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UTS Action Plan April 2018- March 2022Overarching Target Proportion of academic women in STEMM at UTS increases to 40% by 2022

At March 2017, 36% of academic staff across all levels in STEMM at UTS were women.At March 2022, 40% of academic staff across all levels in STEMM at UTS will be women.

Action items

All action items will take into account this overarching target in implementation.Action items relate to: • Recruitment• Retention• Promotion• Workplace culture• Diversity and inclusion• Governance.

Phased implementation

The Action Plan is a living document that will be continuously reviewed by the SAT and EGEC. It will adapt to emerging gender diversity issues and success and failure of specific initiatives. A number of actions have been completed during the pilot; and there is significant momentum with a greater proportion of Action items being initiated in 2018-2019 in response to the identified issues detailed in the Award Appli-cation.

Responsible

ECEG STEMM faculty deansCentral unit directors

Progress monitored by VCMG

153

Goal 1: Targeted recruitment strategy and practices increase the number of women recruited into STEMM faculties

Rationale: Data analysis has identified that recruitment of women into STEMM areas requires intervention to ensure we meet UTS gender equity targets

No. Action Item Timescale Person or Group Responsible

Progress monitored by

Measure of Success

1.1 Recruitment targets for senior academic women in STEMM (numbers of applicants, shortlisted candidates and successful candidates at Level D and E) to be implemented, building on existing UTS Strategic Plan target of 40% women in senior positions

2018 – EGEC to plan and progress faculty specific recruitment targets for senior academic women in STEMM by end of 2018

2019 – Implement targets

2020-2021 – annual monitoring and reporting of results

Provost

Director, HRU

STEMM DeansHead of School, GSHHead of School, Architecture

EGEC

Vice Chancellor

STEMM area shortlisting and recruitment targets, in line with existing whole of organisation KPI of 40% women in senior positions, are introduced at Levels D and E by the end of 2018

Monitoring and annual reporting to EGEC on performance against targets is conducted from 2019 calendar year

1.2 Initiate collection of targeted long listing and short listing recruitment, offer and acceptance data by gender to enable the monitoring and reporting on recruitment strategies and targets

Ensure all search firms on UTS panel have a minimum requirement for shortlisting female candidates, to address gender imbalanced STEMM recruitmentt.

2018 – devise method of collection

2019 – Commence collection of data

Evaluate data in an iterative manner from 2018-2021 – to be provided via report to EGEC

Director, HRU

Deans of STEMM facultiesHead of School, GSHHead of School, Architecture

EGEC

Provost

Data is produced for level D and E positions in STEMM areas from 2019 and outcomes are reported to EGEC annually from 2019-2021

154

1.3 Review of current inclusive recruitment advertising language practice to ensure best practice and assist with attraction of diverse female candidates in STEMM

Review to ensure inclusivity for Indigenous people, disability, LGBTIQ+ and cultural diversity.

Completed in 2017: Trial in 2017 in FOS conducted, involving moving inclusive language statement to the top of advertisement

2018 – evaluation of the FOS trial

2019 – rollout of learnings from pilot across STEMM areas

2020 – Audit of practices

Director, HRUDirector E&DU (CSJI)

EGEC All STEMM recruitment advertisements reflect gender neutral and inclusive language by the end of 2019, incorporating learnings from the FOS trial

2020 audit reveals 100% compliance

1.4 Implement UTS Hiring Manager Training Package, with initial rollout in STEMM areas, with the aim of improving hiring manager capability to assess and select candidates around gender and other forms of bias

December 2017 – Conduct train-the-trainer selection and assessment of train-the-trainer activities for HR staff

2018 – Planning and resourcing, including creating customised training package with role play scenarios for face to face training modules. Develop suite of selection tools.

2018 - 2019 – Staged implementation of package, commencing in STEMM areas

Director, HRU

Deans, STEMM facultiesHead of School, GSHHead of School, Architecture

DVC Corporate Services

Trainer-the-trainer selection and training for HR Staff (completed end 2017).

Customisation of training package completed in second quarter 2018.

Target of 100% of hiring managers in STEMM areas have undertaken training by end 2020, in line with staged implementation



Measure of Success


155

1.5 Train recruitment panels in Unconscious Bias

Module to include material addressing forms of intersectional bias relating to gender, Indigenous people, disability, LGBTIQ+ and cultural diversity.

Pilot conducted by PWC (IndigenousConsulting) in FOS February/March 2018

June 2018 – Evaluation and review of pilot and delivery of pilot materials

2019 – revised module in staged deployment, commencing with STEMM faculties

Director, E&DU (CSJI)


Director, HRU

Provost Evaluation of pilot conducted in 2018 at completion and report provided on usefulness.

All recruitment panels in STEMM undertake module in 2019.

1.6 Assemble recruitment materials pack to target female applicants in STEMM

Supporting materials should be reviewed to ensure strategic inclusivity for Indigenous women, culturally diverse women, women with disability, LGBTIQ+ women.

2018 – Existing and new materials collated into a “pack” to assist recruitment with targeting female STEMM applicants

Materials are hosted in one place on external facing website.

Director, E&DU(CSJI)

Director, HRU

Director, MCU

Director, HRU Materials are available for all applicants on the UTS website by end 2018

Materials are updated regularly throughout 2019-2021 to reflect any program or policy changes of interest to diverse female applicants

1.7 Create targeted attraction strategies for specific cohorts of women at Levels D and E to redress imbalance of women at senior levels in STEMM and impact on overall organisational gender pay gap

2018 – Develop faculty specific attraction strategies

2019 – Implement strategies

2020 – monitor and measure results

Director, HRU

Faculty HRU Partners

Provost STEMM specific attraction strategies are implemented in 2019

Long list recruitment target of 50% women in STEMM areas is achieved by 2020, to support targets outlined in Action 1.1.



Measure of Success


156

1.8 Deploy Anti-Discrimination Act exemptions to target specific positions and address general underrepresentation of women and indigenous people of all genders in STEMM areas

2018 - HRU to work with faculties to identify positions which might be advertised in line with available ADA exemptions

2019 – 2021 – positions identified during 2018 are subject to recruitment campaigns

Director, HRU


STEMM faculty DeansHead of School, GSHHead of School, Architecture

PVCILE

Provost

Executive Director, Social Justice (CSJI)

A plan is developed and in place by beginning 2019, which includes targeted positions in STEMM areas feeding into overall strategic goals on increased representation of women and indigenous staff

All targeted positions are filled with candidates from commencement of 2019.

1.9 Review Appointment by Invitation (ABI) practices to minimise unintended consequences of gender imbalance in this process.

Review data collection and annually report on ABIs by gender and Indigeneity

Commenced in 2017: Vice-Chancellor’s Management Group (VCMG) track and monitor gender balance of recruitment and ABIs. As a consequence, some proposed appointments with no gender consideration have been halted.

2018 - Ongoing monitoring of ABIs by gender at VCMG to continue

2019 – Report further review of ABI process in terms of use and future practice, and data collection to be provided to EGEC

Director, HRU

VCMG


EGEC

Provost

ABI data is collected and reported annually by gender and area from 2019

The gender distribution of ABIs is equal to or better than the gender distribution of appoints via competitive recruitment by 2020 (the latter currently targeted at 40%).



Measure of Success


157

1.10 Implement a specialist recruitment support service model for FOS and FEIT, to target gender recruitment search and attraction strategies in identified areas

Commenced in 2017: Dedicated recruitment consultant assigned to FOS to focus on broadening attraction strategies

2018 – 2019 – recruitment partner to work with FEIT hiring managers to implement broader and tailored recruitment attraction strategies in FEIT

Director, HRU Provost

Deans, FOS and FEIT

An infrastructure is set in place in FEIT and FOS to support targets set out in action items 1.1 and 1.7

1.11 Promote greater use of the option of re-deployment arrangements for casual academics to sessional appointments, fixed term or continuing roles in STEMM

Underway in 2018: Pilot approach with Faculty of Arts and Social Sciences (FASS) to promote existing options

2018/2019Work with STEMM faculties to identify longer term casual staff members to convert to sessional arrangements to provide more job security.

2019Reporting and monitoring

Director, HRU

Dean, FASSDeans, STEMM facultiesHead of School, GSHHead of School, Architecture

Provost FASS pilot completed in 2018

Increased number of STEMM female casuals converted to sessional appointments from 2019 onward



Measure of Success


158

Goal 2: Women are supported to seek and gain promotion in STEMM

Rationale: Existing data on academic careers for women in STEMM indicates that promotion remains a barrier to equitable representation of women at senior levels.

In 2017 UTS reviewed its flagship Research Equity Initiative for effectiveness and one of the key review recommendations was to incorporate activities into the Equal Futures Athena SWAN action plan.

Ref Action Item Timescale Person or Group Responsible


Measure of Success

2.1 Review of the academic promotions process to remove potential barriers to participation for female academics in STEMM areas and ensure promotion is accessible for women across all levels.

Include intersectionality considerations in this review.

Completed in 2017: removal of quota limitations from D to E

First half 2018 – external review committee to consult with internal UTS stakeholders

Second half 2018 – Policy process review and updates implemented

2018-19 – Deans provided with a data set of people eligible for promotion against promotion criteria

Deans to implement a coaching scheme to support female “promotion ready” applicants

2019-2021 – monitor gendered promotions outcomes

Director, HRU


Provost Promotion review completedRecommendations are implemented

Eligible people are identified and targeted for promotions support according to promotion criteria from 2019

Increased application rate year on year 2019-2021 from the designated eligible applicant pool

Coaching scheme is available to applicants from 2019

159

2.2 Adopt recommendations of Research Equity Initiative (REI) Review, supporting carers to maintain research during career breaks and alongside caring responsibilities, with the understanding that this program is assessed as having specific merit for carers in male-dominated areas• Retain REI programs in 2018 and implement progressive measures to better publicise and refine program offerings.• Provide additional funding to cover carer-related costs for researchers with significant carer responsibilities• Expand to include HDR students.• Extend funding to include other equity groups such as chronic illness or disability under the Research Re-establishment grant scheme.

2018 – deliver business as usual of the REI programs while timeline for review changes is determined

Brief to be provided to incoming DVCR in second half 2018

Timeline for implementation of REI Review recommendations and resource requirements to be agreed with incoming DVCR (May 2018) by end 2018.

Agreed recommendations to be fully implemented by 2020


Associate Deans Research, STEMM facultiesHead of School, GSH

SAT


DVCR

EGEC

Agreed measures are fully implemented by 2020

Success of first two years of reviewed REI to be assessed by 2022 via feedback from faculties and participants, and increases in levels of awareness of REI.

Part of reporting to include specific focus on STEMM faculties and any recommendations to take into account Athena SWAN focus areas



Measure of Success


160

• Amend the Guidelines to require lodgement of Parental Leave Research Support Plan and the keep in touch plan with HRU to ensure data can be gathered on program uptake and use.• Include information about the REI in the dissemination strategy for the Flexibility Guideline and Parental Pack• Bring together Senior Women’s Advisory Group to consider issues relating to supporting women into more senior positions.

2.3 Implement additional faculty support for academic staff with carer’s responsibilities, to supplement existing supports offered under the REI and ensure that career momentum is maintained for carers.

2017 – FEIT-led pilot of Post Doctoral Parental Support scheme - appointment of a Post-Doctoral Fellow to continue research and engagement activities to assist in maintaining female academic research careers while women are on parental leave

2018 – Information provided to other faculty Equity and Diversity Committees about this program’s outcomes, and an item placed on the committees’ agendas for discussion

2019 FEIT to provide further update on progress and outcomes of pilot to all E&D committees

FEIT Equity and Diversity Committee

STEMM faculties and GSH Equity and Diversity Committees

Provost STEMM E&D committees formally discuss the FEIT pilot by end of 2018

All E&D committees formally discuss the FEIT pilot progress update and consider outcomes.



Measure of Success


161

2.4 Pilot and evaluate mentoring programs within faculties and enable better mentoring support focus in STEMM Areas.

Promote coaching workshops to women in academia across STEMM to provide support in research, teaching, engagement and leadership.

Completed in 2017: mentoring programs piloted in FEIT and FOS in 2017, and ECRs from FOH participated in Franklin Women mentoring scheme

2019: Evaluate FEIT and FOS programs and participation in Franklin Women and make recommendations on the value of a foundation generic framework that can be implemented as part of faculties’ Athena SWAN applications

Promote existing coaching panel

2020-2021 – work to implement any agreed framework

STEMM faculties and GSH Equity and Diversity Committees

Director, HRU

STEMM Deans


To be completed by 2020 pending successful evaluation of FEIT and/or FOS mentoring programs

Targeted coaching workshops identified and monitoring measures put in place by end 2018

UTS central coaching workshop uptake targets are established by the end of 2019

Uptake of STEMM academic staff in UTS centralised coaching workshops increases 25% every year from 2019 to 2021

2.5 Develop information and supporting materials for staff intranet on the principle of “merit relative to opportunity” in the promotions process. Include intersectional considerations in this material.

2019 – material development to be commenced

Reference materials, including case studies hosted on staff intranet and publicised in Women@UTS newsletter annually from 2019

Manager, Diversity & Inclusion, E&DU (CSJI)


Material to be available from 2019 and publicised annually ahead of promotions rounds



Measure of Success


162

2.6 Increase formal participation in work planning and review processes in STEMM areas

Pilot supervisor training in workplanning and performance management.

Already completed: 2016 – creation of metric for reporting of workplan reviews

2017 – commencement of annual reporting of uptake

2018 – commence data capture reporting by gender in FOS

2018 – Pilot training of supervisors in workplanning and performance management that embraces diversity and inclusivity in FOS

2019 – Review of pilot and recommendations as to adoption in other STEMM areas in 2019-2021

Annual reports provided to EGEC


Director, HRU

EGEC 75% Supervisors attend training in 2018 pilot

Workplan lodgement compliance for STEMM faculties reaches 60% by 2021

Annual reports provided to EGEC from 2019

2.7 Promote use of self-reporting in Human Resource Information System (HRIS) to monitor uptake of training and development undertaken by academic staff to enable reporting by gender and grade

2018 – promote reporting option in STEMM faculties

2019-2021 – Annual reporting on trends to EGEC

Director, HRU EGEC Annual report of uptake of training and development by gender to EGEC for STEMM areas from 2019



Measure of Success


163

2.8 Mandatory sexual consent training for staff, co-branded between Respect.Now.Always and Athena SWAN, to create understanding of links between workplace culture and appropriate staff behavior and responses.

All existing and new staff are asked to complete EEO diversity data (ATSI/CALD/Disability/ LGBTIQ+/Carer status/prefer not to say) at point of training engagement.

Second quarter 2018 – training module released

Staged rollout to all staff in divisions and faculties throughout 2018

Monitoring will be undertaken by report to senior executive from 2018-2021, including report item on any resulting increase in diversity data capture at end 2018

Respect Now Always project Lead


Director, HRU

Provost 100% existing and new staff in faculties and divisions, including casuals, to have undertaken mandatory training by end 2018

100% of existing and new staff complete diversity data (ATSI/CALD/Disability/Carer status/prefer not to say) at point of training engagement

Monitoring reports provided annually to Provost to ensure continued staff engagement



Measure of Success


164

2.9 Pilot review of discipline profiles (the expected performance attributes for academics) to ensure that gender equity considerations are included in performance assessment documents, and gendered work is listed and rewarded within local performance attributes

Already Complete: FOS Discipline profiles reviewed in 2017, with equity considerations included in work planning for 2018 year.

2018 – STEMM E&D committees to review FOS changes to consider potential for adaptation to other STEMM faculties

2019 – FOS E&D committee to review outcomes from 2018 year – including number of positive performance ratings encompassing new discipline profile attributes by gender, and qualitative feedback on cultural change in faculty - and report on next steps.

These learnings to be formally shared with other faculty E&D committees and the EGEC

STEMM faculty and GSH Equity and Diversity Committees

STEMM DeansHead of School, GSH EGEC

FOS pilot outcomes are measured and reported on - number of positive performance ratings encompassing new discipline profile attributes by gender, and qualitative feedback on cultural change in faculty

EGEC receives report on outcomes from FOS pilot, reviews evaluation and makes recommendations for future years

Related agenda item discussed in all STEMM faculty E&D committees in 2018 and 2019.

2.10 Monitor outreach activities by gender at a faculty level, to enable better insights into gendered workload in this area

Pilot in FOS to commence by third quarter 2018

2019 – Learnings shared with other faculty E&D committees for incorporation into area Athena SWAN action plans

FOS Equity and Diversity Committee

Deans, STEMM faculties

Dean, FOS Report on pilot to UTS E&D Committee by end 2019



Measure of Success


165

2.11 Investigate models for development of career planning and promotional pathways for early to middle career staff on teaching only contracts in the health disciplines including clinical staff and teaching only staff

2019 – investigation of issues and policy, and creation of best practice recommendations

2020 – proposal put to EGEC

Provost

Dean of Health

Head of School, GSH

EGEC EGEC considers proposal by 2020



Measure of Success


166

2.12 Develop and implement a university-wide research training and researcher development model, which takes into account the development needs of women researchers in STEMM

Commenced in February 2018 – Researcher Development Coordination Group established

Document and review current researcher training and development activities – first half 2018

Assess current delivery modes, their appropriateness and scalability – first half 2018

Identify gaps in current researcher development and identify future needs at UTS – second half 2018

Develop and implement a roadmap to bridge current gaps by developing an integrated approach that leverages the programs offered across UTS – first half 2019

Develop and implement a researcher engagement, communications and promotions strategy for researcher development and training - 2019

Establish metrics for monitoring usage of and satisfaction with researcher development and training – first half 2020

Director, Researcher Development,Graduate Research School

Graduate Research School Board

Research & Research Training Committee

By 2020 researchers are provided with an active catalogue of researcher development and training opportunities that meets the needs of graduate research students, graduate research supervisors, ECRs and more advanced researchers



Measure of Success


167

Goal 3: Faculty workplace cultures reflect good gender practice in STEMM

Rationale: Feedback from staff consultations revealed variability in practice of supportive and inclusive gender workplace culture across STEMM areas.

Increasing knowledge of of UTS wide policies and good practices for staff in STEMM areas will support greater staff engagement and good practice across faculties.

Maintaining on-going fora for communication about faculty and university wide priorities for equity and diversity will support concerns about information sharing, consultation and transparency identified in the 2017 UTS Inclusion Survey.

Issues related to workload distribution and work-life balance have been identified as requiring attention in staff consultations and surveys.



Measure of Success

3.1 Implement new onboarding framework processes and reporting for induction of academics to improve retention and engagement of Women in STEMM, in response to staff engagement feedback around gendered accessibility

Include prompt to complete EEO diversity data in onboarding checklist.

Completed in 2017 - 2018 – development and operationalisation of the new UTS academic onboarding framework model for new academic hires. This included:

• Developed new onboarding material & internet pages, entitled “Welcome to UTS” • Built individual faculty specific “welcome to UTS”• Deans/ Senior Leaders in faculties have introduced a new staff event at local level• Identified cohort of faculty induction champions to implement new induction frameworks• faculty champions now working with academic supervisors to deliver enhanced onboarding practices

Director, HRU

Deans, STEMM facultiesHead of School, GSHHead of School, ArchitectureDirectors

EGEC 95% completion of induction procedures for new hires in 2020

2019-2021 – Annual reporting provided to EGEC on completion rates, including EEO data completion rates

168

2018 – VC to promote (via personalised invitation to Deans) that new academic staff attend quarterly VC induction forums.

2018 – Review data from the revised new hire survey collected 3 months after start date

2018 – underway Improve data collection and reporting by area, STEMM/non STEMM, gender of all staff attending induction forums.

2018 – promote and encourage completion of diversity data capture during on boarding

2019-2020 – faculties to report annually on induction outcomes and uptake by gender

3.2 Extend maternity leave entitlement to all primary caregivers, regardless of whether they are the birth parent, to improve support for staff with family responsibilities (including those in STEMM)

Take into account Indigenous definitions of kinship and caring responsibilities when reviewing supporting guidelines and practices.

Already completed: 2018 – EBA extends entitlement to existing parent leave access to non-birth partner

Mid-2018 – supporting guidelines and practices posted on staff intranet

2019 – Review of parental leave data collection to ensure adequacy of existing data framework- Ensure existing data items are capturing any new entitlements by gender so that uptake can be monitored

Director, HRU Director, HRU Intranet is updated in 2018 to reflect EBA measures and publicised on Staff Connect.

Updated data collection framework in place by 2019

Annual reports are provided to EGEC



Measure of Success


169

3.3 Create and disseminate a Parental Pack and website bringing together information about entitlements for current and future parents in one placeConsult with staff to include their case studies in this material.

Ensure that language is gender neutral and reflects that leave is available and encouraged to be taken by caregivers of all genders

Already completed: scoping of information for inclusion.

2018-2019 – Populate website

Launch of pack to coincide with projected EBA signing in mid-2018

Integrate information on Parental pack on Well-Being website and include in Health and Well-Being Expo/Program activities

2018-2019 – Communications strategy to be put in place and rolled out following signing of EBA to include engagement with STEMM faculty E&D committees, social media and internal staff communications

Beginning of 2019 – Ensure that all new staff are supplied with links to this package as part of onboarding material

Manager Diversity and Inclusion, E&DU(CSJI)

Director, HRU

Director, MCU


Website is launched

Communications are undertaken to timeframe

Staff inclusion survey in 2019 to include and report on data item measuring staff awareness of new leave entitlements

3.4 Establish faculty Equity and Diversity Committees, to engage staff around the Athena SWAN process and address faculty-based gender and diversity good practice

-Already complete: Groups set up in 2017 in FEIT, FOS, Health, GSH.

Committees to be set up in non-STEMM faculties in 2018

Mechanism to be investigated to facilitate two way communication between faculty groups and UTS E&D Committee in 2019



Provost


SAT

All faculties, STEMM and non-STEMM, have established Equity & Diversity Groups by end 2018

Mechanism has been set up to ensure two way communication between faculty groups and UTS E&D Committee by end 2019



Measure of Success


170

3.5 Map committee membership roles and other service roles by gender to identify and develop interventions to reduce any inequity in committee and service workloads

• STEMM areas to undertake data gathering and analysis in 2019

Completion of review of gender balance and relative workloads by mid 2020

Respond to review in 2021

STEMM faculty Equity and Diversity Committees

STEMM DeansHead, GSH

Report on gender equity balance of committees and potential interventions by 2020

Produce faculty-based reports on actions undertaken to adjust inequities by March 2022

3.6 Review workload implementation at faculty level to identify any areas of inequity in workload allocation and balance by gender and undertake actions in response to findings

Already underway: FOS has commenced a review in 2018to evaluate administrative or pastoral intensive details, which are often workload heavy and gendered in allocation – t o understand teaching and research ratios across the faculty

Evaluate gender ratios where adjustments to workloads given for professional development

Evaluate evidence and numbers of specific equity and diversity based adjustments to workload expectations (either in workload implementation or expectations) and qualitative assessment of support measures

Actions implemented in response to review in 2019

Remaining STEMM areas to commence following FOS evaluation in 2019, if this is assessed and considered to have been a beneficial, successful process

STEMM faculty and GSH E&D Committees

STEMM Deans

Provost

FOS review to report and share findings with other faculties in 2019

Other faculties to consider findings in 2019-2020, in light of planned area-specific Athena SWAN bids



Measure of Success


171

3.7 Pilot initiative to reward and recognise community building and outreach contributions in FOS

Already underway: FOS has implemented a series of service recognition awards in 2018

Consider rollout to other faculties from 2020 pending feedback on pilot

FOS Equity and Diversity Committee


STEMM Faculty Deans

Pilot undertaken during 2018

3.8 Ensure that all staff are aware they have the opportunity to undertake an exit questionnaire or interview, to better understand STEMM staff reasons for leaving

2018 – HRU to amend resignation email/checklist to make this option explicit to staff on resignation and retirement

Staff Connect (intranet) to be updated to clarify this option is available and processes reviewed

2019-2021 – Monitor and report on exit survey issues raised by gender.

Director, HRU

Deans, STEMM faculties

Head of School, GSHHead of School, Architecture

DVC Corporate Services

Resignation checklist amended by mid-2018

2019 - 2021 - Monitor and report on exit interview issues raised by gender

3.9 Provide vacation childcare services for staff through ongoing resourcing and management, following successful 2018 pilot.

Already completed: Pilot commenced in 2017-2018 with 200 places offered over two rounds for school aged children with an external provider (Powerhouse Museum). Second round of places offered after high demand was determined.

Evaluation of pilot in first quarter of 2018 completed. Feedback from staff was positive and a genuine need determined

Recommendations made to Provost with agreement to continue program three times per annum as ongoing resourcing and management.

Director, E&DU(CSJI) Executive Director, Social Justice (CSJI)

Evaluation undertaken by mid 2018

To be business as usual vacation care program delivered in 2018, 2019, 2020, 2021

Annual monitoring of demand and uptake to meet demand



Measure of Success


172

3.10 Upgrade facilities for breastfeeding mothers across campus to meet Australian Breastfeeding Association standards for Breastfeeding Friendly Workplace Accreditation

Already completed: 2017 Audit of facilities conducted

2017 – Inclusion of new multipurpose rooms with breastfeeding facilities in Tower and in planning for Moore Park; new works in building 2; and as part of building 10 upgrades

2018 – Apply for accreditation

2019-2021 – undertake regular reviews of facilities to ensure they continue to meet staff need

Manager Diversity and Inclusion, E&DU(CSJI)

FMO


Application for accreditation to be made by end third quarter 2018

Annual reviews of facilities undertaken by E&DU



Measure of Success


173

3.11 Review UTS complaints policy and data collection (for staff and students) to ensure best practice complaints handling processes

Commence HR collection of data on bullying and related disciplinary cases to enable the monitoring and reporting on equality, dignity at work and wellbeing strategy.

Already underway: 2017 - Utilising the expertise within our Design Innovation Research Centre, the SASH Working Group has examined ways to improve the student experience of how incidents are reported and support is accessed.

2018 – 19 Formally review UTS Policy on Handling Student Complaints

2018- 19 – Devise method of collection.

2018-19 – Commence collection of data.

2019-21 – Evaluation of data to be provided via report to EGEC.

2021 – Formally review UTS Handling Staff Grievances Vice-Chancellor’s Directive in line with review schedule

Director, GSU

Director, EDU

Director, SSU

Director, HRU

University Secretary

Review of UTS Policy on Handling Student Complaints is completed and new policy adopted by 2019.

Review of UTS Handling Staff Grievances Vice-Chancellor’s Directive is completed and new policy adopted by 2021.



Measure of Success


174

Goal 4: Increased awareness of and support for diverse workplace experiences

Rationale: An important goal of Athena SWAN is recognition that gendered structural concerns are also subject to intersectional bias.

Actions in this Goal focus as a first step on creating visibility for staff with diverse workforce flexibility needs; creating visibility and support guidelines for LGTBIQ+ staff; and ensuring that we have an evidence base to support staff-facing project work on cultural intersectionality.



Measure of Success

4.1 Create a schedule of Cultural Diversity activities to guide a strategic approach to E&DU work on promoting cultural diversity, with a targeted focus on STEMM areas in the first instance. Include Indigenous STEMM activities.

Plan to build on existing student focused activities under WPS

Already undertaken: Pulse check consultation at International Women’s Day and initial support for a new staff network.

Schedule created by end of second quarter 2018

Activities plan to roll out over 2019 – 2021, with review in 2021 to coincide with new Athena SWAN

Director, E&DU Executive Director, Social Justice (CSJI)

UTS E&D Committee

Consultation for activities to commence 2018

Activities to be finalised and implemented by mid-2019

175

4.2 Review and conduct the biennial staff Diversity and Inclusion Survey to create an evidence base on staff inclusion with intersectionality measures around Indigenous people, disability, LGBTIQ+ and cultural diversity.

Report on 2017 survey and recommendations for 2019 survey to be provided to Provost and UTS E&D Committee by end first quarter 2018

Survey conducted in 2019 with reviewed data items and reporte generated with the aim of providing data insights into intersectional gender diversity issues

Report to inform Action Item 5.5 (2 year review of Athena SWAN program)

Director, E&DU(CSJI) Executive Director, Social Justice (CSJI)

UTS E&D Committee

Report on 2017 survey and recommendation for 2019 survey to be provided to Provost and UTS E&D Committee by end first quarter 2018

2019 survey to be conducted third quarter 2019

Report to be provided and tabled in 2020

4.3 Examine how kinship relationships are expressed in access to leave and childcare

Propose any amendments to boost culturally appropriate access to leave and services

2018 audit of current UTS policy to be undertaken

Any amendments to be fed into the business as usual review of the Wingara strategy in 2018

Director, E&DU Director, HRU

UTS Indigenous Employment Coordinator

Wingara Indigenous Employment Committee

PVCILE

To be undertaken as part of development of Wingara Indigenous Employment Strategy 2019 – 2024 during 2018



Measure of Success


176

4.4 Formalise frameworks to guide gender equity in representation in UTS collateral and events, including:

(i) create position around gender equity in representation adopted for all UTS sponsored events

(ii) create practices in MCU and E&DU encouraging representation of diversity in collateral, including Indigenous people, disability, LGBTIQ+ and cultural diversity.

Position statement and guideline to be developed in second half of 2018

Specific communications approach developed for STEMM areas, engaging faculty MCU representatives


Director, MCU

Director, MCU

EGEC

To be adopted and publicised across UTS during 2019

Report on any barriers to uptake provided as part of action plan review

Tier 1 UTS events to have gender equity in representation from 2018, monitored by MCU

4.5 Equal Futures – campaign naming and faming UTS women at all levels and of diverse backgrounds, with collateral produced to use in recruitment and promotional activity Materials to promote Indigenous diversity, disability, LGBTIQ+ and cultural diversity

2018 – creation and publication of hard copy collateral – profiles of diverse academic women at a range of levels

Development and launch of website resource


Director, MCU


To be developed in first quarter 2018 and publicly launched by mid 2018

Goal of 40% of profile material to profile staff from STEMM areas



Measure of Success


177

4.6 All STEMM faculty E&D committees and SAT to undertake Breaking the Binary training and accessibility awareness training

Already undertaken: FEIT E&D committee undertook training in 2017.

2018 – By end of third quarter - Liaison with STEMM faculty E&D committees for timelines about training

Training schedule to commence before end of 2018 and complete in 2019

Annual reminders sent to STEMM E&D committee leads encouraging training for new members

STEMM faculties

Manager, Diversity and Inclusion, E&DU(CSJI)

STEMM Deans and Head GSH


A training session for each STEMM faculty committee to be completed by end 2019

Annual reminders sent 2020-2021

4.7 Co-brand all Athena SWAN material with Pride in Diversity to encourage understanding of gender diversity as a core part of Athena SWAN

Already completed: addition of PiD logo to all Athena SWAN member branded communications and collateral to commence April 2018 pending Bronze Award

2018 – MCU to develop guideline to ensure that STEMM faculty communications contacts are aware that any materials produced by faculties also adopts this approach



Director, MCU

MCU to communicate new guideline to faculties

MCU to monitor approach



Measure of Success


178

4.8 Review and update University policies and documentation to ensure they take account of current anti-discrimination law in relation to gender identity and sexual orientation and use appropriately inclusive language

Include a flag in the Checklist for developing new or reviewing old Policies, that requires policy writers to give due consideration to language used and desired policy outcomes with respect to anti-discrimination, diversity and inclusiveness.

Mid-2019 – Audit of existing UTS policies and documents to commence

2020 – any required amendments to be drafted and actioned


Director, GSU


UTS Equity and Diversity Committee

All UTS policies and documentation to reflect best practice in relation to gender identity and sexual orientation by end 2019

Future policy writing is guided by revised policy checklist incorporating appropriate diversity and inclusion markers.

4.9 Develop and implement guidelines and visible assistance to support the transition of transgender staff and students

2019 – development of guidelines and scoping of any related policy or practice changes

Guidelines to be launched with appropriate communications strategy by end 2019



Guidelines are available and visible on UTS website by end 2019



Measure of Success


179

4.10 Commemorate and celebrate key dates in the LGBTIQ+ calendar (IDAHOT, Trans Visibility Day, Wear it Purple, Intersex Awareness Day, Mardi Gras, World AIDS Day, Trans Day of Remembrance) with events and promotion on-campus

Each year develop calendar of key events and communications strategies for key dates



Visible calendar of events is supported each year and visual collateral obtained from events for storytelling

4.11 Actively promote ‘out’ role models, researchers and Ally members within STEMM and across the University (interviews featured on E&DU website and in staff newsletters etc) (ie. Why am I an Ally, What does it mean, Why is it important, Why you should be an Ally etc)

2018 – Collection of stories and interviews from staff

Concurrently develop communications strategy for UTS internal and external media channels, linked to item 6.12



Increased visibility of ‘out’ role models across both internal and external media channels, with a goal of 30% of stories developed through this process in 2018 include STEMM staff

Opportunities to coordinate this item with other action items are promoted to STEMM faculties

4.12 Increase LGBTIQ+ resources for staff and students online

2019 – PiD ‘Walking in Rainbow Shoes’ module will be available to staff online from commencement of 2019

2019-2021 – inclusion of other relevant materials in available resources as they become available

Manager, Diversity and Inclusion, E&DU


Module is available and promoted to staff from beginning 2019



Measure of Success


180

4.13 Review current LGBTIQ+ training and activities work based on staff profile, data investigation and feedback

Based on national and local data, ensure LGBTIQ+ training and activities are relevant and established through relevant consultation

2018 – review of existing evidence on staff experience to commence third quarter

2019 – Focus groups to be conducted with LGBTQQ+ staff

UTS LGBTQI+ program agenda to be developed and launched



Consultations with staff and students to commence during 2019

To be completed by 2020

4.14 Jumbunna Institute for Indigenous Education and Research ‘Research Synergies Symposium’ Series and other relevant activities will be supported and connected to communications around the Athena SWAN action plan.

Commencing 2018, discussions in February each year between Jumbunna and E&DU to identify likely opportunities and guest speakers for symposia to include coordination around STEMM speakers

E&DU to promote and support symposia as agreed

Jumbunna Institute for Indigenous Education and Research

Manager, workforce Diversity and Inclusion, E&DU(CSJI)

PVCILE

Director, E&DU (CSJ&I)

Jumbunna ‘Research Synergies Symposium’ series highlight international and local research with high impact



Measure of Success


181

4.15 Ensure all gender related policies and guidelines are easily accessible on staff intranet and all Diversity programs and services are surfaced, visible and easily accessible and promoted on intranet and UTS website

2018-2019 – Update the UTS staff intranet to ensure that information about workplace experiences is current

2018 – Identify a list of diverse workplace programs to actively monitor for uptake by gender

2018-2019 – create base report of site hits on identified intranet pages promoting diverse workplace experiences and services

2019 – Develop a STEMM communications strategy to increase staff views of the UTS staff intranet pages and participation in targeted UTS workforce programs

2019-2021 – report on changes in participation by gender in STEMM Areas

Director, HRU

Director, MCU

Director, ITD

Director, HRU UTS staff intranet is updated with new information as soon as changes are formalized

Targeted programs identified and monitoring measures put in place by end 2018

STEMM staff participation in the targeted programs is increased by 10% by 2020, with baseline set by measurements undertaken in 2018



Measure of Success


182

Goal 5: Implement UTS-wide appropriate governance, review, evidence base and performance metrics

Rationale: UTS has an existing high level KPI that 40% of senior positions at academic levels D and E, and within Senior Staff Group, will be held by women, included in the Strategic Plan. Coordinated strategy and governance will help us meet this goal.



Measure of Success

5.1 Establish cross- university EGEC. Membership includes senior academic and non-academic leaders from across the university, and the SAT Chair.

Committee established in 2018

Meeting cycle is three times yearly

This committee will continue indefinitely



Provost Committee is set up in first quarter 2018 and meets 3 times per year on a plan, monitor and review cycle

5.2 Institute agreed key metrics and a reporting cycle for EGEC to oversee performance of gender good practice in line with its terms of reference to monitor and measure the success of the Equal Futures program in:• Recruitment• Promotion• Retention• Research support

Evaluate the cost and benefits of implementing identified system and process changes to data collection

By end 2018 – metrics and resourcing agreed

Collection of metrics to begin in 2019

By End 2019 – first report provided to Committee

Reporting cycle agreed

EGEC VCMG Agreed key metrics and reporting cycle is put in place for whole of University, and to support the Athena SWAN process in STEMM

Annual reporting is submitted in 2019, 2020, 2021

Cost benefit analysis and resourcing impact is completed by 2018

183

5.3 Develop whole of University Gender Strategy, integrating relevant targets for recruitment of women at a senior level

Incorporate learnings from successful programs, including Wingara Indigenous Employment Strategy, to create model

Already completed: Gender equity has been identified in the 2018 Corporate Plan as one of four whole-of-institution strategies

To be included in draft Strategic Plan – under development

2019 – Review of priorities, supporting policies and resourcing

2020 – Review of Athena SWAN action plan progress

EGEC VCMG Whole of University Gender Strategy is implemented, with key targets, to ensure the success of Athena SWAN and translation of key Athena SWAN initiatives to all faculties across the University

5.4 Action plan goals to be integrated into faculty/unit plans and monitored by faculty/unit management

2019 – Athena SWAN items integrated into local planning

KPIs in Deans’/Heads of schools’ workplans and faculty scorecards

EGEC VCMG Action plans implemented and monitored as part of the University’s governance activities

5.5 2 year review of Athena SWAN action plan, progress and resourcing

Monitoring during 2019 in preparation for commencing review in February 2020

Report to EGEC by June 2020


SAT

EGEC


Progress of all action items is reviewed and recommendations made as to any resulting program content and resourcing adjustments



Measure of Success


184

5.6 Self-Assessment Team review and renewal to assist with ability to support faculty or individual area Athena SWAN award applications

2019 review and renewal of SAT membership in line with faculty and Central unit consultation

2018 planning to commence with faculties regarding future Athena SWAN process for applications

SAT to annually review progress of action plan

Lead, SAT EGEC Annual reports are made to EGEC

5.7 2017 Pay equity audit report to be presented to inaugural meeting of EGEC. Committee to make recommendations around next steps of report dissemination and actions to reduce pay gap in future years.

Approach to pay equity audit to be reviewed to address any data gaps.

First quarter 2018 – report with recommendations presented to EGEC

Recommendations of EGEC to be implemented by end of 2018.

Pay Equity Report to be distributed annually to the EGEC as part of the WGEA accreditation process

Director, E&DU(CSJI)Executive Director, Social Justice (CSJI),

EGECProvost

Pay equity audit presented to EGEC by end 2018 and annually thereafter

EGEC recommendations implemented by end of 2018

Annual reporting on progress of EGEC recommendations, and any outcomes arising, from 2019

5.8 Cyclic review of Wingara Indigenous Employment Strategy to include consideration of initiatives to promote gender equity, in line with a First Nations self-determination approach. Review shall consider any and all special measures approaches

The review is being conducted in 2018.

Outcomes of the review to be initiated as part of the agreed time scale.

PVCILE Provost PVCILE EGEC

To be undertaken as part of development of Wingara Indigenous Employment Strategy 2019 – 2024 during 2018

Initiatives to be implemented and reported on as part of business as usual reporting over 2019-2021



Measure of Success


185

5.9 Formalise the relationship between faculty based Equity and Diversity Committees and other relevant committees, to support sharing of good practice and support faculty/school Athena SWAN applications.

Reviewed committee ToRs to have been instituted and regular meeting cycle commenced by first quarter 2019


Chairs, STEMM Equity and Diversity Committees


Reviewed committee ToRs to have been instituted and regular meeting cycle commenced by first quarter 2019

5.10 For Council and Academic Board and their committees, as well as Indigenous Management Committees, report on membership and attendance by gender.

Reporting commences for 2018 year

Annual reporting to EGEC

Director, GSU EGEC Report for 2018 prepared in first quarter of 2019 and annually thereafter.

5.11 Report on the data from the staff inclusion survey, and produce more detailed reports on staff attitudes by gender, grade, function and diversity background

Baseline new reporting to be determined and undertaken in 2019 following 2018 survey

Repeat reporting in 2021 following 2020 staff inclusion survey

Director, HRU


EGEC


Report provided to Committee biannually to review staff engagement measures

To be completed by end of 2020



Measure of Success


186

5.12 UTS Council to be provided with materials on including diversity (including gender balance and equity) aspects in the brief for the four-yearly, external review of Council and its committees’ terms of reference and composition.

Brief to be finalised in 2018 for provision to Minister for Education NSW Government

2019 –- Ministerial consideration of recommendations

Director, GSUChancellor

EGEC UTS Council to be provided with briefing on Athena SWAN considerations to assist in considering this request for inclusion in the brief in 2018

5.13 When UTS Council “Statement of Skills and Experience for Council Members” is next reviewed in 2020, consider inclusion of diversity (inclusive of gender equity) aspects in the Statement.

2020 Director, GSU EGEC Process completed in 2020 ahead of that year’s biennial round of Council appointments.

5.14 Continue the Equal Futures program for the life of the Action plan to support and coordinate implementation

2018 review program resourcing needs on conversion from pilot to implementation of plan. Resources in place December 2018.

2018-2021 program is continued and enhanced where appropriate

Director, E&DU Executive Director, Social Justice (CSJI)

Provost

Program is resourced and Program Manager appointed for duration of the Action plan, with review at 2 year mark in line with action 5.4.



Measure of Success


187

Goal 6: Faculty flexibility practices support the UTS overarching commitment to flexible workplaces

Rationale:

UTS has a range of flexible workplace provisions available to staff, including:• variations to standard hours (eg part-time or part-year/sessional work)• flexitime, time-in-lieu and RDO arrangements; and• leave offerings (for illness, parenting, caring, study, community service and cultural leave)

Feedback from staff consultations revealed that faculty staff and management’s support for and application of these principles was inconsistent.

Actions focus on promoting existing policies, new guides to best practice and increasing capability of supervisory staff to support flexible working



Measure of Success

6.1 Creation, promotion and dissemination of Flexibility Guideline for academic and professional staff and supervisors to promote and raise awareness of existing flexible work practices.

Jan 2018 – August 2018 – Creation of guideline, website and publicity campaign, including mapping key staff life cycle points for promotion (recruitment, induction, promotion)

October 2018 – Campaign Launch

By June 2019 – presentations conducted at all faculty or school Board meetings in STEMM areas

September 2020 – Report prepared from Staff Engagement Survey tool assessing changes in staff access to flexibility provisions in STEMM areas

Manager Diversity and Inclusion, EDU(CSJI)


Director, MCU


Director, HRU

Flexibility guideline is created and hosted on accessible website by August 2018.

Publicity campaign is carried out according to schedule.

Awareness of key flexibility offerings among academic and professional staff and managers in STEMM areas shows increase in 2019 Inclusion Survey.

% agreement of STEMM areas staff to the Flexibility category questions in 2020 Staff Engagement Survey increases to at least 75% for all genders

188

6.2 Promote visible and diverse role models and develop case studies material by profiling staff who are accessing UTS flexibility policies for diverse reasons, with a target on inclusion of STEMM staff profiles

Promote flexible work practices in management training.

First quarter 2018 – commissioning of podcasts and use of new and existing case studies for flexibility campaign

Third quarter 2018 – event for launch of podcasts as part of flexibility campaign

Manager, Workforce Diversity and Inclusion, E&DU(CSJI)

Director, HRU

Chairs, STEMM Equity and Diversity Committees


SAT

Case studies launched in 2018 and hosted on flexible work practices website

At least 50% of case studies profile STEMM staff or situations

Case studies updated as necessary and promoted regularly during annual key events including International Womens’ Day, Flexible Working Week, Carer’s Week, Wellbeing Expo

6.3 Promote discussion of work-life balance in work planning process by amending guidelines on work planning and review

2019 – guideline is reviewed and amendments promoted on staff intranet and Staff Notices

2020 – monitor Staff engagement survey metrics around work life balance in STEMM areas

Director, HRU Director HRU Managers guide on intranet is updated by 2019

Produce report from 2020 Staff Engagement survey results

6.4 Adoption of formal endorsement of core hours meeting policy by STEMM areas

Initiated by FEIT in 2017

Other faculties to consider local application in 2018


EGEC Policy to be rolled out across all UTS faculties by end 2019



Measure of Success


189

6.5 Local review of social events timing and locations to ensure family friendliness

STEMM areas to undertake in second half, 2018



Completion of review by mid-2019



Measure of Success


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