now a standing agenda item at departmental meetings since October 2015 (Action Item 2.1). Second, we surveyed PESS staff for their views on UL and departmental practices and policies in support of staff and we plan to repeat the survey in September 2019 (Action Item 2.2). Third, we invited several staff to comment on drafts of action plan and sought approval of plan at a departmental meeting. The PESS AS SAT interacted regularly with UL AS coordinator, UL Graduate School and UL Registrar’s Office to gather student/staff data relevant to PESS and this application. PESS AS SAT engaged with a “surgery session” in August 2016 from 2 AS UK representatives, read successful applications from similar departments in UK (e.g., Loughborough) and consulted with Prof Neville (UK) following her successful AS application.
(iii) Plans for the future of the SAT
The PESS AS SAT plans to meet every two months following this application to progress the action items on our agenda. The action plan includes named persons and committees with responsibility for specific action items. Members of the PESS AS SAT will interact with relevant persons (attending relevant committee meetings where appropriate) and hold these persons responsible for what was agreed around PESS AS commitments. We will provide a formal annual report to the PESS department (Action Item 2.2) on PESS AS action plan progress. The current cohort of PESS AS SAT members will oversee the PESS Bronze
Governing Authority
34: 26 M, 8 F
Executive Committee
9: 7 M, 2 F
ASSC
17: 7 M, 10 F
S&E
AS SAT
16: 5 M, 11 F
S&E
AS departmental working
groups
x 10
EHS
AS SAT
15: 7 M, 8 F
PESS AS
SAT (12)
5 M---7 F
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application and the first year review of progress on the action plan. The students will serve a year on the committee to allow for multiple student voices; at the end of their tenure, the outgoing students will assist PESS staff to recruit new students to the SAT. Following the first year, a third of the PESS staff (three people) will rotate off the committee and engage other staff in this effort. We plan for staff to give a two-year commitment to the PESS AS SAT from the end of the first year. The HOD oversees appointment of the Chair and secures committee membership.
Summary of Action items for Self-Assessment Process (Section 2)
Action 2.1: Place AS activity as a standing item on department meeting agendas. Action 2.2 Report on departmental statistics and implement action related to these data. Annual reporting with formal survey in 2019 to determine progress.
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3. A picture of the department and its composition
3.1 Brief description of the PESS department
PESS has 35.5 staff with 60% male and 40% female (Table 3.1). Of the 24 academics (8f/16m), 3 are professors (2f/1m), 3 associate professors (1f/2m), 2 senior lecturers (2m), 7 lecturers (1f/6m), 7 lecturers below the bar (4f/3m), and two Teaching Assistants (2m). The HoD is an associate professor (female).
Table 3.1 Physical Education and Sport Sciences staff profile 2016-2017
Staff Totals Male Female
LLB-Prof staff 22 14 8
Researchers**/ Experimental Officers
6 2 4
Teaching Assistants (TA) 2 2 0
Project Manager 1 1 0
Technicians 2 2 0
Funding Officer* 0.5 0 0.5
Administrators 2 0 2
* Fulltime post shared equally with Graduate Entry Medical School
** Postdoctoral researchers
Programmes
PESS is one of six departments in the Faculty of EHS. PESS has a strong reputation internally and is recognised nationally and internationally in the delivery of physical education and sport science programmes, which include:
BSc in Physical Education BSc in Sport and Exercise Sciences MSc in Sports Performance Professional Masters in Education (Physical Education) Graduate Diploma/MA in Dance Erasmus Mundus Master in Adapted Physical Activity (no data available centrally) MSc in Sport, Exercise and Performance Psychology (commenced January 2016)
PESS collaborates with the National Council for Exercise and Fitness (NCEF) in offering UL-accredited certificate, diploma and BSc programmes in exercise and health fitness. PESS provides service-teaching on programmes outside of the department (e.g., Clinical Therapies and School of Education) and contributes to structured doctoral opportunities across EHS.
Research
PESS’s research agenda is based around four specific research priorities:
Food For Health Physical Activity and Health Sport and Human Performance Sport Pedagogy
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In addition, golf performance is an emerging research area.
PESS academic staff members belong to the following research groupings:
Physical Education, Physical Activity and Youth Sport (PE PAYS) Ireland Research Centre (with an operational base in PESS)
Centre for Physical Activity and Health Research (CPAHR) (with an operational base in PESS)
The Biomechanics Research Unit (BRU) and Human Sciences Research Unit (HSRU)
UL Beo is a UL Physical Activity, Health, Lifestyle and Sports initiative led by PESS. It was enacted through the appointment of a project manager (August 2014) with the mission of establishing a world-leading environment for the practice of physical activity and sport. A sustained programme of research into physical activity, sport, health and lifestyle underpins each of its core objectives.
Mission, vision and core values
PESS’s mission is “to advance knowledge, professional practice and policy in the related fields of physical education, sport and exercise sciences and physical activity through high-quality and innovative teaching, research and service to the university and wider community”. PESS’s vision is to be recognised as a national and international centre of excellence for high-impact research and innovative teaching and learning in physical education and sport and exercise sciences and to be widely acknowledged for its service to the community and its significant impact on well-being, sport performance and society.
In supporting the PESS mission and vision, the following shared values underpin our behaviours and attitudes:
We are accountable to our colleagues and stakeholders and work with the utmost
integrity.
We demonstrate professionalism, respect and collegiality and are always open to
new knowledge and different ways of knowing.
We work inclusively to provide a practical, intellectual and innovative student
experience with true vocational relevance and identity.
3.2 Student data
(i) Numbers of men and women on access or foundation courses
PESS does not offer any access or foundation courses.
(ii) Numbers of men and women undergraduate students
In 2014, the female to male ratio of the 20,753 undergraduates admitted to Irish universities was 53%: 47%. The three-year average ratio for PESS female to male undergraduates is 36.5%: 63.5% and this has remained relatively static since 2012 (Table 3.2)
The ratio differs by programme: the three-year average female to male ratio for BSc Sport and Exercise Sciences (SES) is 31%: 69% and for BSc Physical Education (PE) is 41%: 59%.
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The BSc PE ratio almost matches the average UL ratio but BSc SES ratio is well below both national and UL averages for UG programmes.
However, the 3 year averages for BSc SES are compared with benchmarking data from the UK the percentage of female students is higher in UL than at Edge-Hill and within a few percentage points of the UK average; it is somewhat lower than Loughborough (the Loughborough data covers 2008 to 2011).
Table 3.2 Enrolment in Physical Education and Sport Sciences UG programmes by Gender with benchmark data for Loughborough and Edge Hill
Year UL BSc SES
UL BSc PE
PESS Total
UL Edge BSc SES
Edge BA
PESS
Edge Total
Lough BSc SES*
UK National*
2012/2013 Female 77 116 193 3,843 34 154 188 370 10895
Male 167 154 321 4,983 107 272 379 465 18885
Total 244 270 514 8,726 141 426 567 835 29780
% Female 32 43 38 43 24 36 33 44 37
2013/2014 Female 77 108 185 3,812 25 169 194 360 11140
Male 172 162 334 5,152 71 264 335 475 20570
Total 249 270 519 8,964 96 433 529 835 31710
% Female 31 40 36 43 26 39 37 43 35
2014/2015 Female 76 110 186 3,923 24 176 200 360 11330
Male 167 158 325 5,200 65 261 326 460 22490
Total 243 268 511 9,123 89 437 526 820 33820
% Female 31 41 36 43 27 40 38 44 34
% Female (3-year av.)
31.3 41.3 36.5 43.2 25.5 38.5 35.9 43.8 35.0
Key: UL BSc SES: BSc Sport and Exercise Sciences; UL BSc PE: BSc Physical Education; Edge: Edge Hill Department of Sport and Physical Activity; Edge BA PESS: BA Physical Education & School Sport; Edge BSc SES: BSc Sport and Exercise Sciences; Lough BSc SES: Loughborough BSc Sport & Exercise Science * = data for 2008-9, 2009-10 and 2010-11 (latest data sets available to PESS Athena SWAN SAT)
To address this imbalance the SAT developed Action Items 3.1 and 3.2 to assist the department in reversing the downward trend in female applications and enrolments. We will seek to promote a public image of the department, and the academic disciplines as not gender biased. We believe we will attract more female students to PESS UG programmes.
Action 3.1:
Host information evenings (with gender balance among speakers) for prospective UG/PG students and engage in Science Week to highlight women in all PESS disciplines. Action 3.2 Ensure gender balance among staff at all PESS public service events and ensure PESS social media materials have a gender balance
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On average over the three year period, 39% of all degree awards offered to PESS students on undergraduate courses were awarded to female graduates (Table 3.3). Overall, 44% of first class honours and 41% of 2:1 awards were awarded to females (referred to as high honours). As such female students outperformed their male counterparts at high honours level. Consequently, only 29% of 2:2 awards, and 11% of 3rd class degrees offered to PESS students were awarded to female students. Females do better than their male counterparts across both undergraduate programmes–trends are apparent in most years for both programmes. We do not have data to assess whether female entrants came into UL with higher CAO entry points2 and so it is difficult to know if males are underperforming or we attract higher calibre female students.
Table 3.3 Degree attainment in Physical Education and Sport Sciences undergraduate programmes by gender (2012-15)
The PESS self-assessment team will request that the University create a policy to capture the information related to CAO entrants to allow further data analysis by a number of factors including gender (Action Item 3.3).
2 CAO: Central Applications Office processes applications for UG courses in Higher Education Institutions in
Ireland. Students’ scores on final year national examination (Leaving Certificate) are assigned CAO points.
1st hons. 2.1 hons. 2.2 hons. 3rd hons.
All awards Totals
2012-2013 F M F M F M F M F M
BSc SES 2 7 8 23 7 10 1 2 18 42
BSc PE 10 8 19 19 3 6 0 0 32 33
% Female 44 39 38 33 40
2013-14
BSc SES 9 10 9 19 1 13 0 1 19 43
BSc PE 12 12 13 22 1 5 0 0 26 39
% Female 49 35 10 0 35
2014-15
BSc SES 0 13 15 8 5 6 0 2 20 29
BSc PE 14 11 11 20 1 3 0 1 26 35
% Female 37 48 40 0 42
% Female (3-year av.)
44 41
29
11 39
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Action 3.3
Request categorisation data (including gender) of new UG entrants is captured by the University Action 3.4
Investigate the pathway choices of PGT students on MSc Sport Performance
(iii) Numbers of men and women on postgraduate taught degrees
The total number of students enrolled on postgraduate taught programmes in PESS from 2012/13 to 2014/15 was 185 (60+62+63), for which the average female to male ratio was 42%:58%. However, this average ratio hides variability of the data by year. The ratio also differs by programme, as evidenced in Table 3.4. The declining full-time registrations of females on the MSc Sports Performance is somewhat outweighed by increases in part-time female registrations. We plan to explore why student choose the specific pathway options (see Action 3.4).
These data should be contextualised by the data in Table 3.9 which reports on number of applications to these programmes. In the majority of cases, the ratio of female applications to males is lower which emphasises the need to attract a gender-balanced cohort to apply to PESS’s taught postgraduate programmes while attracting males to the dance programme. To address this imbalance the self-assessment team focus on Action Items 3.1 and 3.2.
Table 3.4 Enrolment in Physical Education and Sport Sciences’ postgraduate taught (PGT) programmes by gender (2012-2015)
Year PG/PME Sports Perf. MA Dance PESS
FT FT PT FT PT FT PT Total
2012/2013 Female 11 8 1 5 0 24 1 25
Male 12 15 8 0 0 27 8 35
Total 23 23 9 5 0 51 9 60
% Female 48 35 11 100 0 47 11 42
2013/2014 Female 4 6 2 0 8 10 10 20
Male 13 18 11 0 0 31 11 42
Total 17 24 13 0 8 41 21 62
% Female 24 25 15 0 100 24 48 32
2014/2015 Female 12 4 4 4 8 20 12 32
Male 3 20 8 0 0 23 8 31
Total 15 24 12 4 8 43 20 63
% Female 80 17 33 100 100 47 60 51
% Female (3-year av.) 51 26 20 67 67 39 40 42
Key: PG: Postgraduate; PME: Professional Master of Education; FT: Full-time; PT: Part-time; Sports Perf: Sports Performance
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On average, 36% of total awards offered to PESS students for postgraduate taught (PGT) courses were awarded to female graduates over the three-year period (Table 3.5). It is noted 49% of first class honours and 38% of 2:1 awards were awarded to female students (i.e. high honours). Female students outperformed their male counterparts at high honours level. Consequently, only 22% of 2:2 awards to PESS students were awarded to female students. We plan to request course directors to report on grades by gender to determine if males are underperforming with actions taken if necessary.
Table 3.5 Degree attainment in Physical Education and Sport Sciences’ postgraduate programmes by gender (2012-15)
1st hons 2.1 hons 2.2 hons 3rd hons All awards
F M F M F M F M F M % F
2012-13
Sports Perf GD 0 0 0 2 0 0 0 0 0 2 0
Sports Perf M 0 3 4 6 0 4 0 0 4 13 24
Dance GD 0 0 0 0 0 0 0 0 0 0 0
Dance M 2 0 3 0 0 0 0 0 5 0 100
PE GD 10 8 19 19 3 6 0 0 32 33 49
% Female 52 49 23 n/a 46
2013-14
Sports Perf GD 0 0 0 0 0 0 0 0 0 0 0
Sports Perf M 2 2 4 12 1 4 0 0 7 18 28
Dance GD 0 0 2 0 0 0 0 0 2 0 100
Dance M 0 0 0 0 0 0 0 0 0 0 0
PE GD 1 0 3 5 0 8 0 0 4 13 24
% Female 60 35 20 n/a 30
2014-15
Sports Perf GD 0 0 0 0 0 0 0 0 0 0 0
Sports Perf M 1 6 1 9 2 7 2 0 6 22 21
Dance GD 0 0 1 0 0 0 0 0 1 0 100
Dance M 2 0 2 0 0 0 0 0 4 0 100
PE GD 0 0 0 0 0 0 0 0 0 0 0
% Female 33 31 22 100 33
(3 Year-av. %F) 49
38 22
100
36
(iv) Number of men and women on postgraduate research degrees
PESS has a better three-year average female to male ratio of 62.5%: 37.5% for registrations on postgraduate research degrees compared to 46.6%: 53.4% for UL (Table 3.6). The trend is
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common for both MSc and PhD programmes for all years (except MSc registrations in 2012/13, when it was 44%:56%). As such PESS attracts more female students to its research postgraduate offerings than the University and well above ratio of 50:50. This can be further contextualised by the lower number of female students graduating from the typical feeder programmes (Table 3.2) and so it can be construed that this academic pipeline into postgraduate research is more favourable towards female entrants. Reviewing these data will be part of AS annual report to the department with actions taken if necessary. Table 3.6 PESS postgraduate research student registrations by gender (2012-2015)
Year PESS University
MSc PhD Total MSc PhD Total
2012/2013 Female 4 13 17 40 333 373
Male 5 6 11 70 359 429
Total 9 19 28 110 692 802
% F 44 68 61 36 48 47
2013/2014 Female 5 15 20 44 330 374
Male 1 10 11 72 350 422
Total 6 25 31 116 680 796
% F 83 60 65 38 49 47
2014/2015 Female 3 15 18 33 345 378
Male 2 9 11 63 375 438
Total 5 24 29 96 720 816
(3 Year-av.) % F 60 63.2 62.5 36.3 48.2 46.6
The completion rates from PESS postgraduate research programmes show that 70% of graduates have been female (Table 3.7) matching the enrolment numbers in Table 3.6. Research degrees awarded by UL are not classified hence data for degree level attainment are not available. These data illustrate females progress well at PGR level.
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Table 3.7 Completion rates for PESS PG research programmes by gender
Year PESS
MSc MEd PhD Total
2012/2013 Female 1 0 2 3
Male 0 0 1 1
Total 1 0 3 4
% F 100 n/a 67
2013/2014 Female 1 1 3 5
Male 1 0 3 4
Total 2 1 6 9
% F 50 100 50
2014/2015 Female 2 1 3 6
Male 0 0 1 1
Total 2 1 4 7
% F 100 100 75
(3 Year-av.) %F 80 100 62 70
(v) Intake of undergraduates by gender
Data for BSc Sport and Exercise Sciences (SES) (Table 3.8) show an average female recruitment of 29% over a three-year period, which is significantly lower from national and university trends. While there was a slight upturn in 2014/15, female recruitment onto the BSc SES did not go above 32%. The female to male ratio for the BSc Physical Education matches that for UL. Intake numbers point to the need to attract more female students to both programmes (see Action Items 3.1 and 3.2).
For fulltime non-standard entrants, the overall target in the UL strategic plan is for a 28% intake by 2018 to undergraduate programmes. Non-standard entrants include mature students, students with a disability, socio-economically disadvantaged students and further education students. UL’s target of 15% mature students contributes to this.
PESS has a three-year average annual intake of 11.5% mature students (>23yrs) to its undergraduate programmes (46 over three years). The annual average intake is 14 % for PE and 9% for SES programmes. There are 8 females and 19 males in the PE programme and only 1 female to 18 males on the B.Sc. SES. To address the imbalance in both standard and non-standard recruitment the self-assessment team are proposing Action Items 3.1 and 3.2 to assist the department in reversing the downward trend in female applications.
PESS has an annual average intake of 11% under the Higher Education Access Route (HEAR) and Disability Access Route (DARE) for a total of 63 students across 3 years. A full analysis cannot be presented as no data are available. We have requested the University create a policy to capture the information related to non-standard entrants in the future to allow further data analysis by several factors (including gender). See Action Item 3.3.
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Table 3.8 Student intake for PESS UG programmes by gender (2012-2015)
Year SES BSc PE Total PESS UL
2012/2013 Female 18 30 48 3743
Male 45 40 85 4983
Total 63 70 133 8726
% Female 29 43 36 43
2013/2014 Female 17 25 42 3812
Male 47 40 87 5152
Total 64 65 129 8964
% Female 27 38 33 42
2014/2015 Female 21 29 50 3923
Male 44 35 79 5200
Total 65 64 129 9123
% Female 32 45 39 43
3-year average % F 29 42 36 43
(vi) Ratio of course applications, offers and acceptances by postgraduate taught and research degrees
The application process for a postgraduate research degree is not formalised until a University registration application is completed. By this stage applicants will have engaged with the proposed supervisors and the department fully. Thus when an application is submitted there is close to a 100% success rate in converting the application into an offer and subsequent acceptance. There is no data source on informal enquiries made or non-solicited applications.
The PESS AS self-assessment team have requested the University create a policy to capture information related to applications, offers, and acceptances and allow further data analysis by several factors (including gender) as noted in Action Item 3.5.
Action 3.5 Request that categorisation data (including gender) is captured on all applications: applicants whom offers are made to and subsequent applicants who accept offers to PESS research-related postgraduate programmes is captured by the University.
Although no formal data exist for the number of formal applications or offers, anecdotal evidence suggests a significant majority of PESS applications to UL for research postgraduate registration are approved. PESS female registrants exceed (or match) UL’s norms for PhD and MSc degrees (Table 3.9) (with the exception of 2014/15, when there were no female applications).
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Table 3.9 Number of PESS and UL acceptances by gender (Postgraduate Research-PR)
PESS University of Limerick
Year MSc PhD Total MSc PhD Total
2012/2013 Female 2 7 9 20 94 114
Male 1 3 4 28 101 129
Total 3 10 13 48 195 243
% Female 67 70 69 42 48 47
2013/2014 Female 2 3 5 26 65 91
Male 0 3 3 17 100 117
Total 2 6 8 43 165 208
% Female 100 50 63 60 39 44
2014/2015 Female 0 4 4 8 84 92
Male 1 5 6 19 97 116
Total 1 9 10 27 181 208
% Female 0 44 40 30 46 44
Table 3.10 shows the ratio of applications to offers and to acceptances on postgraduate taught (PGT) programmes in PESS. The ratio of accepted places to applications for females is greater than 1 (ranging from 27/23 in 2012/13 to 21/19 in 2014/15). While there is a low number of female applications (70 of 350 or 20%), they were more likely to be offered a place than a male applicant. Action Items 3.1 and 3.2 are focussed on reversing the downward trend in female applications, and subsequent enrolments.
Table 3.10 Ratio of PESS PGT applications, offers, and acceptances by gender (2012-2015)
PG/PME Sports Performance MSc PESS
FT FT PT All
App. O Acc. App. O Acc. App. O Acc. App. O Acc.
’12/13 F 10 6 4 14 12 8 2 1 1 26 19 13
M 29 23 13 43 20 15 13 5 8 85 48 36
Total 39 29 17 57 32 23 15 6 9 111 67 49
% F 26 21 24 25 38 35 13 17 11 23 28 27
’13/14 F No data
No data 3 12 6 6 4 1 2 16 7 11
M
No data
No data 12 62 25 18 11 2 11 73 27 41
Total No
data No
data 15 74 31 24 15 3 13 89 34 52
% F No
data No
data 20 16 19 25 27 33 15 18 21 21
’14/15 F 11 5 3 14 5 4 3 2 4 28 12 11
M 34 21 13 66 33 20 22 2 8 122 56 41
Total 45 26 16 80 38 24 25 4 12 150 68 52
% F 24 19 19 18 13 17 12 50 33 19 18 21
Key: PGT: Postgraduate taught; PG: Postgraduate; PME: Professional Master of Education; App: Applied; O: Offered; Acc: Accepted
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Summary of Action Items for Student Data (Section 3.2)
Action 3.1: Host information evenings (with gender balance among speakers) for prospective UG/PG students and engage in Science Week to highlight women in all PESS disciplines. Action 3.2: Ensure gender balance among staff at all PESS public service events and ensure PESS social media materials have a gender balance Action 3.3: Request that categorisation data (including gender) on new UG entrants is captured by the University Action 3.4:
Investigate the pathway choices of PGT students on MSc Sport Performance Action 3.5: Request that categorisation data (including gender) is captured on all applications: applicants with offers, and applicants who accept offers to PESS research-related postgraduate programmes.
3.3 Staff data
(i) Proportion of all categories of academic staff by gender
Ten of the 25 academics in PESS were female as of June 2016. See Table 3.11 for a breakdown of grades by gender for the last three years. One of the three teaching assistants, the two experimental officers and the funding officer were all female. Two of the three post-docs were female. The two administrators were female and two technical staff male. From 2013 to 2016 the percentage of female academic staff had dropped from 45% to 40% in 2015/2016.
In August of this year we hired 4 academics. Three were female appointments: new professor, a lecturer below the bar (LBB) replacing a female on expired contract post; and new LBB post. Discussing these data highlighted the following issues for the PESS AS self-assessment team:
PESS has greater gender equality at senior ranks than at mid rank grades, which has implications for the pipeline into the future. With the appointment in August 2016 of a female professor, there are now three females and three males at professor/associate professor level. Currently there are two senior lecturers and both are male (a recent hire and an internal promotion). We will review the recruitment process and ensure posts are advertised widely attracting a more gendered balance application pool/shortlist (Action Item 3.6).
Action 3.6: Review recruitment process and especially at Lecturer below bar and ensure posts are advertised widely attracting a more gendered balance on application pool/shortlist.
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At the Lecturer, we have a 6/1 (F/M) split, with more males promoted following several male appointments in recent years (Table 3.11). Two females of the seven lecturers below the bar (4f/3m) are on five year contracts that do not require a PhD. These are Applied Studies posts (ASP) and we recruit school teachers. A third female was hired without a PhD because her expertise was missing in the department. All three bring credibility to the professional aspects of the Physical Education programme. The expectation for ASP staff is to return to school teaching following completion of their contract. PESS does support these teachers if they wish to complete a PhD; basic requirement for tenured posts at UL. Currently one Applied Studies female staff member is completing her PhD. The ASP was filled by a female teacher in August and we will support her to complete her PhD if she wishes. A number of male staff teach on both undergraduate programmes (PE and SES). Up to May 2016 undergraduate SES students had few female academic role models to look to when considering career paths. The females they did interact with were lab tutors and teaching assistants. This was not an appropriate gender equity message to attract females to careers in sport sciences. PESS began to rectify this hiring two new female academics (Prof and LBB) in August 2016 who now teach, research and supervise students on SES programmes. They are important role models for female students.
Table 3.11 Physical Education and Sport Sciences academic staff by gender (2013-2016) 2013/14 2014/15 2015/16*
F M % F % M F M % F % M F M % F % M
P 1 1 50 50 1 1 50 50 1 1 50 50
AP 0 1 0 100 0 1 0 100 1 2 33 67
SL 2 1 67 33 1 1 50 50 0 2 0 100
L 1 2 33 67 1 7 13 88 1 6 14 86
LBB 5 5 50 50 4 2 67 33 5 3 63 38
TA 1 2 33 67 2 1 67 33 2 1 67 33
Totals 10 12 45 55 9 13 41 59 10 15 40 60
Key: P = Professor; AP = Associate Professor; SL = Senior Lecturer: L = Lecturer; L = Lecturer; LBB = Lecturer below the Bar; TA = Teaching Assistant * In August 2016 staff changes occurred for 16/17: all reflected in Table 3.1 and related text.
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Red Square: Males; Blue Diamond: Females
Figure 3.2: PESS staff profile by gender and grade (2013-2016)
(ii) Leavers by grade and gender
More female than male academics left the PESS department in the last five years (four females and one male). While their individual circumstances varied greatly, we are keen to monitor this issue. Following engagement with the females we got no sense this was a gender related decision. Three sought posts closer to family (France, UK, and USA). The Irish female academic who left had completed all her degrees at UL and sought to broaden her experience. We supported this decision as she moved to Queensland (UQld) which is a highly prestigious and internationally recognized university. We do plan to formally track why staff members resign from the department (Action Item 3.7).
Action 3.7: PESS HoD to conduct face to face exit interviews with exiting staff/researchers and seek feedback on gender friendly ethos of the department
We noted with concern three female staff members left before their research contracts expired while no such case occurred for a male researcher. While we have not been able to ascertain why this was the case, we intend to report on the progress of new researchers and ensure they access opportunities to progress their careers. There will be an annual review of achievements via the Professional Development Review (PDR) system, all will be offered mentoring within the department and encouraged to seek a mentor outside of the department through UL’s Formal Mentoring Scheme. Researchers will be invited to all HR and PESS career related workshops and encouraged to avail of a coach through UL’s Research Coaching scheme to support them with their research outputs (see Section 4: Action Item 4.4).
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(iii) Proportion of men and women academic and research staff on fixed-term, open-ended, zero-hour and permanent contracts
Of the 37.5 members of PESS staff, 16 (43%) are on time-defined contacts and 21.5 (57%) are on permanent contracts. Four (11%) staff on defined contract posts have tenure-track appointments, which means that they will progress to lecturer and permanent status when they meet academic progression criteria. A number of years ago, UL dropped a quota system relative to progression. Currently, three males and one female are on tenure-track appointments. Of the remaining 12 contract staff, 50% are male and 50% female. These include researchers and teaching assistants.
We have four academics on zero-hour contracts. These are three year honorary appointments of international adjunct staff and all are male (senior lecturer to professorial). PESS appointed one female adjunct professor in the past. We plan to appoint at least two female adjuncts no later than September 2017 (Action Item 3.8)
Summary of Action Items for Staff Data (Section 3.3)
Action 3.6: Review recruitment process and especially at Lecturer below bar and ensure posts are advertised widely attracting a more gendered balance application pool/shortlist.
Action 3.7: PESS HoD to conduct face to face exit interviews with exiting staff/researchers and seek feedback on gender friendly ethos of the department Action 3.8: Appoint female adjunct staff as mentors and role models to early-career staff and students
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4. Supporting and advancing women’s careers
4.1 Key career transition points
(i) Recruitment
Job vacancies arising in Physical Education and Sport Sciences (PESS) are advertised on UL’s job vacancies website, on www.universityvacancies.com, on www.jobs.ac.uk.uk and on various Physical Education and Sport Science fora.
As stated on its job vacancies website, UL is an equal opportunities employer and committed to selection on merit. The HR Athena SWAN web page states the University’s commitment to combating under-representation and advancing the careers of women in the higher education sector.
UL interview panels must comprise males and females – a minimum target of 30% for both genders has been established under UL’s Athena SWAN action plan. Faculty who serve on interview panels must complete an unconscious bias training programme.
The profile of applicants for positions within PESS from 2013 to 2015 is shown in Table 4.1. The number of male applicants generally exceeds the number of female applicants for academic and research positions. Only 12% of females compared to 22% of males who applied for academic positions were shortlisted, and only 3 females compared to 11 males were offered academic positions. Two of the females and six of the males accepted the offers. Action 4.1 was developed to ensure unconscious bias is not a factor when shortlisting and interviewing applicants for positions.
The situation differs for research positions. We know 28% of females who applied for research positions were shortlisted while only 13% of males who applied were shortlisted. Furthermore, 80% of those offered research positions were female. For non-academic positions, 16% of females and 4% of males who applied were shortlisted. In total, 66% of the successful applicants for these positions were female. Thus our focus will be on attracting more female applicants to academic posts and more male applicants for the fixed term contracts and research contract posts.
Action 4.1: The HOD to ensure that all PESS staff complete the on-line unconscious bias training. PESS staff involved in interview panels to complete Interview Skills Training provided centrally by HR,. All PESS staff to complete Dignity & Respect Training. Training to be clearly specified in each staff member’s PDR and HR to provide annual data on completion rates to the HOD.
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Table 4.1 Male and female applicants for all positions in Physical Education and Sport Sciences (2013-2015)
Position Number of positions
Number of female
applicants
Number of male
applicants
Number of females
shortlisted
Number of males
shortlisted
Number of successful
female applicants
Number of successful
male applicants
Number of females who accepted the
position
Number of males who
accepted the position
Non-academic positions
Senior Administrator
1 18 2 4 1 1 0 1 0
Applied Sport Experimental Officer
1 29 67 3 1 2 1 1 0
Project Manager 1 11 22 2 2 0 1 0 1
Research positions
Research Assistant
4 47 37 14 5 3 1 3 1
Postdoctoral Researcher
6 50 63 13 8 5 1 5 1
Academic positions
Teaching Assistant
2 38 75 1 11 0 4 0 2
Applied Studies Coordinator
1 5 6 2 1 1 0 1 0
Lecturer below the bar
3 33 54 6 14 1 5 0 2
Lecturer 1 3 8 0 4 0 1 0 1
Senior Lecturer 1 10 21 1 3 0 1 0 1
Professor 1 4 11 1 6 1 0 1 0
Overall 22 248 366 47 56 14 15 12 9
% of Total 40 60 46 54 48 52 57 43
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(ii) Induction
Formal induction training is provided for all new staff by the HR Division (HR). Induction training is general and local. The general induction covers information on institutional protocols, policies, procedures, regulations, family-friendly supports and employee assistance programmes. In addition, new academic and research staff are given an overview of student affairs and academic regulations. Local induction in PESS is provided by the Senior Technical Officer and covers issues such as health and safety.
In operation since 2006, UL’s mentoring programme pairs junior staff with senior staff mentors (who are not their line manager). The scheme was originally set up for female staff and grew out of the UL women's forum. Through consultation with the HoD, all new members of PESS staff are assigned a mentor with a policy document developed by the HoD and approved by the department. Formal mentor and mentee workshops are run by UL. Our staff survey asked about mentors. The dat suggest a need to provide mentorships opportunities for all staff especially female staff (Action 4.2).
Table 4.2 Question: Do you have a mentor at UL?
Yes Don’t have a mentor,
but would avail of one
Don’t have a mentor,
I wouldn't want one
Female 16% 42% 42%
Male 42% 8% 50%
Action 4.2: Mentorship to be provided to all staff who wish to avail of it and all potential mentors and mentees in the PESS department to attend the UL mentor & mentee training workshop. Staff to be asked if they want a mentor annually at PDR meeting
(iii) Personal development review
UL’s Performance and Development Review system (PDRS) involves two-way communication between individual staff members and their line manager. The PESS HoD conducts all of the reviews. The system’s main aim is to improve performance and enhance staff members’ professional career development. Annual one-to-one meetings are held to review each individual staff member’s progress and set his/her goals and objectives for the following 12-month period. The PDRS is currently a standalone system not linked to the workload allocation model (WAM). However as part of the UL strategic AS plan the institution is currently reviewing this process and considering linking both the PDR and the WAM through an electronic system. The PESS department intends engaging through its HOD in this review (Action 4.3).
Action 4.3: PESS to engage at institution level in the review of the PDR system and the WAM through the HOD.
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The PESS survey included questions related to the PDRS. The results indicated that 84% of respondents had a PDRS within the past 12 months. Only one staff member had never had a one-to-one PDRS meeting. In addition, 60% indicated that they agreed (5 males, 4 females) or strongly agreed (24%) that their workload was usefully discussed during PDRS meetings. Finally, 52% either agreed (6 males, 7 females) or 24% strongly agreed (4 males, 3 females) that they felt confident any issue raised regarding workload would be dealt with. Five staff or 20% (2 males, 3 females) disagreed with this statement.
(iv) Progression and Promotion
UL’s policies for the promotion of academic staff state that disability, gender, civil status, family status, sexual orientation, religious belief or lack of religious belief, age, race or membership of the Traveller community will not be a barrier to achieving progression.
UL’s policy for the promotion of academic staff includes a policy for progression across the merit bar. There is no separate process locally. The policy specifies the conditions and procedures for progression from Lecturer below the bar to Lecturer. Progression across the merit bar is based on individual performance, assessed relative to disciplinary norms, against the criteria and benchmarks of (i) excellent scholarship and research output; (ii) excellent teaching and curriculum development, and (iii) satisfactory service to the University and the wider community.
Staff members applying for progression are invited to an annual information session delivered by faculty deans and HR. The session explains the procedures and invites potential applicants to ask questions. In addition, academic staff volunteer to read progression applications and provide feedback to applicants before their final submission.
The policy for the promotion of academic staff covers promotion from Lecturer (above the bar) to Senior Lecturer and from Senior Lecturer to Associate Professor. These promotions are based on individual performance assessed against criteria and benchmarks relative to relevant disciplinary norms and outputs and include (i) scholarship and research output, (ii) teaching and curriculum development, and (iii) academic leadership and service. Promotion is based on achieving academic standards relevant to the promotional grade.
Internal promotion to Professor (personal chair) includes four assessment criteria: (i) research and scholarship, (ii) academic leadership, (iii) teaching and learning, and (iv) contribution to University and wider community. The related policy states that both genders are to be represented on the assessment panel.
When an individual is successful in progression or promotion, they transfer to the pay scale of the newly secured position with a starting salary one point above their previous level. This is applied across all promotion posts and new hires are also subject to these policies.
Table 4.3 gives progression figures for 2012-2014 from Lecturer below the bar (LBB) to Lecturer (L). It appears from the table that males have been more proactive than females at the same level in applying for progression. Table 4.3 conveys that while two male LBBs with 3+ years’ service at progression application deadline was evident in 2012, an additional three male LBBs chose to process their materials for progression early. Only 1 of the 5
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males was successful. As of October 2016 all 5 males were successful. We now plan to invite PESS staff who have had recent success and the EHS representative on the UL progression/promotion board to address PESS staff (Action Item 4.4).
Table 4.3 PESS progression data from Lecture below the bar (LBB) to Lecturer (2012-2014)
LBB with 3+ years’ LBB service at progression competition deadline
Applied to Lecturer Successful
Year F M % F F M
% eligible females applied
% eligible males
applied F M
% of applied females
successful
% of applied males
successful
2012 3 2 60 0 5 0 100 0 1 0 20
2013 1 2 33 0 0 0 0 0 0 0 0
2014 1 2 33 0 3 0 100 0 3 0 100
Table 4.4 gives promotion figures for 2012 and 2015 from Lecturer to Senior Lecturer (SL). In 2012, one of two male staff members who were eligible to apply for SL did apply and was unsuccessful. In 2015, two male staff members were eligible to apply for SL. The same staff member who applied in 2012 applied again and was successful.
Table 4.4 PESS applications and promotions from Lecturer to SL (2012-2015)
Lecturer with 3+ years’ Lecturer service at
promotion deadline Applied to Senior Lecturer Successful
Year F M % F F M
% eligible females applied
% eligible males
applied F M
% of applied females
successful
% of applied males
successful
2012 0 2 0 0 1 0 50 0 0 0 0
2015 0 2 0 0 1 0 50 0 1 0 100
Table 4.5 gives promotion figures for 2012 and 2015 from Senior Lecturer (SL) to Associate Professor (AP). In 2012, one female and one male were eligible to apply for AP; only the male staff member applied and was unsuccessful. In 2015, the same two staff members were eligible to apply for promotion to AP; both applied and both were successful.
Table 4.5 PESS applications and promotion from Senior Lecturer (SL) to Associate Professor
SL with 3+ years’ SL service at promotion
deadline Applied to Associate Professor Successful
Year F M % F F M
% eligible females applied
% eligible males
applied F M
% of applied females
successful
% of applied males
successful
2012 1 1 50 0 1 0 100 0 0 0 0
2015 1 1 50 1 1 50 50 1 1 100 100
In speaking with PESS staff on promotions during PDRS meetings, it is apparent that their perceptions of promotion are driven more by what constitutes the required research metrics for promotion than by any more personalised discriminatory grounds for concern.
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While ten staff indicated intending on applying for promotion, eleven staff actually applied for promotion (4 females & 7 males).
Results from the survey provide further insights into staffs’ attitudes to promotion. Fifteen staff (60%:10 males, 5 females) stated that they understood the promotion process and criteria, four (16%: 1 male, 3 females) stated they did not and six (24%: 1 male, 5 females3) stated that promotion was not relevant to their post. Sixteen (70%, 8 males, 8 females) believe the promotion process is transparent and fair while 7 (30%, 4 males, 3 females) believe it is not. When asked if they received support and encouragement from the department to apply for promotion4, eight (32%, 6 males, 2 females) said ‘yes’, seven (28%, 2 males, 5 females) said ‘no’. The remainder said the question was not applicable to their post. When applying for promotion, one staff member (4%, male) said they received appropriate and useful feedback from the department, six (24%, 5 males, 1 female) said they got feedback from the promotions panel and 18 (72%, 6 males, 12 females) said the question did not apply to them. When asked why they had not put themselves forward for promotion, one person noted a lack of support, one did not think they would be successful and one said they had been advised against it. We plan invited all academic staff to promotion workshops annaully to see potential for promotion (Action Item 4.4).
The University Promotions Board must take cognisance of periods of leave taken by applicants when assessing them. To support equality and diversity in academic careers, due weight will be given to individual circumstances that have significantly constrained a candidate’s opportunity to participate fully in the expected range of activities that are expected of an appointee to the rank of application (the period since their progression above the bar or appointment in UL, whichever is most recent).
Action 4.4: EHS representative to progression/promotion boards and PESS Staff who have successfully undergone progression/ promotion share experiences with staff
(v) Selection committees
UL’s policies for the appointment of academic staff state that both genders are to be represented on every selection board. All recruitment documentation was updated in July 2015 to include the requirement for a 30% gender representation on all panels. Selection boards will not be permitted to proceed unless they meet these new guidelines. To ensure appropriate gender balance, the President may co-opt additional members (internal or external) to the boards.
The retention scheme for academic staff must have both genders represented among the voting members of the Assessment Panel.
PESS not only upholds the gender requirements of selection committees but also provides opportunities to staff at all levels to be gain experience in a selection committee. We expect
3 These staff are on fixed term contracts as researchers or applied studies academic staff
4 Several female staff were already promoted while PESS had several male staff newly appointed to tenure
track posts.
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staff to complete necessary training to allow them to be best prepared for this role (Action Item 4.1). Table 4.6 below denotes the gender composition of PESS interview panels from 2013-2016.
While some senior staff members experience ‘committee overload’ because of the small numbers within the department, this is monitored with a view to keeping it to a minimum.
Table 4.6 Selection board membership for PESS appointments (2013-2016)
Advertised posts Date Female board members
Male board members
Teaching Assistant in Sport & Exercise Science 2013 1 2
Lecturer BB in Physical Education Teacher Education / Sport Pedagogy
2014 3 2
Applied Studies Coordinator 2014 3 2
Chair / Professor in Physical Activity and Health 2015 4 4
Lecturer BB in Human Movement Science 2015 2 3
Applied Sport Experimental Officer 2015 3 1
Senior Lecturer in Sport & Exercise Science 2015 2 4
EHS Research Funding Officer – PESS/GEMS 2015 2 3
Applied Studies Coordinator 2016 (currently advertised)
3 2
Lecturer BB in Physical Education Teacher Education / Sport Pedagogy
2016 (currently advertised)
3 2
Lecturer BB in Sports Nutrition 2016 (currently advertised)
3 2
Key: Lecturer BB: Lecturer below the bar
Summary of action items (Section 4.1)
Action 4.1: The HOD to ensure that all PESS staff complete the on-line unconscious bias training. PESS staff involved in interview panels to complete Interview Skills Training provided centrally by HR,. All PESS staff to complete Dignity & Respect Training. Training to be clearly specified in each staff member’s PDR and HR to provide annual data on completion rates to the HOD. Action 4.2: All potential mentors and mentees in the PESS department to attend the UL mentor & mentee training workshop. Action 4.3: PESS to engage at institution level in review of the PDR system and the WAM through the HOD Action 4.4: EHS representative to progression/promotion boards and PESS Staff who have successfully undergone progression/ promotion share experiences with staff
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4.2 Career development
(i) Support given to students (at any level) for academic career progression
Undergraduate:
Graduate employability is an important consideration for UL and PESS. To enhance their future employment prospects, students are provided with opportunities to undertake practical work experience during their undergraduate course. This is supported by UL’s Cooperative Education and Careers Division.
PESS sponsors three student research bursaries each year (June-May). The bursaries are awarded following an open call to all students who are interested in gaining practical research experience. The research is performed under the supervision of a faculty member. Students receive a financial stipend (€200@ week) for up to eight weeks. Over the past three years, the gender profile of applicants was 56:44 female to male with 67:34 female to male of successful applicants. PESS hosts an annual postgraduate seminar to increase awareness of internal and external research opportunities and to maximise the number of individuals who transition from undergraduate to postgraduate study. Females have been well represented as recipients of awards.
Postgraduate:
There are currently 24 PhD (63% female) and 5 research MSc (60% female) students within PESS. We believe that despite the smaller numbers attracted to our taught UG/PG programmes, we do well in encouraging high calibre UG students to progress to PhDs and they are doing well. To maximise their employability within and outside academia, PhD students are encouraged to undertake Graduate School courses that cover transferable and specialist skills. An annual progression review meeting is held to monitor the progress of and support each postgraduate research student. The progression process helps to ensure that the research degree is completed within the prescribed period.
PESS postgraduate students both full-time and part-time can apply for the annual Faculty of Education and Health Sciences (EHS) PhD scholarship and fee waiver fund to support their studies. The applications are awarded on merit following an independent panel review. In addition, PESS offers a postgraduate scholarship, which covers PhD fees and a bursary for four years. The research must align with one of PESS’s research themes. Full-time PhD students can apply twice a year to the PESS PhD development fund for financial support for conference attendance or professional development.
A peer-nominated postgraduate student represents postgraduates at departmental meetings. Through this leadership role, the student representative learns about the department’s management structures. Over the past five years, the role has had a 60:40 female to male split (thee females and two males).
(ii) Support given to postdoctoral researchers for academic career progression
UL was awarded the HR Excellence in Research award in 2013 by the European Commission. As part of this accreditation, UL must implement the European Commission Charter and Code in its research policies and practices. UL is a member of Vitae, and researchers encouraged to avail of the services of the Euraxess Ireland researcher mobility portal.
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With six full-time post doctoral researchers currently (66% female), which includesan experimental officer and a funding officer the number of PESS research staff has grown rapidly over the past three years. New postdoctoral staff participate in a one-year probation, which includes meeting the line manager every three months to discuss current and future career objectives and culminates in a review at the end of the year. Postdoctoral staff should have an annual PDRS review thereafter. The EHS early career researcher (ECR) champion represent ECRs at faculty level and organise networking and training events. Current EHS ECR champion is a male member of PESS.
The PESS Research Funding Officer also provides support to postdoctoral researchers to identify fellowship opportunities or early career grants that will enhance their academic independence. In addition HR offers them the opportunity to participate in a research coaching programme where they are paired with an experienced researcher mentor, who provides advice and empowers the mentee in advancing their career (Action Item 4.5). The PESS staff survey noted that 29% (2 females, 5 males) have a mentor, 25% ( 5 females, 1 male) don’t have a mentor but would like to avail of one and 46% (5 females, 6 males) do not have a mentor and do not wish to avail of one. Action item 4.5 will ensure researchers have mentors if they wish.
Action 4.5: Assign research staff (RS) a mentor and invite them to engage with career development activities (e.g., guest lecturing) and engage with UL Coaching and Careers CPD programme.
(iii) Training
HR offers excellent programmes, such as career development for mid-career academics, leadership development and dignity & respect training, to support employees’ career development. Table 4.7 summarises PESS staff participation in relevant training since 2012. Results from the study show that the top training course (yellow) was the 1) Academic Leadership Development Programme 4 and 15 (7 females, 8 males) staff members availed of it. The next four (green) were 2) Maximising your research output (tenure track) 13 staff (2 females, 11 males), 3) Research impact workshop series 13 staff (9 females, 4 males), 4) Living well, living mindfully 11 (5 females, 6 males) and 5) EU funding EHS application 9 staff (2 females, 7 males). The gendered differentiation appropriately reflects female staff career status.
Table 4.7 Participation of Physical Education and Sport Sciences staff and faculty in relevant HR training 2012-2015
Training programme Female Male Total PESS
Academic Leadership Development Programme 4 7 8 15 Action Learning Sets 1 3 4 Course Director Training 1 0 1 Dignity & Respect Workshop 2 2 4 Developing Departmental Strategies 3 3 6 EU Funding EHS Application/Workshop 4 8 9 Effective Influencing Skills - Intro to Social Styles 0 1 1 Executive Team Development 2 0 2
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Full Day Induction 0 1 1 General Induction for All Staff 3 0 3 Handling Pressure in Life & in the Workplace 1 0 1 Horizon 2020 L. McNamara 1 3 4 Inter-Faculty Research Collaboration Event 3 3 6 International Women’s Day Conference 0 1 1 Launch of Be Well @ UL 1 1 2 Launch of Research Coaching 2 4 6 Living Well, Living Mindfully 5 6 11 Minute Taking Programme 1 0 1 Managing Conflict and Having Difficult Conversations
1 1 2
Maximising your Research Output (Tenure Track) 2 11 13 PDRS Refresher Review 0 1 1 Personal Effectiveness 1 0 1 Personal Effectiveness & Time Management 0 0 0 PhD Supervision 1 1 2 Presentations from Leadership Development Prog. 3 3 6 Processing of CAO Mature Applicants on SharePoint
2 0 2
Professorial Workshop 0 1 1 Progression Across the Merit Bar 1 2 3 Research Leadership Development Programme 0 1 1 Research Careers & Development Programme 1 2 3 Research Coaching Workshop 0 2 2 Research Impact Workshop Series 9 4 13 Research Project Management 3 6 9 Researcher Development Series 1 1 2 Sabbatical Policy Training 1 1 2 Tenure Track Training 1 1 2 Team Motivation: Maintaining Morale in Difficult Times
1 0 1
Tenure Track Briefing 1 2 3 Training for Those Seeking Research Coaching 1 2 3 Introduction to PDRS for new staff 1 3 4
UL is one of five Irish universities to develop an online Living Equality & Diversity (LEAD) e-learning programme, which covers all aspects of equality. LEAD was designed for use by all UL academic, professional and support staff and is particularly relevant to staff with management or recruitment roles. An online programme entitled Making the Unconscious Conscious – Our Use of Gender-sensitive Language has been developed and is available to staff online and for members of selection and promotion boards. HR tracks and provides selection board chairs with the programme’s completion rates. UL intends to make the completion of this training compulsory going forward. At this point, 2 PESS staff members have completed the training. We intend PESS staff serving on selection/promotion boards
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will complete this training (Action Item 4.1) thereby creating greater awareness of our own biases and more informed decision making on appointments.
Since 2016, HR offers a modular-based career development programme for early-stage academic women. One or two PESS staff will take the programme annually and PESS SAT will encourage this annually (Action Item 4.5).
Results from the attitudinal survey indicate that already 88% of staff felt they were encouraged to undertake activities that would strengthen their CV. The top three highlighted activities were publications and citations (68%), funding applications (64%) and presenting at conferences (64%). When asked for suggestions on career development support not currently offered by PESS, 50% (6 females and 2 males) suggested career advice and 31% (4 females and 1 male) suggested improved networking (see Figure 4.1).
Eighty-four percent of respondents felt there was no gender difference in terms of access to career development opportunities; 12% (3 females) felt women were slightly disadvantaged and 4% (1 male) felt men were slightly disadvantaged.
Figure 4.1 Responses to “Is there anything you feel would benefit you and your career development that is not already offered by your department?”
Summary of action items for Career Development (Section 4.2)
Action 4.5: Assign research staff (RS) a mentor and invite to engage with career development events (e.g., guest lecturing, block time to complete own research and engage with UL Careers CPD programme).
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4.3 Flexible working and managing career breaks
(i) Cover and support for maternity and adoption leave
In accordance with HR’s policies, female staff members are entitled to 26 weeks’ paid maternity leave and 24 weeks’ paid adoptive leave regardless of contract status; a replacement is recruited by HOD to provide cover during the leave period. Staff members on maternity and adoptive leave are encouraged to keep in touch with their line manager regarding issues that may arise or requests for additional unpaid leave.
(ii) Maternity return rate
No PESS staff member has taken maternity leave in the last three years. One part-time staff member took maternity leave in 2014. Her teaching hours were reallocated by the HOD while she was on leave and she returned to teach following maternity leave. A PhD student worked flexibly following maternity leave; she completed her PhD part-time and had her PhD viva not long before giving birth.
(iii) Paternity, adoption and parental leave uptake
PESS operates within UL’s paternity, adoptive and parental leave policies. Adoptive leave has not been taken up in PESS within the last three years. Take-up of paternity leave has been taken but it has been more of an informal agreement with HOD. Staff commented that the informal policy worked very well for them. However, one early career faculty member noted he had not been aware of the policy when his baby was born.
New parents (other than the mother of the child) are entitled to statutory paternity leave of 2 weeks, together with a new Paternity Benefit in respect of births from September 2016. Adoptive leave is available to employees under the Adoptive Leave Act 2005. Parental leave is a statutory right under the Parental Leave Act 2006. Parents are entitled to take 18 weeks parental leave for each child before the age of 13. Parental leave must be taken in line with the operating requirements of the School. The department will ensure that new parents are made aware of the new legislation in this regard. As policies change we are committed to ensuring all staff know their rights and responsibilities relative to HR policies so will inform the staff regularly (Action 4.6).
Action 4.6: Request a HR representative to present UL’s family policies to PESS members of staff
(iv) Flexible working and managing career breaks
UL allows staff to apply for flexible working conditions. Under the flexible working policy, staff can work shorter or longer hours in a day and can work from home. Data from HR show that there was no request in PESS in the last three years for flexible working. Many academic staff use the flexible nature of the academic contract on an informal basis. On discussion with staff it may be noted that everyone gets access to this and everyone benefits from this process.
Survey data suggest there appears to be a large degree of flexibility in PESS around working conditions with 60% reporting working flexible hours (Figure 4.2). The number of PESS staff who have flexible working arrangements is based on informal agreements with the HoD. On
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this issue, 20% (2 females and 2 males) strongly agreed, 64% (10 females and 6 males) agreed and 16% (1 female and 3 males) disagreed that the adoption of flexible working conditions was supported and encouraged in PESS. While 2 members of staff felt flexitime could inhibit their career most disagreed with this statement (Table 4.8). In contrast 84% felt flexitime was supported and encouraged (Figure 4.2). HOD needs to be aware of if/how flexitime may affect overall workload of staff who work regular hours but no action item deemed necessary at this time (See Figure 4.2 and Table 4.8).
Figure 4.2: PESS staff views on flexible working policy
Table 4.8 PESS staff perceptions of impact on career progression of flexible working
“I think working flexibly would inhibit my career progression.”
Answer options Response percent Response count
Strongly agree 0.0% 0
Agree 8.0% 2
Disagree 32.0% 8
Strongly disagree 36.0% 9
Don't know 24.0% 6
In recent years, two female staff members took sabbatical leave though no staff member has taken an unpaid career break. A member of staff who requests sabbatical leave (must leave country for most of it) or take a special research leave (can stay in country) but nobody has applied for this leave in recent years. Overseas sabbatical rules pose financial and family challenges for men and women. We will encourage PESS staff to take special research leave as this is more manageable for staff with young families (Action Item 4.7).
PESS operates within UL Sabbatical policy. Sabbatical leave is paid but compensation is different for each applicant depending on where they are going and must be agreed before leave starts. Each staff member must write a proposal about where they wish to go and what they wish to do while they are on their sabbatical. They must keep a report throughout the process and must submit a report addressing their achievements relative to their goals within a month of returning to campus.
20.0%
64.0%
16.0%
0.0%
Flexible working is supported and
encouraged in my department
Strongly
agreeAgree
Disagree
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Summary of action items for Flexible Working and Career Breaks (Section 4.3)
Action 4.6 Request a HR representative to present UL’s family policies to PESS members of staff Action 4.7: Support PESS staff to apply for Special Research Leave (SRL) when a Sabbatical is neither practical or affordable
4.4 Organisation and culture
(i) Representation of men and women on committees
Staff members engage in six PESS committees with membership chosen by the HoD based on terms of reference or staff capacity and areas of interest. Slightly more women than men sit on three PESS committees and vice versa for two of three others. The PESS Strategic Advisory Group and PESS Research Committee are the most influential in terms of decision making. There is more male than female representation from PESS on Faculty committees so we need a better gender balance with due consideration to equity for all staff (Action 4.8).
Table 4.9 Physical Education and Sport Sciences’ staff membership of key committees by gender
Committee Level Frequency Female Male
PESS Strategic Advisory Group PESS 4 per year 3 2
PESS AS Committee PESS 1 per term 6 4
PESS Marketing & Social Media Committee PESS 4 per year 3 2
UL Beo Advisory Board UL 3 per year 3 3
PESS Research Committee PESS 2 per term 3 5
PESS Teaching and Learning Committee PESS 2 per term 3 5
PESS Student/Staff Committee PESS 3 per year 4 3
EHS Faculty Ethics Committee Faculty Monthly 0 3
EHS Structured PhD Faculty 0 1
EHS Research Committee UL 5 per year 0 2
University Teacher Education Board UL 3 per year 6 4
Governing Authority UL Monthly 0 0
Faculty (EHS) Management Committee Faculty Monthly 1 0
UL Research Ethics Governance UL 4 per year 0 1
UL Executive Committee UL Weekly 0 0
Academic Council UL Monthly 1 0
Action 4.8: Maintain PESS gender balance on all committees and rotate female/male chair where possible (with due consideration for equitable workload for staff).
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(ii) Workload model
Both the Faculty of EHS (of which PESS is a part) and PESS try to allocate resources appropriately and manage the time that academic staff devote to (i) teaching, (ii) research and (ii) service to the University. To ensure analysis around this issue is informed, PESS put in place the EHS Workload Allocation Model (WAM) in July 2013. The EHS WAM collates data biannually on academic activities and contributions to teaching, research and service to the University.
The WAM establishes the basic principles for fair, equitable and balanced distribution of work among academic staff. It facilitates discussion around the effective use of staff time within PESS and at faculty level and can be used to identify where unintentional imbalances might arise or where additional support might be required. The objective of the model is to ensure that work undertaken is suitable to the post and evenly distributed. WAM data can also be used in the PDRS to inform PESS and EHS discussions on staff recruitment. In addition, each academic staff member can compare their own scores to the mean, maximum and minimum scores for each category within the department.
PESS staff represent a group of highly active academics: 88% of survey respondents reported undertaking work that exceeds their contractual hours (Table 4.10). As outlined earlier Section 4.1 (ii) the institution is currently commencing a review of the WAM and PESS will actively engage in this review process.
Table 4.10 Physical Education and Sport Sciences staff perceptions of workloads
How would you describe your workload:
Answer options Response percent
Response count
I don’t always manage to work my contracted hours 4% 1 (f)
I work my contracted hours, nothing more 8% 2 (2 f)
I work a few extra hours when I need to 20% 5 (1m/4fs)
I always work more than I am contracted to 56% 14 (9m/5f)
I never stop working 12% 3 (2m/1f)
Productivity and efficiency are two key variables that are important in reviewing PESS staff workloads. Figure 4.3 reveals that 64% (9 males, 7 females) of staff felt a large portion of their time was being spent on administrative tasks, 28% (5 males, 2 females) felt they were spending more time than they should on teaching and 12% (1 male, 2 females) reported spending more time on research than was expected of them. Only 20% (1 male, 4 females) felt they had a balanced approach to all tasks and accurately distrubted their time among teaching, administrative and research activities. Staff who reported they never stop working need to prioritise their work life balance and delegate tasks. This year co-operative students have been supported financally in the department. Their expertise is aligned with staff members to help assist them with research and general workload. This provides the students with paid work and experience while also enhancing research productivity within the department.
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Figure 4.3 Physical Education and Sport Sciences’ staff perceptions of time spent on teaching, administrative and research
(iii) Timing of departmental meetings and social gatherings
Core teaching hours at UL are 09:00h to 18:00h, Monday to Friday. PESS meetings are held every six weeks during semester based on staff members’ availability as determined by their teaching schedules and calendars. In the survey, 80% (20) of respondents agreed and 20% (5) disagreed that a conscious effort was made to schedule departmental meetings at times that facilititate staff attendance. PESS tries to support family life responsibilities by keeping departmental meetings within the 9.30-16.00 time slot (Action 4.9)
Action 4.9 Departmental meetings to be scheduled between 9.30am and 16.00 to facilitate family life
A deliberate effort is made in PESS to organise occasional social and networking events to help establish and maintain cohesive working group relationships. A social gathering is held at the start of each semester and before the December holidays. In the survey, 72% of staff said they enjoy such events while 16% said they don’t (Figure 4.4).
There are other opportunities for staff to socialise. Inclusive play and participation is an integral part of the PESS ethos. Many departmental events are sports-related and vary from staff/postgraduate informal running groups at lunch time to annual PESS triathlons, 10k runs, charity events and the staff versus postgraduates end-of-year soccer match. These events cater for all individuals, working arrangements and fitness levels and have an in-built element of inclusivity.
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
I spend more timethan I should on
teaching
I spend more timethan I should onadministrative
tasks
I spend more timethan I should on
research
I work the hours Ihave been asked to
on research,teaching and
administrative roles
Thinking about your workload and allocation of tasks (tick all applicable):
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Figure 4.4 Physical Education and Sport Sciences’ staff perceptions of PESS social events
(iv) Visibility of women as role models
PESS staff attend the annual campus-based International Women’s Day conference, which features high-profile females. A female PESS staff member recently served as Inaugural Dean of the Faculty of Education and Health Sciences (EHS), and the current HoD is female. In recent years, several PESS female staff have given presentations to UL audiences on research, career development and teaching.
Four of the eight female academic staff are associate editors and/or serve on editorial boards of prestigious international research journals. Three female staff chair national advisory boards. Former female PESS graduates who hold prestigious jobs in education, sport, business and health and are invited back as guest speakers to inspire our students. PESS celebrates female and male Olympians who are current or past students or staff of the department. The PESS e-magazine celebrates female academics and elite athletes. PESS regularly reviews its website, PESS e-magazine, wall displays and social media materials to ensure a gender balance of images used with stories taking action as needed (Action 3.2).
(v) Culture
In the survey, 77% of staff described PESS as a supportive (7 males, 11 females), 76% productive (8 males, 11 females), 56% competitive (7 males, 7 females) and 40% welcoming (5 males, 5 females) place to work (Figure 4.5).
Figure 4.5 Staff description of Physial Education and Sport Sciences as a place to work
Yes 16%
Yes, and I wish we had more of them
20% Most of
time 36%
No 16%
Not applicable 12%
Do you enjoy departmental events?
72
32
0
56
24 40
0
28 32
4
76
4 0
20
40
60
80
Describe your department as a place to work
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Figure 4.6 show that 75% of respondents reported they had never been discriminated against or treated unfairly because of their gender. However, 8% (1f/1m) felt they were always treated unfavourably and 17% (2f/2m) felt they were treated unfavourably occasionally. While 80% reported they never noticed others being treated unfavourably, 20% (2m/3f) noticed it occasionally. Although these numbers are generally low any form of gender inequality or discrimination in the workplace needs to be eradicated. All staff now attend a dignity and respect workshop as part of UL policy.
Figure 4.6 Perceptions of treatment by gender of Physial Education and Sport Sciences’ staff
Twelve percent (1m/2f) reported they or others in PESS had been treated unfavourably because of other protective characteristics, such as sexual orientation, race, etc. Seventy-one percent (18) said they would and 29% (7) said they would not report the matter. Reasons why staff memebers would not report incidents were not explored we plan to ensure staff know their rights and responsibilities and will encourage them to bring formal complaints when behavior meets the threshold (Action Item 4.10)
In PESS, 20% of respondents felt women were slightly disadvantaged (all female respondents), 12% felt men were disadvantaged (all male respondents) while 68% felt there was no gender difference when applying for promotion (Figure 4.7). In relation to applying for funding, only 8% felt women were disadvantaged, and in relation to access to laboratory space and administrative support, all staff agreed there was no disadvantage based on gender.
Action 4.10: Encourage staff to report all inappropriate incidents and be willing and supported to bring a formal complaint where and when appropriate.
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Figure 4.7 Perceptions of gender equality in Physical Education and Sport Sciences
Most PESS staff agree that decisions made at department level are transparent (64%). Sixty percent felt they were consulted and involved in decision making while 40% did not. It is important that all members of staff have a voice when crucial decisions are being made.. PESS now makes provision for such situations to ensure all staff have a chance to input into decisions affecting programmes and workloads (Action 4.11).
Action 4.11 Share agenda at least three days before a departmental meeting to allow staff unable to attend to provide their input.
(vi) Outreach activities
PESS shares resources, and staff share their expertise to develop local and national teams, athletes, coaches and national governing bodies (NGBs). Table 4.11 outlines the outreach activities undertaken by staff outside of academic hours.
Outreach activities supported by PESS are classified under 3 main categories (1) Sports Coaching, (2) Community Engagement Projects, (3) Executive leadership of Educational Bodies or NGB’s. The majority of staff (male and female) are involved in outreach activities. Most activities are coaching with a smaller number involving community work and service to specific disciplines. All nine staff who coach are male, seven of whom coach female teams/athletes and two coach a mixed group of track and field athletes. Coaching at high-performance level is male dominated in Ireland also but there are PESS females with expertise in coaching. PESS has two female experimental officers, who provide sports science support to high-performance sports.
Women significantly
disadvantaged 0%
Women slightly
disadvantaged 20%
No gender difference 68%
Men significantly
disadvantaged 4%
Men slightly disadvantaged
8%
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Table 4.11 PESS staff engagement with outreach activities
PESS member Activity Frequency Male Lecturer Coaching: UL Senior Men Sigerson Football Team
Limerick Footballers Fitness Testing Mungret Football & Hurling
7hrs per week (competition schedules) 3 sessions annually (18hrs) 3 sessions annually (18hrs)
Male Lecturer UL Ladies Senior Football Team Fresher Footballers Kilmallock U/21 Kilmallock Minors
4hrs per week 2hrs per week 3hrs per week 1.5hrs per week
Male LBB Strength & Conditioning Support to Athletics Irish Institute of Sport (Swimming & Paralympics) Mentor to Intern S&C coach (ULBEO) Community Workshops
2hrs per week 2hrs per week 2hrs per week 2-3 annually
Male Lecturer Shannon Rugby 2-3 sessions per month
Male Lecturer Psychology support to Inter-County Hurling Team Leinster Golf Team Irish Institute of Sport Accredited Psychologist to athletes/teams
3 x 2hr Workshops per year 4 Weekends per year Sessional Basis
Male SL Limerick International Athletics Club 12hrs per week Female Assoc Prof
C-Well Programme: A community leadership programme 4hrs per week
Female Lecturer Executive Irish Primary PE Association Teaching Dublin Urban School Groups Coaching Workshops
4-5hrs per month 3-4hrs per month 3hrs per month
Male LBB i-PLAY Initiative 2hrs per week
Female LBB i-PLAY Initiative 2hrs per week
Male technical staff
UL Ladies Senior Football Team Mayo Ladies Football Team Limerick U/14 boys GAA Academy Higher Education Colleges Committee Secretary
10hrs per week 15-20hrs per week 2hrs per week 3hrs per week
Male Project Manager
Tipperary Hurlers Coach to International female sprinter
12-13hrs per week 2hrs per week
Female Experimental Officer
ULBEO Lectures/Workshops Sports Science Support UL Ladies Senior Football Team Yoga Class Dexa Scanning for High Performance Sport
Sessional Basis Weekly – as requested by coaches 1.5hrs over 6 weeks 10hrs per month
Male SL High Performance Advisory to Irish Institute of Sport Paralympic Ireland Lead Sports Scientist of Olympic Council of Ireland Limerick Sports Partnership Board Member Coach to U/14 Limerick Hockey Club & Gael Coláiste Player Development Manager of Limerick Hockey Club
Consultancy Service Consultancy Service Consultancy Service 2.5hrs per week
Female LBB Workshops in Local Schools Sessional Male Lecturer Continuing & Professional Education (CPE) Video &
Performance Analysis Short Course Coordinator National Strength and Conditioning Association (NSCA) Certified Strength & Conditioning Specialist (CSCS) accreditation Ireland OrganicMotion and RedbackBiotek consultancy
3 hrs per weekend, 6 weekends annually 24 hrs annually 6 hrs per month
Male Professor Le Ciel Blue Advisory Board Dexa Scanning Service to Multi Sports (IIS, Munster)
Consultancy Service Sessional Basis
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Female LBB Guest Lecturer for CroÍ (premature cardiology) 2 workshops per year
Male LBB Psychologist to Munster Rugby Team Consultancy Service
Female Professor
C-Well Programme Teaching Council AIESEP Board of Directors (Sec)
3-4 hours annually 2 days a month 3 hours a week
Several female PESS staff engage in community initiatives, such as CWELL and I-PLAY. Led by a PESS female, the CWELL (Community Wellness, Empowerment, Leadership and Life skills) diploma programme was developed in conjunction with members of an underserved area in Limerick city, to build capacity in well-being and lifestyle education. I-PLAY is a physical activity programme for children and young adults (5- 21 years) with disability and is led by a male and female PESS staff member. All activities are valued and included in the service section of the workload allocation model (WAM). We will invite staff to provide a brief summary of outreach activities annually at a departmental meeting (Action 4.12).
Action 4.12: Invite staff members involved in outreach activities to provide a brief summary of their annual activities at departmental meetings.
(vii) HR policies
All PESS staff must attend dignity and respect training. Since 2014, almost all staff have completed UL’s this workshop with the remainder to complete it in the coming year. Policies are updated regularly on the HR website, and changes are communicated by email. PESS plans to invite a HR representative to a departmental meeting to facilitate an interactive session (Action Item 4.6).
Most staff report PESS as a positive place to work. Occasionally, staff bring issues on dignity at work, bullying or grievances to the HoD. While informal resolutions are applied, the HoD’s ability to respond is limited unless the staff member is willing to make a formal complaint. PESS will encourage staff to interact with the HoD and take formal action when appropriate (Action item 4.10)
Summary of action items for Flexible Working and Career Breaks (Section 4.4)
Action 4.8 Maintain PESS gender balance on all committees and rotate female/male chair where possible (with due consideration for equitable workload for staff). Action 4.9 Departmental meetings to be scheduled between 9.30am and 16.00 to facilitate family life Action 4.10 Encourage staff to report all inappropriate incidents and be willing and supported to bring a formal complaint where and when appropriate.
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Action 4.11 Share agenda at least three days before a departmental meeting to allow staff unable to attend to provide their input. Action 4.12 Invite staff members involved in outreach activities to provide a brief summary of their annual activities at departmental meetings
Words: 5149/5,000
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5. Any other comments The self-assessment process was a significant awareness-raising exercise for PESS SAT. We will take on board what was learned about our department in the coming months and the set of actions that emerged from the process will be addressed with commitment. The self-assessment process was both affirming and transformative. The survey findings from PESS staff and our analysis of student and staff statistics affirmed many positive perceptions we held about gender equity in the department as follows:
PESS undergraduate programmes attract high-calibre students; while males and females perform well, females slightly outperform their male counterparts on final-grade designation.
There is gender equity among PhD students and research staff with staff feeling they are not disadvantaged by gender in promotion and career support.
PESS added several new workshops and reviewed PESS media materials targeting more females to PESS academic posts.
There is gender equity at senior academic ranks (3 male/ 3 female assoc/professors) and women have taken leadership roles; current HoD is female, another was former Dean of Faculty and a third has a leadership role with UL’s Health Research Institute.
Department has a 50% split of international and Irish academic staff with female/male breakdown similar within both groups.
PESS is viewed as a positive place to work and a stimulating place for career development by men and women. Still, the self-assessment process highlighted some gender inequity concerns. We will address these issues in a proactive manner (already begun) as follows:
Expertise of PESS academics had meant students on the BSc Sport and Exercise Sciences had no experience of female academics during their four-year degree. Students on the PESS AS SAT informed us the issue had been commented on by their peers. In August 2016, PESS hired two female academic staff (Prof/LBB) and both now teach and supervise on the programme. We will ensure all staff serving on selection boards undergo unconscious bias training to ensure quality female candidates are given equal chance to demonstrate expertise for selection to PESS (Action Item 4.1).
PESS has four (all males) adjunct senior lectures/professors on unpaid honorary three-year terms. PESS will appoint at least two female adjunct professors before the end of 2017 (Action Item 3.8).
PESS has been proactive in attracting female researchers. We will continue a proactive approach (mentors and CPD) in supporting them and LBBs to develop their research and teaching expertise. We will support contract staff (to the degree they wish) to pursue further study (e.g. one female already mid-way through PhD programme) to allow them be competitive for future LBB posts if that is their ambition (Action item 4.5)
Equality of opportunity must be concerned with issues of race and LGBT. Our attention to these issues is also warranted. As we process we will gather data on these issues and formally address them when we repeat the survey in 2019.
Words: 471/500
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6. Action plan
No. Action Rationale Responsibility Start date
Target date
Success measure
2 The self-assessment process
2.1 Place AS activity as a standing item on department meeting agendas.
PESS AS team to embed awareness and support for AS actions among PESS staff to ensure gender equity
AS Chair; AS SAT
April 2016 April 2016
AS standing item on PESS dept
2.2 Report on departmental statistics and implement action related to these data. Annual reporting with formal survey in 2019 to determine progress.
PESS AS team to engage regularly with departmental committees to share data and embed awareness and support for AS actions to ensure gender equity in PESS.
AS Chair AS SAT
Sept 2017 Sept 2019
Annual Report re progress on Action plan available on PESS shareportal Survey repeated in Sept 2019
3.2 Student data
3.1 Host information evenings (with gender balance among speakers) for prospective UG/PG students and engage in Science Week to highlight women in all PESS disciplines.
Highlight the successful academic role models within PESS and the success of females in the various disciplines of PE and Sport Science.
UL Beo Manager PESS Social Media Committee; Exp Officer/ SES Course Director
March 2016 Sept 2017
July 2018 Sept 2017
2 information sessions per year with gender balance Submit application annually for Science Week funding
3.2 Ensure gender balance among staff at all PESS public service events Ensure PESS social media materials have a gender balance
Demonstrate the expertise of female staff in PESS as we seek to attract more high calibre female students to PESS programmes
PESS Social Media/EZine editors
March 2016
Annually Increase by 20% females attending PESS public events Increase by 20% female applicants to UG/PG programmes
3.3 Request categorisation data (including gender) on new UG entrants is captured by the University
Full analysis of underlying trends cannot be made when data on categories is not available
Sept 2017 Sept 2018
Full category data available from central university services. A target ratio of 1F:6M achieved on the BSc SES
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No. Action Rationale Responsibility Start date
Target date
Success measure
3.4 Investigate the pathway choices of PGT students on MSc Sport Performance
We need to be sure the scheduling of the programme does not prevent females from completing fulltime study
Course Director MSc Sport Performance
April 2017 June 2018
That % of females taking FT course is maintained
3.5 Request categorisation data (including gender) is captured on all applications: applicants with offers, and applicants who accept offers to PESS research related postgraduate programmes.
Full analysis of underlying trends cannot be made when data on categories is not available
course leaders Sept 2017 Sept 2018
Full category data available from central university services
3.3 Staff data
3.6 Review recruitment process and especially at Lecturer below bar and ensure posts are advertised widely attracting a more gendered balance application pool/shortlist.
Seek balance across posts when up for renewal to ensure a gendered balance profile for PESS staff
PESS HoD April 2016 Sept 2020
Seek balanced gender profile with new hires 80% of lecturers below the bar to seek promotion within a 4 year period of appointment.
3.7 PESS HoD to conduct face to face exit interviews with exiting staff/researchers and seek feedback on gender friendly ethos of the department
It is critical that the department are aware of any UL/dept. issues to have contributed to resignation
PESS HoD When next staff member resigns
June 2018
Exit meetings occur within one month of staff resignation
3.8 Appoint female adjunct staff as mentors and role models to early-career staff and students.
PESS must have external senior female role models for staff and students
PESS Sport Pedagogy Team
Jan 2017
Dec 2017 PESS to have at least two female adjunct staff
4.1 Key career transition points
4.1 HOD to ensure all PESS staff complete the on-line unconscious bias training. PESS staff involved in
The training is critical so staff evaluate applications based on appropriate criteria and conscious of
PESS HoD
Jan 2017
Dec 2018
PESS board members have completed training
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No. Action Rationale Responsibility Start date
Target date
Success measure
interview panels to complete Interview Skills Training provided centrally by HR,. All PESS staff to complete Dignity & Respect Training. Training to be clearly specified in each staff member’s PDR and HR to provide annual data on completion rates to the HOD.
their own potential biases in a selection process
AS Chair/PESS Research Chair
June 2017 Sept 2018
Request HR to move toward a gender neutral shortlisting process
4.2 Mentorship to be provided to all staff who wish to avail of it and all potential mentors and mentees in the PESS department to attend the UL mentor & mentee training workshop. Staff to be asked if they want a mentor annually at PDRS
PESS staff encouraged to attend at least one mentor workshop every 5 years to refresh commitment to mentoring and share mentoring expertise. It is important all staff (early career, females, experienced staff) have access to mentor.
Mentors and mentees; PESS Research Chair
June 2017 June 2018
90% of PESS staff who mentor have attended at least one mentoring workshop in 5 year period
4.3 Engage at an institution level in the review of the PDRs and the WAM through the HOD.
Support personnel development of staff by aligning their workload with goals and achievements.
HOD Dec 2016 Dec 2017 PDR and WAM systems connected electronically
4.4 EHS rep to progression/promotion boards and PESS Staff who have successfully undergone progression/ promotion share their experiences of process with staff
Make the process as transparent as possible and allow staff to read and hear about quality applications
HoD May 2017 May 2019
Annual departmental presentation to staff on promotions process with PESS staff sharing success.
4.2 Career development
4.5 Assign research staff (RS) a mentor and invite them to engage with career development activities (e.g., guest lecturing) and engage
It is important PESS create a supportive environment to attract top researchers to PESS where they see opportunities to enhance their career development. It is important
HoD; PESS Research staff representative PIs
March 2017
Dec 2019 Sept 2019
Each researcher assigned mentor. HR policy session bi-annually by HR staff at dept. meeting RS have a specified time block for CPD development
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No. Action Rationale Responsibility Start date
Target date
Success measure
with UL Coaching and Careers CPD programme..
all staff know what opportunities exist for career development CPD
PESS SAT (survey)
Increased awareness (as per survey 2019) of HR policies
4.3 Flexible working and managing career breaks
4.6 Request a HR representative to present UL’s family policies to PESS members of staff
Policies are revised on regular basis and it is important all staff are informed directly on issues
HoD; HR representative
February 2017
Biannually
Increased awareness of policies among PESS staff
4.7 Support PESS staff to apply for Special Research Leave (SRL) when a sabbatical is neither practical or affordable
Providing this protected time will support the research productivity of the staff and is career enhancing
HOD AS Chair
Jan 2017 June 2019
At least 3 staff will have taken for SRL or sabbatical
4.4. Organisation and culture
4.8
Maintain PESS gender balance on all committees and rotate female/male chair where possible (with due consideration for equitable workload for staff).
PESS must ensure that all aspects of departmental/faculty governance reflect a gender balance.
HoD; PESS committee chairs
January 2017
Oct 2018 Gender balance on committees and chair rotation achieved every 3 years
4.9 Departmental meetings to be scheduled between 9.30am and 16.00 to facilitate family life.
It is important where we can to support family responsibilities of all staff as part of normal business where it is possible.
HoD; PESS committee chairs
August 2016
Sept 2016
No departmental meetings outside this time unless an exception needed
4.10 Encourage staff to report all inappropriate incidents and be willing and supported to bring a formal complaint where and when appropriate
PESS will adopt a zero-tolerance policy to inequalities at dept. level based on gender, ethnicity or religious beliefs and encourage staff members to report such incidents.
All PESS staff February 2017
Sept 2019
All staff feel department is an inclusive environment in which to work (PESS 2019 survey)
4.11 Share agenda at least three days before department meeting to allow staff who are unable to
Gives staff a chance to input their views even when not in position to attend meeting.
HoD and administrative team;
Sept 2016 Sept 2019
All staff feel they can contribute to decision making within PESS (from Sept 2019 survey data)
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No. Action Rationale Responsibility Start date
Target date
Success measure
attend to provide input PESS staff
4.12 Invite staff members involved in outreach activities to provide a brief summary of annual activities at departmental meetings.
Build awareness of staff engagement in outreach activities.
All PESS staff Sept 2016 Sept 2017
Annual presentation and Increased awareness among PESS staff (PESS Survey 2019)
