Recommendation

Who takes action

Examples of good practice

1.1  Both the promotions criteria and process
need to be made explicit and transparent to
staff 

G, I

1.1.1  Build regular positive feedback into appraisal
and promotion processes.

I

Short term mentoring.

1.1.2  Promotion criteria and process should be
regularly reviewed in open discussion.

S

Practice of parading CV before department is
intimidating.
Prevent procedures being enshrined in male culture.

1.1.3  Prior to each promotion.
1.1.3.1  Undertake positive review of staff.
1.1.3.2  Organise an open meeting to promote
awareness.

I, D
I, D, S

Test CVs against objective measures.

1.1.4  Encourage awareness by making training in GED obligatory.

HoD, S

1.2  Appraisal should be an annual process and
timed to fit in with the promotion cycle

G, I

1.2.1  Senior staff appraisal should include how
well they have discharged their key responsibility
for the career development of their staff.

I, S

1.2.2  Ensure promotion opportunities recognise
a range of activities.

I

Including teaching and clinical workload.

1.2.3  Encourage confidence to apply for senior
posts.

I, S HoD

Actively identify posts for women.

1.3  Appointments committees should reflect the diversity of staff required (e.g. women, ethnic groups)

G

1.3.1  Composition of appointments committees
should be monitored.

I

Focus for impact assessment of human resources policy.
Use co-option if lack of female staff.

1.3.2  Ensure that advertisement of senior posts
includes LTFT option (to widen the pool of
applicants).

I

1.3.3  Promotions committees should view career
breaks positively and recognise their impact on
career development.

I

1.4  Gender monitoring of appointments and
promotions should be in place

G, I

1.4.1  Regular monitoring of salaries, start-up
packages and promotions to identify disparities
and assess progress.

I

Dissemination of results to staff.

Recommendation

Who takes action

Examples of good practice

2.1  Equal Opportunity and diversity training should be provided

I, S

2.1.1  Institutions should have evidence of a fair, broad and thorough search before approving appointments.

I

Evidence provided in open forum.
Inclusion of women in developing job description, in search team and among candidates.

Who takes action

Examples of good practice

2.2  Mentoring for women staff should be
mainstreamed and monitored

I, D, P, S

2.2.1  Establish mentoring schemes as an essential and valuable activity.

I

2.2.2  Time for mentoring should be recognised in
job plans.

I, D, S

Applies to mentors and mentees.

2.2.3  Establish and constantly update a database
of mentors.

I, P, S

Medical academics can choose or be allocated a suitable mentor.

2.3  Role models and networking should be recognised and encouraged.

I, D, HoD, S

2.3.1  Actively promote flexibility in career routes
and highlight those who are successful despite
“unconventional” career paths.

I, P, D, S

2.3.2  Increase the presence of female role models.

I, D, S

Use visiting female professorships.

2.3.3  Improve visibility of female clinical
academics.

I, J, D, S

Use of female first names.

2.3.4  Prioritize schemes that promote networking.
2.3.4.1  Active encouragement for women to attend
conferences/national meetings.
2.3.4.2  Encourage informal networks.

I, D, SI, HoD

Facilitating taking families will contribute to more productive networking.
Single sex networks.Ensure that individuals do not take on an inequitable share of tasks that are not recognised in the promotional process.

Recommendation

Who takes action

Examples of good practice

3.1.1  Ensure open, transparent and fair
allocation of teaching and administrative loads.

I, HoD

Ensure that individuals do not take on an inequitable share of tasks that are not recognised in the promotional process.

3.1.2  Ensure administrative and committee responsibilities have fixed terms of office and
are rotated so as to ensure opportunities to all
staff and to avoid individuals taking on a
disproportionate workload.

I, HoD, S

Maximum term of office is clear.
Open, regular access to these ‘measures of esteem’ is available for women.
Monitoring and reporting of terms of office and selection process.

3.1.3  Greater recognition needs to be given
to the teaching role in undergraduate and
postgraduate education.

I

3.1.4  Monitor hours of work and actively
discourage long hours culture.

I, HoD, S

Develop appropriate outcome measures e.g. job diaries.
Recognise clinical commitment in job planning.

Recommendation

Who takes action

Examples of good practice

3.2  Measures of gender equality should be
benchmarked against European targets and
exemplars

G, I, P

3.2.1  Gender equality must be systematically
integrated into all policies and programmes of
organisations and their cultures (gender
mainstreaming).

G, I, P, HoD, D, S

Compare with European policy, other HEIs, NHS and other public bodies e.g. Benchmark data against national data from ASSET (Medical).
Gender equality schemes should include an action plan based on the evidence of data collected. The scheme will be assessed on the outcomes of the action plan.

3.2.2  Senior leaders should take a clear lead and
steer on challenging policies, practices and
‘sub-texts’.

I, HoD

Target men and encourage training in responsible management.

3.2.3  Ensure important departmental business is
not conducted in settings or at times in which
women are generally not present.

I, HoD, D, S

3.2.4  Promote positive action by the development
and use of tools.

I, S, HoD, D

Use GED tools to monitor and evaluate changes.

3.2.5  Develop a culture in which individuals are
supported when confronted with unacceptable
behaviour.

I, HoD, S, P

The values and ethos of the department does not tolerate unacceptable behaviour.

Recommendation

Who takes action

Examples of good practice

4.1.1  Leaders of the profession and universities should visibly and vigorously support programmes that encourage career progression.

I, P

Ensure  the availability of quality, locally-delivered caring facilities (i.e. child and adult care).

4.1.2  Promote a positive attitude to those
working reduced hours.

I, HoD, S

4.1.3  Recognise and use the inherent advantages
of informal flexible working in academia.

I, S

Allow staff flexibility to organize academic work to fit their domestic commitments.

4.1.4 Forms of academic assessment and
accountability should take into account LTFT
working, career breaks and measure output
against similar post holders.

I

Recommendation

Who takes action

Examples of good practice

4.2.1  Visible support and take up by Vice
Chancellors and Deans.

I

4.2.2  Enable a flexible career structure.

I

Increase retention of female doctors.

4.2.3  Create opportunities for job-share in
research and senior positions.

I

Guidance and training for line managers.
Creation of opportunities at senior level.

Recommendation

Who takes action

Examples of good practice

4.3.1  Encourage women to recognise the need to
invest in quality child care to support their career.

S

4.3.2 Seek innovative solutions to suit personal
and family circumstances.

I, S, D

Recognise geographical immobility is an issue.

Recommendation

Who takes action

Examples of good practice

4.4.1  Ensure provision of contact between staff
and departments for staff taking a career break.

D, S

4.4.2  Establish infrastructure for career breaks.

I, D

Institute ‘keep in touch’ days.
Provide phased returns following a career break.