Gender Equality Scheme - Swansea University

1 Foreword by the Vice Chancellor
SWANSEA UNIVERSITY (PO 607-1214)
GENDER EQUALITY SCHEME
The Gender Equality Duty (GED) takes effect from April 2007 and is the biggest change in sex
equality legislation in 30 years, since the introduction of the Sex Discrimination Act itself. It has
been introduced in recognition of the need for a radical new approach to equality – one which
places more responsibility with service providers to think strategically about gender equality,
rather than leaving it to individuals to challenge poor practice.
The duty will be a key tool for managers and it should be a catalyst for real change in the way
that the University thinks about its work, and the way that policy and services are designed and
delivered. The duty should help us understand and address the different needs of women and
men, leading to more user-friendly services, as well as making better use of the talents of both
women and men in the workforce.
The University welcomes the new gender equality duty as a tool that will deliver real change
and practical improvements in the lives of women and men.
The Sex Discrimination Act, as amended by the Equality Act 2006 requires public authorities,
including Higher Education Institutions, when exercising their functions, to pay due regard to the
need:
• to eliminate discrimination and harassment that is unlawful under the Sex Discrimination
Act 1975 (SDA) and discrimination that is unlawful under the Equal Pay Act 1970
(EqPA).
• to promote equality of opportunity between men and women.
With regards to higher education, the elimination of discrimination and harassment is extended
to include transsexual people in the fields of employment and vocational training from April 2007
and will be extended to goods and services in December 2007. Swansea University will take
into account when discharging its gender equality duty the provision of goods and services with
immediate effect.
As stated above, the general duty has three parts:
• eliminating unlawful discrimination
• eliminating harassment
• promoting equality of opportunity between men and women
These three parts support each other and in practice may overlap. It is important to remember,
however, that the three parts are different and that achieving on one may not lead to achieving
all three.
The Act has also imposed “specific duties”, which are a means of the University fulfilling its
statutory requirements. To comply with the specific duties we must:

o Prepare and publish a Gender Equality Scheme
o In preparing a scheme:
o Consult employees, service users and others
o take into account information it has gathered or considers relevant
o consider the need to have objectives to address the causes of any gender pay
gap
o ensure that the scheme sets out the actions the authority has taken or intends to take
o implement the scheme and their actions for gathering and using information
o review and revise the scheme at least every 3 years
o report on progress annually
The University welcomes the introduction of the gender equality duty and is committed to
supporting its aspirations and principles. The University as a body with the responsibility to
demonstrate that they treat women and men equally in policy-making, services, education
(teaching, learning and research) and employment, recognizes that it has a major role to play in
eliminating discrimination and harassment on the grounds of gender and promoting equality of
opportunity which is wholly compatible with, and contributes to, the achievement of its mission.
A key part of its mission is that the University will be a powerhouse for growth in the regional
economy, and will greatly enrich the community and cultural life of Wales. It will contribute to
the health, leisure and well-being of citizens in South West Wales and beyond. The University’s
Mission is underpinned by the following key aims which are expressed in its Strategic Plan as:
• Research Excellence
• The Student Experience
• Streamlining the Governance and Administration Structure
• Management and Leadership
• The Academic Structure
• Consultancy/Knowledge Exploitation
• Quality of Life
• Widening Access
Swansea University regards this document as part of its continuing effort to provide high quality
education to the widest possible constituency. We recognize that gender inequality exists in all
aspects of society and refers to lasting and embedded patterns of advantage and disadvantage.
In order to achieve actual equality of opportunity, it is necessary to recognise that in certain
circumstances women and men, because of their sex, or gender roles, are not in the same
position. Where applicable, actions will be put in place to overcome these inequalities. Gender
equality is an issue for the whole of the University, identifying and addressing issues will mean
including those working at all levels of the University. This scheme aims to ensure that
necessary changes are made.
The University will ensure that all staff and students are aware of this Scheme and the need to
implement it. To this end, I and the governing body of Swansea University, will provide
leadership in relation to the implementation and integration of the Gender Equality Scheme and
its integral Action Plan.
Equality of opportunity is a central aim of Swansea University for all staff, students and
members of Council, and I commend this Gender Equality Scheme as part of the university’s
overall commitment to equal opportunities.
2

SIGNED
.......................................................... VICE CHANCELLOR
2 Introduction to the Gender Equality Scheme
The Sex Discrimination Act 1975, as amended by the Equality Act 2006 places a new general
duty on public authorities to promote gender equality. The Equal Opportunities Commission
(EOC) has prepared and issued a Statutory Code of Practice which gives practical guidance on
how to meet the legal requirements of the gender duty. This scheme has been drawn up in
accordance with the Code of Practice to eliminate discrimination and harassment and to
promote equality of opportunity between men and women.
A statement of the University’s current position in relation to gender equality can be found at
Appendices I & II for students and staff. Appendix III contains information regarding the current
position on equal pay issues. These statistics have helped generate an understanding of the
major gender equality issues in the University. This information has been taken into account in
the production of the scheme and when establishing and prioritising the scheme objectives.
Swansea University prides itself on having a history of responding positively to the changing
legislation of equality and through its policies and procedures it endeavours to embrace not only
the general and specific duties but the spirit of the Equality Act 2006 Act as a whole.
We recognise that this scheme must be able to develop over time to meet new requirements
and promote ever increasing standards.
3 Preparation of Swansea University’s Gender Equality Scheme
The University recognises that stakeholders must be consulted in the preparation of its scheme.
By consulting with stakeholders we have been able to:
• Build up a better picture of the most important gender issues in their work/studies
• Gather evidence to use in determining priorities
• Get feedback on initial draft objectives
Stakeholders have been involved in the following ways:
• Staff were surveyed to identify key concerns in order to help shape priorities.
• The Students Union were invited on behalf of the student community to identify key
concerns in order to help shape priorities.
• The Trades Unions as part of the University Equal Opportunities Committee have
steered the scheme to completion and had opportunity to consult and contribute.
• The Students Union as part of the University Equal Opportunities Committee have
steered the scheme to completion and had opportunity to consult and contribute.
• The Swansea University Womens’ Informal Network have identified key concerns and
had the opportunity to consult and contribute.
3

The University Equal Opportunities Committee has been established in excess of 15 years and
it will undertake the responsibility of officially reporting on the development, progress and
effective implementation of the University Gender Equality Scheme. In addition to the Equal
Opportunities Committee (EOC) the University has established a Gender Working Group (A-
Gender). The Working Group remit is to report to the EOC on the development, progress and
effective implementation of the University Gender Equality Scheme. The Swansea University
Womens Informal Network will have representation on the Equal Opportunities Committee
which will ensure a continued avenue for communication, consultation and involvement of this
group. The University Students Union has a Womens Sabbatical Officer and the Students
Union is already represented on the Committee.
The priority objectives expressed in this Scheme have been directly influenced by the above
participation groups. A report highlighting the issues raised by these groups is attached at
Appendix IV.
Impact Assessment
It is our intention to assess the impact or the likely impact that our policies and practices have
on gender equality, including an assessment of whether the policies and practices are
contributing to the causes of the gender pay gap. Policies and practices covers all the
proposed and current activities that the University carries out, including employment and
services. This will ensure that the University’s activities do not inadvertently disadvantage
students, staff or visitors whilst providing an opportunity to better promote equality of
opportunity. In 2004, the University embarked on a 3 year impact assessment process for racial
equality. Whilst the initial process has been completed, a number of refinements are being
made to ensure the process is mainstreamed and consistent in quality. The race equality
impact assessment process is due to continue in 2007 and our intent is to combine race,
disability and gender into an “equality” impact assessment process where each identified
policy/practice will be assessed for all 3 areas at the same time using the existing “Swansea
University Guidance Document for the Impact Assessment Process”. All policies/procedures
identified will be given a priority (High, Medium or Low), to determine the order in which policies
are to be assessed during the period of the first three year scheme. Further detail can be found
in the attached Action Plan at Appendix V. Existing methodology used to determine
assessment priority will be used.
A review of the effectiveness of the impact assessment process will be undertaken every 3
years during the scheme revision. This will ensure that due regard has been given to gender
equality in the overall impact assessment process.
Publication of impact assessments.
The results of any gender impact assessments undertaken will be published via the annual
gender report which will be put on the internal and external websites. The annual report will
also be sent to the EOC/CEHR in Wales.
4. Functions of the University
4

The University is committed to promoting gender equality between women and men and seeks
to eliminate unlawful discrimination and harassment. It recognises that identifying and
addressing issues will mean including those working at all levels of the University.
The University will fulfil the required duties in relation to the following functions:
• Governance
• Student admissions
• Student assessment and academic progress (Including Teaching & Learning)
• Student Support Services
• Employment (recruitment, selection, training, career progress, and development
including selection for the RAE where applicable)
• Procurement
• Behaviour and Discipline
These are all functions which directly affect staff and students at work and study. Visitors to the
University are also directly affected and as such, service areas such as Taliesin and the Egypt
Centre are to be included in this Scheme.
The weight given to gender equality should be in proportion to its relevance. All parts of the duty
are complementary and necessary. The University will ensure that the aims of the general duty
are promoted throughout the University through communication to staff and students and that
gender equality is mainstreamed throughout the University’s policies and procedures.
5. Consultation and Communication
Communicating the details of the Gender Equality Scheme and the ways in which the University
intends to fulfil its general and specific duties is essential. Effective communication is most
likely to be achieved through multiple channels. The key channels of communication will be:
• Consultation processes with service users and employees
• The devolution of responsibility for policy impact assessment to Schools and
Departments
• Mainstreaming responsibility for gender equality by devolving to functional levels
• Publicity of the Scheme and action plan on the web site
• Production and publication of an Annual report charting progress against the set
objectives
• Regular items in staff and student newsletters
• Revision of the Scheme every 3 years to ensure continuous improvement in the
implementation of the duty. This will be achieved by utilising feedback from stakeholders
on the effectiveness of the preceding scheme, the results of impact assessments and
additional data collected.
To ensure that staff are aware of their individual and organizational responsibilities under the
Act, the University will implement a training programme.
6. Governance, Roles and Responsibilities
5

The Council of Swansea University is responsible for ensuring that the institution complies with
all the gender duty requirements, including the general and specific duties.
Council is responsible for ensuring that the Gender Equality Scheme is planned, implemented,
monitored, evaluated and continuously reviewed according to the general and specific duties.
Council will receive the annual report and monitor the implementation of the Scheme and Action
Plan through the publication of an annual report.
The Vice Chancellor is responsible for ensuring that the Scheme and its related action plans,
procedures, strategies and arrangements, are implemented and that members of staff are
provided with the opportunity to attend the appropriate training as detailed in the action plan.
The Vice Chancellor is responsible for ensuring that all staff are aware of their responsibilities
and accountabilities under the Scheme and are adequately supported in order for them to
appropriately fulfil these responsibilities. The Vice Chancellor is responsible for ensuring that
appropriate disciplinary action is taken against staff or students who are found to be guilty of
discrimination under the Act.
Heads of Schools and Departments will be responsible for ensuring that staff and students
within their remit are aware of their responsibilities to eliminate unlawful discrimination, eliminate
harassment and promote equality of opportunity between women and men. Heads of
School/Department will ensure that any incident of unlawful discrimination or harassment is
dealt with appropriately and that gender bias and stereotyping is eliminated. The University has
an established “Dignity at Work & Study Policy” which details an effective transparent
complaints procedure.
All members of staff and students share a collective responsibility to comply with the
University’s policies and procedures, with relevant legal legislation, and with the outlined
functions, according to their individual roles and responsibilities. Any incidents identified as
unlawful discrimination will lead to action being taken.
This Gender Equality Scheme can be provided in alternative formats on request by contacting
the following number: 01792 295138
APPENDIX I
6

STUDENT GENDER STATISTICS
APPENDIX II
STAFF GENDER STATISTCS
APPENDIX III
EQUAL PAY
APPENDIX IV
STAKEHOLDERS CONSULTATION REPORT
APPENDIX V
OBJECTIVES AND ACTION PLAN
APPENDIX I
7

STUDENT GENDER STATISTICS
The student gender statistics are compiled from various sources and are taken from the
University Equal Opportunities Annual Report 2005-2006.
Student gender data is reported on in the following order:
1. A Review of Undergraduate Degree Classifications
2. A Review of Undergraduate Completion of Year of Study Rates.
3. A Review of Undergraduate Module Failure Rates.
4. A Review of Postgraduate Taught Masters Completion Rates.
5. A Review of Postgraduate Module Failure Rates.
6. Applications and acceptances to Swansea University
7. Department of Adult Continuing Education Enrolled students.
8. School of Health Science Enrolled students.
A review of this data has identified gaps in information. Eliminating these gaps will form part of
the action plan, see Appendix V for details.
1. A Review of Undergraduate Degree Classifications
This section reviews student performance in relation to degree classifications awarded to
undergraduates taking their first degree.
Figure 1 First class degrees – university and faculty percentages by gender.
Male
Female
At university and faculty levels male students are slightly more likely than females to obtain a
first class degree (Annex 1 – Figure 3). One exception is the Faculty of Engineering and
Science where female students outperformed males in 2004/05.
8

Figure 2 Upper-second class degrees – university and faculty percentages by gender.
Male
Female
At university and faculty levels female students are generally more likely than males to obtain
an upper-second class degree, though males are performing better in the Faculty of Health and
Human Sciences.
Figure 3 Lower-second class degrees – university and faculty percentages by gender.
Male
Female
While female students were less likely (at university level) to gain a 2:2 degree in 2002/03, there
has in general been little significant difference between the two genders, with approximately
40% of both men and women gaining this class of degree (Annex 1 – Figure 13). The Faculty
with largest variation from the University norm is the Faculty of Business, Economics and Law
which, between 2000-2002, had a large percentage of both men and women who were
allocated this degree. Engineering and Science students (of both genders) were less likely to
get this class of degree.
Figure 4Third class degrees – university and faculty percentages by gender.
Male
Female
9

Across the university the majority of students who are granted a third class degree are male and
this is typical across all Faculties, except in 2004/05 in the Faculty of Arts and Humanities,
where there appears to be little difference. (Annex 1 – Figure 18). The pattern of awards to male
students within most faculties is generally stable, with the Faculty of Arts and Humanities, and
most recently the Faculty of Health and Human Sciences having levels below and the remaining
faculties having levels similar to or slightly above the university average. The percentage of
students gaining a 3 rd class degree who are female has been far more erratic between faculties,
but rates have generally converged on the University average.
2. A Review of Undergraduate Completion of Year of Study Rates
This section reviews student performance in relation to non-completion rates for
undergraduates taking their first degree, that is, students that have not completed successfully a
component year of study and are not, therefore, allowed to progress to the next level or
awarded a qualification.
At university level the non-completion rate for full-time male students has been consistently
higher than that for females, almost 7% higher in 2004/2005. Male students were more likely not
to complete in Engineering and Science and, more recently, Business, Economics and Law.
There are significantly higher failure rates among females in the Faculty of Business,
Economics and Law than in other faculties.
Figure 1 Full-time university and faculty non-completion by gender.
Male
Female
10

3. A Review of Undergraduate Module Failure Rates
This section reviews student performance in relation to the percentage of modules failed by
undergraduates taking their first degree. The analysis focuses on full-time university/faculty
level time series graphs for the period 2000 to 2005.
At university level the failure rate for full-time male students has been consistently higher than
that for females, almost 7% higher in 2004/05. Rates of failure have been increasing steadily
over the past 5 years for both men and women, but with the particular ‘jump’ in 2004/05. Males
and females are likely to fail in the Faculties of Engineering and Science and in BEL.
Time series graphs for module failure rates (2000/2001 to 2004/2005).
The graphs below provide a summary of failure rates for full-time undergraduates taking their
first degree between 2000/2001 and 2004/2005.
Figure 1
Full-time university and faculty module statistics by gender.
Male
Female
Table 1 Full-time university and faculty module statistics by gender (F-female, M-
male).
11

Stats for
Female
Male Pass Fail Total
Fail
%
Arts and Humanities F 8244 620 8864 7.0
M 5061 600 5661 10.6
Business, Economics and Law F 4820 583 5403 10.8
M 4952 1186 6138 19.3
Engineering and Science F 6412 836 7248 11.5
M 11758 2633 14391 18.3
Health and Human Sciences F 7216 769 7985 9.6
M 2234 376 2610 14.4
Not Assigned F 525 63 588 10.7
M 428 99 527 18.8
University F 27217 2871 30088 9.5
M 24433 4894 29327 16.7
4. A Review of Postgraduate Taught Masters Completion Rates
This section reviews student performance in relation to taught postgraduate completion rates.
The analysis focuses on full-time university/faculty level time series graphs for the period
2000/01 to 2003/04.
For female students across the university the completion rate remained steady at just over 80%.
For male students it steadily decreased and in 2003/04 it was 5% below that for females.
Female students performed better than male students in the Faculty of Business, Economics
and Law (91% completion compared with 76% completion). In other faculties, there was less
than 8% difference between males and females, with the Faculty of Health and Human
Sciences having the lowest rates, regardless of gender.
The graphs below provide a summary of completion rates for full-time taught postgraduates
between 2000/01 and 2003/04.
Figure 3
Full-time university and faculty completion rates by gender.
Male
Female
5.A Review of Postgraduate Module Failure Rates
12

This section reviews taught postgraduate student performance in relation to the percentage of
modules failed. The analysis focuses on full-time university/faculty level time series graphs for
the period 2000/01 to 2004/2005.
In general across the university the failure rate for full-time male students was higher than that
for females, (9.5% compared with 5.4% in 2004/05.) There have been sharp increases in failure
rates for both genders in the Faculties of Engineering and Science and BEL
Figure 1
Full-time university and faculty module statistics by gender.
Male
Female
Table 1
Full-time university and faculty module statistics by gender (F-female, M-male).
Stats for
Female
Male Pass Fail Total
Fail
%
Arts and Humanities F 381 15 396 3.8
M 164 11 175 6.3
Business, Economics and Law F 399 46 445 10.3
M 361 70 431 16.2
Engineering and Science F 269 18 287 6.3
M 624 77 701 11.0
Health and Human Sciences F 734 5 739 0.7
M 260 18 278 6.5
University F 1783 84 1867 4.5
M 1409 176 1585 11.1
13

UWS Applications (Analysis by Age and Gender)
40.00
35.00
30.00
(%)
25.00
20.00
15.00
1997
1998
1999
2000
2001
2002
2003
2004
2005
10.00
5.00
0.00
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
12.00-
17.11
12.00-
17.11
18.00-
18.11
18.00-
18.11
19.00-
20.11
19.00-
20.11
21.00-
21.11
21.00-
21.11
22.00-
24.11
22.00-
24.11
25.00-
39.11
25.00-
39.11
40 and
Over
40 and
Over

National Applications (Analysis by Age and Gender)
40.00
35.00
30.00
(%)
25.00
20.00
15.00
1997
1998
1999
2000
2001
2002
2003
2004
2005
10.00
5.00
0.00
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
12.00-
17.11
12.00-
17.11
18.00-
18.11
18.00-
18.11
19.00-
20.11
19.00-
20.11
21.00-
21.11
21.00-
21.11
22.00-
24.11
22.00-
24.11
25.00-
39.11
25.00-
39.11
40 and
Over
40 and
Over
15

UWS Acceptances (Analysis by Age and Gender)
40.00
35.00
30.00
(%)
25.00
20.00
15.00
1997
1998
1999
2000
2001
2002
2003
2004
2005
10.00
5.00
0.00
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
12.00-
17.11
12.00-
17.11
18.00-
18.11
18.00-
18.11
19.00-
20.11
19.00-
20.11
21.00-
21.11
21.00-
21.11
22.00-
24.11
22.00-
24.11
25.00-
39.11
25.00-
39.11
40 and
Over
40 and
Over
16

National Acceptances (Analysis by Age and Gender)
40.00
35.00
30.00
(%)
25.00
20.00
15.00
1997
1998
1999
2000
2001
2002
2003
2004
2005
10.00
5.00
0.00
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
12.00-
17.11
12.00-
17.11
18.00-
18.11
18.00-
18.11
19.00-
20.11
19.00-
20.11
21.00-
21.11
21.00-
21.11
22.00-
24.11
22.00-
24.11
25.00-
39.11
25.00-
39.11
40 and
Over
40 and
Over
17

Part-time Humanities in DACE
New enrolled students by gender
80
70
60
50
40
30
% Female
% Male
20
10
0
2002 2003 2004 2005
18

APPENDIX II
STAFF GENDER STATISTCS
The University has monitored staff gender statistics for a number of years. Based on this
monitoring information, the Equal Opportunities Committee set targets in 2005 for the areas that
it felt were under-represented. The targets and the present situation are detailed below.
The following gender targets were set by the EO Committee with a view to achievement in
2010:
The percentage of female academic staff at the grades of Senior Lecturer and Reader
should rise to between 24.6% and 33 %
The percentage of female staff at this grade has increased steadily from 18% in 2002 to 21% in
2006.
The HE Welsh Sector average for female senior lecturers/readers is 23%. The HE UK Sector
average for female senior lecturers/readers is 40%
The % of female staff at Professorial level to rise to between 12.5% and 19% by 2010.
The percentage of female staff at this level has increased from 6% in 2002 to 9% in 2006.
The HE Welsh Sector average for female professors is 8.3%.
The percentage of female ALC staff at the grades of 3 and above should rise to between
41% and 48% in 2010.
The percentage of female ALC staff currently at grades 3 and above is 35%. This figure has
remained static since 2004.
Summary
The information below is a summary of the key findings with regards to gender as reported in
the 2005/2006 Equal Opportunities Statistical Report. Further detailed gender data can be
fou nd at the end of this Appendix.
• The overall distribution of staff by gender has remained fairly static over the past 3 years
with 51% of university staff being female. This has changed very little over the past 5
years where the % of female university staff in 2002 was 52%. The current figure of 51%
continues to be in line with the All Wales gender distribution as per Census 2001 data. It
is also in line with the HE Welsh Sector average of 52%. It is also comparable to HESA
data of 53%.
19

• The Faculty of Engineering continues to have the lowest distribution of female staff at
25%. N.B the Faculty of Engineering has become the Faculty of Engineering and
Science which accounts for the increase in the percentage of females from 19% to 25%.
• The School of Health Science has the highest % of female staff at 69% with the School
of Physical Sciences having the lowest at 17%.
• In 2006, 8% of departments were either exclusively male or exclusively female. In 2002,
9% of departments were either exclusively male or exclusively female. It is the same
departments that remain exclusively male or exclusively female.
• The percentage of female clinical staff has risen from 19% to 24% this year. Five years
ago in 2002 the % of female clinical staff was 9%.
• The breakdown of male/female academic staff has remained fairly static over the past 5
years 28% female and 72% male, even though there has been a percentage increase in
each of the female categories. This compares to the HE Welsh Sector average of 35%
female and 65% male. The HESA comparative data for the percentage of female
academics is 41%. However the HESA data includes the grade groups of academic,
other related, clinical staff and research analogous. The Swansea University comparison
figure from HESA returns is therefore 35%.
• The proportion of female lecturers A to male lecturers A is much higher in this particular
grade, suggesting some success in improving gender balance in the recruitment of new
staff. In 2002 41% of lecturer A staff were female, this compares to 64% in 2006.
• The percentage of female staff at the grade of Lecturer B has risen from 34% in 2002 to
40% in 2006.
• The proportion of all University staff working part time is 33%. This compares to 36% in
2002. HESA comparative data places 33% of the total workforce being part time. 46%
of all female University staff are part time, 21% of all male staff are part time. The HE
Sector average of all female University staff working part time is 42%, and the HE Sector
average of all male University staff working part time is 22%.
• A total of 204 staff applied for promotion in 2005, the highest number to date.
68% (138) of those who applied were successful.
53% of applications were made by female members of staff, 47% by male members of
staff.
For the first time since 2002, the success rate for male members of staff (70%) is higher
20

than that of female members of staff (66%).
• A total of 142 staff applied for discretionary and accelerated increments in 2005, a drop
of 13% on the previous year.
Whilst the female success rate remained constant on the year, the male success rate fell
by 25%.
• The total number of applicants to Swansea University has increased by 5% over the past
year and by 11% since 2002. In 2005/2006 female applicants made up 47% of the total
pool. This is similar to the trend over the past 5 years and reflects both university, local
and national population statistics. Of the total number short listed in 2006 50% were
female, this compares to 61% in 2004 and 53% in 2002. Of the total number appointed in
2006, 50% were female, this compares to 50% in 2004 and 38% in 2002.
• The total number of Academic & Related applicants to Swansea University has
decreased over the past year by 6%, but by an increase of 11% since 2002. There
appears to be a downward trend in the number of females applying for posts, being short
listed and appointed in this category.
• Of the total number of staff who made use of the harassment adviser network, 64% were
female. Of the 14 recorded incidents for staff 1 was regarding unwanted sexual conduct
and 1 on the grounds of an individual’s sexual orientation.
A review of this data has identified gaps in information. Eliminating these gaps will form part of
the action plan, see Appendix V for details.
Detailed Gender Data
This section provides an analysis of current staff by gender as at 01.03.06 and in most cases is
compared to the previous two years 01.03.04, 01.03.05 in graphical or table format. Where
appropriate, information for 01.03.02 will also be quoted in order to provide data spanning 5
years.
1.1 TOTAL STAFF
01.03.02 2,114
01.03.03 2,214
01.03.04 2,280
01.03.05 2,367
01.03.06 2,444
21

1.1.1
No. Of Staff
2500
2000
Total Staff At March
2114 2214 2280 2367 2444
1500
1000
500
0
01-MARCH- 01-MARCH-
01-MARCH- 01-MARCH-
2002
2003
2004
2005
01-MARCH-
2006
The total number of staff has increased by 3.3%
past 5 years.
during the past year and by 15.6% over the
1.2 DISTRIBU TION OF STAF F BY GENDER, FACULTY AND SCHOOL
1.2.1
March
March
March
1 2004
1 2005
1 2006
FACULTY M F Total F M F Total F M F Total F
ARTS and
HUMANITIES
BUSINESS,
ECONOMICS and
LAW
147 142 289 49% 148 150 298 50% 108 106 214 50%
58 47 105 45% 63 49 112 44% 74 48 122 39%
HEALTH and
HUMAN
SCIENCES
ENGINEERING and
SCIENCE
206 386 592 65% 214 385 599 64% 275 448 723 62%
167 38 205 19% 174 42 216 19% 394 135 529 26%
SCIENCE 196 86 282 30% 219 90 309 29%
ADMINISTRATIVE
OFFICES
309 498 807 62% 325 508 833 61% 342 514 856 60%
Grand Total 1083 1197 2280 53% 1143 1224 2367 52% 1193 1251 2444 51%
22

The overall distribution of staff by gender has remained fairly static over the past 3 years with
51% of university staff being female. This has changed very little over the past 5 years where
the % of female university staff in 2002 was 52%.
The current figure of 51% continues to be in line with the All Wales gender distribution as per
Census 2001 data. It is also in line with the HE Welsh Sector average of 52%. It is also
comparable to HESA data of 53%.
1.2.2
Percentage of Female Staff by Faculty
70
60
65 64
61
62 61 60
50
49 50 49
45 44
40
39
30
20
19 19
25
30 29
10
0
Mar-
04
Mar-
05
Mar-
06
Mar-
04
Mar-
05
Mar-
06
Mar-
04
Mar-
05
Mar-
06
Mar-
04
Mar-
05
Mar-
06
Mar-
04
Mar-
05
0
Mar-
06
Mar-
04
Mar-
05
Mar-
06
ARTS and
HUMANITIES
BUS. ECON.LAW
HEALTH HUMAN
SCIENCES
ENGINEERING
and SCIENCE
SCIENCE
ADMIN
1.2.3
Distribution of Staff by Faculty/Gender at March 2006
No. Of Staff
900
800
700
600
500
400
300
200
100
0
106
108
ARTS
HUMANITIES
48
74
BUS. ECON.
LAW
448
275
HEALTH
HUMAN
SCIENCES
135
394
ENGINEERING
and SCIENCE
342
514
ADMIN.
M
F
23

The Faculty of Engineering continues to have the lowest distribution of female staff at 25%. N.B
the Faculty of Engineering has become the Faculty of Engineering and Science which accounts
for the increase in the percentage of females from 19% to 25%.
1.2.4
No. Of Staff
1600
1400
1200
1000
800
600
400
200
0
127 78
Total Staff by School At March 2006
222
146
219
110 83 44
150 107
1296
856
292
Arts
Bus iness
and E con
Engi
neering
Envir
and S
onment
ociety
H
Sc
ealth
ience
Hu
Sci
man
ences
Hum
anities
Law
M
edicine
Ph
Sci
ysical
ences
Sc
hools
Admin
O
thers
1.2.5
900
Distribution of Staff by School/Gender at March 2006
800
347
700
No. Of Staff
600
500
400
300
200
100
56
0
75
AR TS
43
27
179
51
BUS . & EC ON.
ENG.
61
91
EN V & SOC
152
67
HE ALTH SCI.
55
55
HUMAN SCI.
31
52
HUMA NIT.
23
21
LAW
89
61
ME DIC.
509
18
89
PHYS SCI.
MIN
AD
F
M
24

1.2.6
Percentage of Female Staff by Scho ol at Ma rch 2006
80%
70%
60%
50%
40%
30%
20%
10%
0%
57%
TS
AR
35%
BU S. &
EC ON .
19%
ENG.
39%
ENV &
SOC
69%
HEALTH
SCI.
50%
HUMAN
SCI.
37%
HUMANIT.
48%
LAW
59%
MEDIC.
17%
PHYS
SCI.
43%
ADMIN
The School of Health Science has the highest % of female sta ff at 69 % with t he School of
Physical Sciences having the lowest a t 17 %. Wit hin the Sch ool structure, 6 of the 10 Schoo
ls
are below the overall University female percentage of 52%.
For the purpose of comparison “Administration” has been included alongside the Scho ols.
Administration for this purpose includes Academic Registry, Accommodati on, A CU, Admissions,
Business Services, Careers, Catering, Conference Cen tre, Egypt Centre, Estates, Fairw ood,
Finance, Hendrefoilan Student Village, International Office, Libr ary, Marke ting, Med ia Services,
Occupational Health, Personnel, Post Of fice, Recor ding Centre for Blind, Research and
Innovation Office, Safety Office, Singleton Halls, Site Services – All, Sketty Lane, Staff
Development Unit, Student Recruitment, Switchboard,, Talies in, Vi ce Chancellors Off
ice.
25

1.3 DISTRIBUTION OF STAFF BY GENDER AND ORGANISATION
1.3.1
March 1 2004 March 1 2005 March 1 2006
ORG. M F T OT %F M F TOT %F M F T OT %F
ACAD. REGISTRY 4 26 30 87 7 33 40 83 7 31 38 82%
ACCOM. OFFICE 3 12 15 80 4 10 14 71 4 9 13 69%
ACU 15 14 29 48 17 13 30 43 22 14 36 39%
ADMISSIONS 2 9 11 82 2 9 11 82 3 10 13 77%
ADULT CONT ED 83 149 232 64 94 162 256 63 91 151 242 62%
AMERICAN STUDIES 8 6 14 43 8 6 14 43 8 7 15 47%
APPLIED LANG. 11 15 26 58 11 16 27 59 11 14 25 56%
APPLIED SOCIAL SCIENCES 13 14 27 52 13 17 30 57%
BIOLOGICAL SC. 43 34 77 44 47 29 76 38 41 25 66 38%
BUSINESS 21 19 40 48 22 19 41 46 33 20 53 38%
BUSINESS SERVICES 2 2 4 50 2 2 4 50 2 2 4 50%
CAREERS OFFICE 6 25 31 81 10 25 35 71 5 26 31 84%
CATERING 39 98 137 72 27 86 113 76 20 77 97 79%
CENTRE for DEV. STUDIES 9 4 13 31%
CHEMISTRY 25 6 31 19 26 5 31 16 24 7 31 23%
CHILDHOOD STUDIES
1 7 8 88 2 11 13 85 2 12 14 86%
CLASSICS 8 6 14 43 9 8 17 47 11 8 19 42%
CLYNE 0 0 0 0 0 0 0 0
COMPUTER SCIENCE 27 10 37 27 32 11 43 26 41 14 55 25%
CONFERENCE OFF. 1 3 4 75 1 3 4 75 1 4 5 80%
DISABILITY OFF.
1 10 11 91
ECONOMICS 17 7 24 29 17 6 23 56 18 7 25 28%
EDUCATION DEPT. 18 29 47 62
EGYPT CENTRE 3 5 8 63 3 5 8 63 3 5 8 63%
ENGLISH 11 6 17 35 12 7 19 37 13 10 23 43%
ESTATES 46 11 57 19 51 11 62 18 54 12 66 18%
EUROPEAN LANG. 1 0 1 0 1 1 2 50 1 1 2 50%
EUROPEAN OFFICE 0 4 4 100
FACULTY OF ARTS & SOCIAL STUDIES 2 2 4 50 2 2 4 50
FAIRWOOD 2 1 3 33 2 1 3 33 2 1 3 33%
FINANCE 14 31 45 69 12 29 41 71 11 29 40 73%
FRENCH 7 12 19 63 6 15 21 71 5 14 19 74%
GEOGRAPHY 32 12 44 27 35 13 48 27 35 17 52 33%
GERMAN 5 7 12 58 5 6 11 55 4 7 11 64%
GRADUATE OFFICE
HENDREFOILIAN 4 1 5 20 4 1 5 20 5 1 6 17%
HISPANIC STUDIES 5 6 11 55 5 7 12 58 4 8 12 67%
HISTORY 15 8 23 35 16 8 24 33 19 9 28 32%
IAT 11 6 17 35%
ILS 1 1 2 50%
INTERNATIONAL OFFICE 2 2 4 50 2 3 5 60 3 4 7 57%
ITALIAN 4 4 8 50 3 4 7 57 3 4 7 57%
LAW 20 21 41 51 24 24 48 50 23 21 44 48%
LIBRARY 49 89 138 64 54 91 145 63 54 94 148 64%
MARKETING
2 10 12 83 2 12 14 86 4 13 17 76%
MATHEMATICS 16 2 18 11 19 2 21 10 19 2 21 10%
MEDIA & COMM STUDIES 6 3 9 33 9 3 12 25 7 7 14 50%
MEDIA SERVICES 8 3 11 27 9 3 12 25 9 3 12 25%
26

March
1
2004
March
1
2005
ORG. M F TOT %F M F TOT %F M F TOT %F
MISCELLANEOUS
NAT. CENTRE PUBLIC POLICY 1 8 9 89 1 7 8 88 1 4 5 80%
OCC HEALTH & EMERG. SERVICES 1 3 4 75 1 3 4 75 1 3 4 75%
PERSONNEL 4 19 23 83 4 16 20 60 4 21 25 84%
PHILOSOPHY 4 3 7 43 4 2 6 33 2 2 4 50%
PHYSICS 26 2 28 7 26 1 27 4 29 2 31 6%
PLANNING & MARKETING
POLITICS & INT. RELATIONS 12 5 17 29 11 5 16 31 12 5 17 29%
POST OFFICE 0 2 2 100 0 2 2 100 0 2 2 100%
PSYCHOLOGY 18 16 34 47 22 25 47 53 28 22 50 44%
RECORD CENTRE FOR THE BLIND 0 3 3 100 0 3 3 100 0 4 4 100%
RESEARCH INNOVATION 1 2 3 67 2 8 10 80 3 8 11 73%
RUSSIAN 1 1 2 50 1 1 2 50 1 1 2 50%
S.WALES INFO.GATEWAY
SAFETY OFFICE 2 2 4 50 2 1 3 33 2 1 3 33%
SCHHOL of ARTS 2 2 4 50%
SCHOOL OF ENG. 167 38 205 19 174 42 216 19 179 43 222 19%
SCHOOL OF HEALTH SCIENCE 69 157 226 69 70 154 224 69 67 152 219 69%
SCHOOL OF MEDICINE 36 51 87 59 50 69 119 58 61 89 150 59%
SCHOOLS LIASON 2 3 5 60 0 0 0 0 0 0 0 0%
SDU 1 1 2 50 1 1 2 50 1 2 3 67%
SECRETARIAT 3 7 10 70
SINGLETON HALLS
7 19 26 73 10 24 34 71 10 25 35 71%
SITE SERV. ABBEY 1 0 1 0 1 0 1 0 1 0 1 0%
SITE SERV. FARADAY
8 8 16 50 10 9 19 47 10 6 16 38%
SITE SERV.FULTON
4 1 5 20 4 1 5 20 3 1 4 25%
SITE S ERV. GATEKEEP
ERS 4 0 4 0 4 0 4 0 3 0 3 0%
SITE SERV. GLYNDWR
8 8 16 50 6 7 13 54 6 6 12 50%
SITE SERV. GROVE 3 10 13 77 5 6 11 55 8 4 12 33%
SITE SERV. HENDREFO
ILAN 5 1 6 17 5 1 6 17 4 0 4 0%
SITE SERV. KEIR HARDIE
SITE SERV. LIBRARY
1 7 8 88 1 6 7 86 1 7 8 88%
SITE SERV. NIGHT SECURITY
7 0 7 0 6 0 6 0 6 0 6 0%
SITE SERV . POST ROOM 13 1 14 7 11 1 12 8 11 1 12 8%
SITE SERV. SKETTY LANE 2 2 4 50 2 2 4 50 2 2 4 50%
SITE SERV. TALIESIN 1 4 5 80%
SITE SERV. WALLACE 3 7 10 70 5 8 13 62 5 6 11 55%
SITE SERVICES
2 9 11 82 3 9 12 75 4 10 14 71%
SKETTY LANE 14 2 16 13 22 4 26 15 19 5 24 21%
SOC & ANTHROPOLOGY 5 11 16 69%
SOC.SCIENCES & INT. DEVELOPMENT 33 34 67 51 16 17 33 52
SPORTS CENTRE
1 0 1 0 0 3 3 100 0 0 0 0%
SPORTS SCIENCE 9 4 13 31 12 4 16 25 12 4 16 25%
STUDENT COUNSELLORS 2 5 7 71
STUDENT RECRUITMENT OFFICE 2 3 5 60 2 3 5 60%
STUDENT SERVICES 5 29 34 85 6 30 36 83%
STUDENT SUPP. SERVICES
1 0 1 0
SWITCHBOARD 0 4 4 100 0 5 5 100 0 4 4 100%
TALIESIN 7 11 18 61 6 13 19 68 6 14 20 70%
March
1
2006
27

March
1
2004
March
1
2005
ORG. M F TOT %F M F TOT %F M F TOT %F
V.C.OFFICE 4 4 8 50 5 4 9 44 14 10 24 42%
WELSH 4 6 10 60 4 7 11 64 5 7 12 58%
TOTAL 1083 1197 2280 53 1141 1219 2360 52 1193 1251 2444 51%
March
1
2006
In 2006, 8% of departments were either exclusively male or exclusively female. In 2002, 9% of
departments were either exclusively male or exclusively female. It is the same departments that
remain exclusively male or exclusively female.
KEY
DISTRIBUTION OF STAFF BY GENDER AND GRADE GROUP
AC Academic CS Clerical/Secretarial Staff
AD Administrative, Library and Computing MN Manual staff
AM Clinical Staff NU Miscellaneous
AO Other Related Staff TC Technical Staff
AR Research Analogous WS Maintenance Staff
AT Associate Tutors
1.4.1
March 1
2004
March 1
2005
March 1
2006
M F TOT %F M F TOT %F M F TOT %F
AC 373 140 513 27% 395 147 542 27% 399 157 556 28%
AD 138 162 300 54% 148 186 334 56% 161 205 366 56%
AM 21 5 26 19% 26 6 32 19% 25 8 33 24%
AO 88 112 200 56% 92 102 194 53% 94 107 201 53%
AR 108 60 168 36% 122 70 192 36% 155 88 243 36%
AT 72 111 183 61% 73 120 193 62% 74 113 187 60%
CS 47 398 445 89% 46 395 441 90% 49 393 442 89%
MN 139 177 316 56% 142 169 311 54% 135 157 292 54%
NU 0 4 4 100% 0 7 7 100% 0 1 1 100%
TC 83 28 111 25% 85 22 107 21% 87 22 109 20%
WS 14 0 14 0% 14 0 14 0% 14 0 14 0%
TOT 1083 1197 2280 53% 1143 1224 2367 52% 1193 1251 2444 51%
For the first time since 2002 the percenta ge of female academic staff has risen from 27% to
28%. During the past y ear, the number of male academ ic staf f has risen by 5 and the number
of female academic staff by 10.
The percentage of female clinical staff has risen from 19% to 24% this year. Five years ago in
2002 the % of female clinical staff was 9%.
28

1.4.2
100%
Percentage of Female Staff by Grade Group
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
AD 05
AD 04
AC 06
AC 05
AC 04
AO 04
AM 06
AM 05
AM 04
AD 06
AT 05
AT 04
AR 06
AR 05
AR 04
AO 06
AO 05
MN 06
MN 05
MN 04
CS 06
CS 05
CS 04
AT 06
TC 05
TC 04
NU 06
NU 05
NU 04
TC
06
1.4.3
Distribution of Staff by Grade Group/Gender at March 2006
600
500
400
300
200
M
F
100
0
AC AD AM AO AR AT CS MN NU TC WS
29

1.4.4
ACADEMIC STAFF
Mar-
03
Mar-
04
M F F% M F F% M F F% M F F%
Lecturer A 16 20 56% 15 17 53% 19 21 53% 10 18 64%
Lecturer B 157 81 34% 149 83 36% 142 80 36% 139 92 40%
Professor 94 8 8% 95 9 9% 111 12 10% 126 13 9%
Snr Lecturer/
Reader 103 25 20% 114 31 21% 122 34 22% 124 33 21%
Academic (Misc) 1 1 50% 0 0 0% 1 0 0% 0 1 100%
TOTAL 371 135 27% 373 140 27% 395 147 27% 399 157 28%
Mar-
05
Mar-
06
The breakdown of male/female academic staff has remained fairly static over the past 5 years
28% female and 72% male. This compares to the HE Welsh Sector average of 35% female and
65% male.
The HESA comparative data for the percentage of female academics is 41%. However the
HESA data includes the grade groups of academic, other related, clinical staff and research
analogous. The Swansea University comparison figure from HESA returns is therefore 35%.
It is noticeable with the above data that while progress has been made in almost every
category, the overall percentage has remained virtually the same.
LECTURER A
The proportion of female to male lecturers is much higher in this particular grade, suggesting
s ome success in improvi ng gender balance in the recruitme nt o f new staff. In 2002 41% of
lecturer A staff were female, t his compare s to 64% in 2006.
LECTURER B
The percentage of female staff at this grade has risen from 34% in 2002 to 40% in 2006.
The HE Welsh Sector average for fe male Lecturers at grades A& B is 44%, the Swansea
University comparative figure is 42%
The HE UK Sector average for female Lecturers at grades A & B is 45%
S ENIOR LECTUR ER/READER
The p ercentage of fe male staff at this grade has increased steadily from 18% in 2002 to 21% in
2006. A target has been set for t he % of female staff at Senior Lecturer/Reader to rise to
between 24.6% and 33% by 2010.
The HE Welsh Sector average for female senior lecturers/readers is 23%, the Swansea
University comparative figure is 21%
The HE UK Sector average for female senior lecturers/readers is 40%
30

PROFESSOR
The percentage of female staff at this level has increased from 6% in 2002 to 9% in 2006.
The HE Welsh Sector average for female professors is 8.3%.
The HE UK Sector average for female professors is 15%.
In terms of numbers, the numbers of female professors has more than doubled whilst the
number of male academics has increased by a third in comparison.
A target has been set for the % of female staff at Professor to rise to between 12.5% and 19%
by 2010.
ADMINISTRATIVE, LIBRA RY & COMPUTIN G STAFF
Mar-04 Mar-05 Mar-06
M F F% M F F% M F F%
ALC (Misc) 1 1 50 1 1 50 4 1 20%
ALC 1 13 17 57 14 24 63 9 25 74%
ALC 2 41 99 71 45 111 71 53 128 71%
ALC 3 42 28 40 45 33 42 46 35 43%
ALC 4 19 11 37 19 10 34 21 9 30%
ALC 5 13 6 32 12 5 29 17 5 23%
ALC 6 9 0 0 12 2 14 11 2 15%
TOTAL 138 162 54 148 186 56 161 205 56%
During the past 5 years, the total percentage of female staff at ALC grade has risen from 52% in
2002 to 56% in 2006.
The Equal Opportunities Committee has set a target that by 2010 the percentage of female ALC
staff at the grades of 3 and above should rise to between 41% and 48%. The percentage of
female ALC staff currently at grades 3 and above is 35%. This figure has remained static since
2004.
OTHER RELATED STAFF
Mar-04 Mar-05 Mar-06
M F F% M F F% M F F%
OR (Misc) 8 3 27 7 0 0 14 2 13%
OR 1 13 30 70 14 29 67 9 25 74%
OR 2 23 39 63 26 37 59 29 36 55%
OR 3 26 31 54 22 25 53 20 33 62%
OR 4 7 0 0 9 3 25 8 3 27%
OR 5 11 9 45 14 8 36 14 8 36%
TOTAL 88 112 56 92 102 53 94 107 53%
31

RESEARCH ANALAGOU S STAFF
Mar-04 Mar-05 Mar-06
M F F% M F F% M F F%
RA (Misc) 5 1 17 5 1 17 5 1 17%
RA 1A 69 45 39 80 46 37 102 59 37%
RA 1B 17 10 37 16 12 43 22 16 42%
RA 2 17 2 11 19 7 27 22 9 29%
RA 3 0 2 100 2 4 67 4 3 43%
TOTAL 108 60 36 122 70 36 155 88 36%
Whilst the total number of research staff has increased by 75 during the past 2 years, the
overall distribution of female staff has remained constant at 36%.
ASSOCIATE TUTORS
Mar-04 Mar-05 Mar-06
M F F% M F F% M F F%
Associate Tutor 72 111 61 73 120 62 74 113 60%
Census comparative data for this group is 52% female and 48% male.
CLERICAL SECRETARIAL STAFF
Mar-04 Mar-05 Mar-06
M F F% M F F% M F F%
Clerical (Other) 0 2 100 1 0 100 1 0 0%
Clerical 1 2 8 80 1 6 80 2 5 71%
Clerical 2 19 118 86 17 103 86 15 99 87%
Clerical 3 11 144 93 12 155 93 13 147 92%
Clerical 4 10 87 90 9 86 90 12 92 88%
Clerical 5 2 21 91 3 30 91 3 32 91%
Clerical 6 2 9 82 2 7 82 3 10 77%
SLA 1 9 90 1 8 90 1 8 89%
T OTAL 47 398 89 46 395 89 50 393 89 %
Female members of staff continue to dominate this grade group including the higher grades at
5, 6 an d SLA.
32

MANUAL
Mar-04 Mar-05 Mar-06
M F F% M F F% M F F%
Manual 1 34 85 71 40 85 68 39 76 66%
Manual 2 78 62 44 66 53 45 63 52 45%
Manual 3 18 22 55 26 24 48 22 23 51%
Manual 4 9 8 47 10 7 41 11 6 35%
TOTAL 139 177 56 142 169 54 135 157 54%
There is an increasing trend in employing male staff at lower grades.
TECHNICAL
Mar-04 Mar-05 Mar-06
M F F% M F F% M F F%
Technical (Other) 0 1 100 0 0 0 0 0 0%
Technical A 1 0 0 2 0 0 0 0 0%
Technical B 0 1 100 2 1 33 9 2 18%
Technical C 4 3 43 3 3 50 2 4 67%
Technical D 24 17 41 24 11 31 21 8 28%
Technical E 40 6 13 39 7 15 39 6 13%
Technical F 11 0 0 13 0 0 13 2 13%
Technical G1 2 0 0 1 0 0 2 0 0%
Technical Trainee 1 0 0 1 0 0 1 0 0%
TOTAL 83 28 25 85 22 21 87 22 20%
The total female composition of this grade of staff appears to be on a downward trend.
Staff turnover in this group is particularly low.
MAINTENA
NCE
Mar-04 Mar-05 Mar-06
M F F% M F F% M F F%
Boiler Attendant 3 0 0 3 0 0 3 0 0%
Building Trades 4 0 0 4 0 0 4 0 0%
Elec with 15 th Ed 5 0 0 5 0 0 5 0 0%
Foreperson 1 0 0 1 0 0 1 0 0%
Labourer 1 0 0 1 0 0 1 0 0%
TOTAL 14 0 0 14 0 0 14 0 0%
This category of staff continues to remain exclusively male. Low turnover, small numbers and
long serving staff means that any change will be slow.
33

1.5 DISTRIBUTION OF STAFF BY GENDER AND FULL TIME/PART TIME STATUS
1.5.1
Mar-
04
Mar-
05
Mar-
06
M F TOT F% M F TOT F% M F TOT F%
242 591 833 71% 242 586 828 71% 247 577 824 70%
841 606 1447 42% 901 638 1539 41% 946 674 1620 42%
1083 1197 2280 53% 1143 1224 2367 52% 1193 1251 2444 51%
1.5.2
3000
2500
No. O f S taf f
2000
1500
1000
500
Part Tim e
Full Time
0
Mar-03 Mar-04 Mar-05 Mar-06
1.5.3
Part Time and Full Time Staff by Gender at
March 2006
aff
. Of St
No
1400
1200
1000
800
600
400
200
0
Female
Ma le
Part Time
Full Time
The proportion of University staff working part time is 33%. This compares to 36% in 2002. The
HE sector average percentage of the workforce working part time is also 33%. HESA
comparative data places 33% of the total workforce being part time.
46% of all female University staff are part time, 21% of all male staff are part time. This
compares nationally to 44% of women being part time and 11% of men being part time. The HE
Sector average of all female University staff working part time is 42%, and the HE Sector
average of all male University staff working part time is 22%.
34

Recent research (EOC 2005) has indicated that in comparison to full time workers, both male
and female part time staff are on average more likely to work in the distribution, hotel and
catering, banking and cleaning industries and in schools and Higher Education.
1.6 DISTRIBUTION OF STAFF BY GENDER AND FIXED TERM/PERMANENT STATUS
1.61
Mar-
04
Mar-
05
M F TOT F% M F TOT F% M F TOT F%
Fixed
Term 370 450 820 55% 377 418 795 53% 404 417 821 51%
Permanent 713 747 1460 51% 766 806 1572 51% 789 834 1623 51%
Total 1083 1197 2280 53% 1143 1224 2367 52% 1193 1251 2444 51%
Mar-
06
Since 2002 the total number of staff employed on a permanent contract has increased by 28%.
Since 2002 the total number of staff employed on a fixed term contract has decreased by 3%.
In 2002, fixed term contracts represented 40% of t otal contracts in the University. In 2006, fixed
term contracts represent 33% of tota l contrac ts. (The H E Sector comparative figure shows that
69 % of all staff are on permanent contracts and 31% are on fixed term contracts.)
T here is an even distributio n of m en and women on both fixed t erm and permanent contracts.
DISTRIBUTION O F STAF F BY
GENDER AND PROMOTION
The most recent statistics available are those of the 2005 round of promotions. It should be
noted that the numbers being reported on are small and in some instances may be too small to
draw any statistical analysis.
It should be noted that whe re no figure s appear, informa tion was not collected
at this date.
PROMOTIONS
1.7.1
ACTUAL PROMOT IONS BY GENDER
2002 2003 2004 2005
M F TOT F% M F TOT F% M F TOT F% M F TOT F%
Chairs 3 0 3 0 7 1 8 13 8 1 9 11
Reader 3 2 5 40 11 1 12 8 7 1 8 13
Academic 15 6 21 29 15 5 20 25 17 7 24 29 19 9 28 32
ALC6 2 0 2 0 1 2 3 67
ALC/Other 8 11 19 58 18 23 41 56 10 14 24 58 19 16 35 46
Clerical /
Secretarial 1 34 35 97 3 29 32 91 5 34 39 87 9 38 47 81
Technical 2 0 2 0 4 0 4 0 2 0 2 0 4 4 8 50
Total 26 51 77 66 40 57 97 59 54 57 111 51 67 71 138 51
35

1.7.2
PROMOTION APPLICATION SUCCESS RATE
TOTAL STAFF
2002 2003 2004 2005
M F TOT M F TOT M F TOT M F TOT
Total
Applications 64 97 161 78 92 170 89 82 171 96 108 204
Successful
Applications 26 51 77 46 59 105 54 57 111 67 71 138
% Success
Rate 41 53 48 59 64 62 61 70 65 70 66 68
A total of 204 staff applied for promotion in 2005, the highest number to date.
68% (138) of those w ho appl ied we re successful.
53% of applications were made by female members of staff, 47% by male members of staff.
For the first time since 2002, the success rate for male members of staff (70%) is higher than
that of female members of staff (66%).
ACADEMIC STAFF
Where no figures appear, information was not available at this date.
1.7.3
APPLICATION SUCCESS RATE
CHAIRS
2002 2003 2004 2005
M F TOT M F TOT M F TOT M F TOT
Total
Applications 5 0 5 10 1 11 11 3 14
Successful
Applicants 3 0 3 7 1 8 8 1 9
% Success Rate 60% 0% 60% 70%
100% 73% 73% 33% 64%
1.7.4
APPLICATION SUCCESS RATE
READERS
2002 2003 2004 2005
M F TOT M F TOT M F TOT
Total Applications 11 3 14 16 4 20 13 1 14
Successful
Applicants 3 2 5 11 1 12 7 1 8
% Success Rate 27% 67% 36% 69% 25% 60% 54% 100% 57%
36

1.7.5
APPLICATION SUCCESS RATE
SENIOR LECTURER
2002 2003 2004 2005
M F TOT M F TOT M F TOT M F TOT
Total
Applications 22 6 28 26 8 34 24 4 28 16 9 25
Successful
Applicants 7 3 10 12 2 14 14 2 16 11 2 13
% Success
Rate 32% 50% 36% 46% 25% 41% 58% 50% 57% 69% 22% 52%
1.7.6
APPLICATION SUCCESS RATE
LECTURERS A to B
2002
2003
2004 2005
M F TOT M F TOT M F TOT M F TOT
Total
Applications 9 4 13 4 7 11 5 5 10 10 9 19
Successful
Applicants 8 3 11 3 3 6 3 5 8 8 6 14
% Success
Rate 89% 75% 85% 75% 43% 55% 60% 100% 80% 80% 67% 74%
ADMINISTRATIVE, LIBRARY & COMPUTING
1.7.7
APPLICATION SUCCESS RATE
ALC6
2004 2005
M F TOT M F TOT
Total
Applications 2 0 2 1 2 3
Successful
Applicants 2 0 2 1 2 3
% Success Rate 100% 0% 100%
100% 100% 100%
37

1.7.8
APPLICATION SUCCESS RA TE
ALC and OTHER
2002 2003 2004 2005
M F TOT M F TOT M F TOT M F TOT
Total
Applications 19 16 35 20 25 45 16 18 34 20 20 40
Successful
Applicants 8 11 19 18 23 41 10 14 24 19 16 35
% Success
Rate 42% 69% 54% 90% 92% 91% 63% 78% 71% 95% 80% 88%
1.7.9
APPLICATION SUCCESS RATE
CLERICAL/SECRETARIAL
2002 2003 2004 2005
M F TOT M F TOT M F TOT M F TOT
Total
Applications 7 71 78 4 49 53 5 49 54 10 59 69
Successful
Applicants 1 34 35 3 29 32 5 34 39 9 38 47
% Success
Rate 14% 48% 45% 75% 59% 60% 100% 69% 72% 90% 64% 68%
1.7.10
APPLICATION SUCCESS RAT E
TECHNICAL
2002 2003 2004 2005
M F TOT M F TOT M F TOT M F TOT
Total
Applications 7 0 7 8 0 8 11 1 12 15 4 19
Successful
Applicants 2 0 2 4 0 4 2 0 2 4 4 8
% Success
Rate 29% 0% 29% 50% 0% 50% 18% 0% 17% 27% 100% 42%
38

DISCRETIONARY AWARDS
1.7.11
SUCCESSFUL ACCELERATED/DISCRETIONARY INCREMENTS BY GENDER
2003 2004 2005
M F TOT F% M F TOT F% M F TOT F%
Academic 23 8 31 26% 23 13 36 36% 13 11 24 46%
ALC/Other 14 11 25 44% 12 8 20 40% 10 11 21 52%
Clerical /
Secretarial 1 29 30 97% 5 56 61 92% 1 44 45 98%
Technical 9 3 12 25% 7 4 11 36% 6 1 7 14%
Total 47 51 98 52% 47 81 128 63% 30 67 97 69%
1.7.12
ACCELERATED/DISCRETIONARY APPLICA TIONS TOTAL STAFF
2003 2004 2005
M F TOT M F TOT M F TOT
Total
Applications 69 72 141 58 106 164 54 88 142
Successful
Applicants 47 51 98 47 81 128 30 67 97
% Success
Rate 68% 71% 70% 81% 76% 78% 56% 76% 68%
A total of 142 staff applied for discretionary and accelerated increments in 2005, a drop of 13%
on the previous year.
Whilst the female success rate remained constant on the year, the male success rate fell by
25%.
1.7.13
ACCELERATED/DISCRETIONARY INCREMENTS ACADEMIC
2003 2004 2005
M F TOT M F TOT M F TOT
Total
Applications 35 10 45 28 18 46 29 15 44
Successful
Applicants 23 8 31 23 13 36 13 11 24
% Success
Rate 66% 80% 69% 82% 72% 78% 45% 73% 55%
39

1.7.14
ACCELERATED/DISCRETIONARY INCREMENTS ALC&OTHER RELATED
2003 2004 2005
M F TOT M F TOT M F TOT
Total
Applications 20 9 29 14 11 25 16 19 35
Successful
Applicants 18 7 25 12 8 20 10 11 21
% Success
Rate 90% 78% 86% 86% 73% 80% 63% 58% 60%
1.7.15
ACCELERATED/DISCRETIONARY INCREMENTS
CLERICAL/SECRETARIAL
2003 2004 2005
M F TOT M F TOT M F TOT
Total
Applications 3 46 49 7 73 80 1 53 54
Successful
Applicants 1 29 30 5 56 61 1 44 45
% Success
Rate 33% 63% 61% 71% 77% 76% 100% 83% 83%
1.7.16
ACCELERATED/DISCRETIONARY INCREMENTS TECHNICAL
2003 2004 2005
M F TOT M F TOT M F TOT
Total
Applications 15 3 18 9 4 13 8 1 9
Successful
Applicants 9 3 12 7 4 11 6 1 7
% Success
Rate 60% 100% 67% 78% 100% 85% 75% 100% 78%
40

DISTRIBUTION OF STAFF BY GENDER AND RECRUITMENT
Please note that these figures are different to the remainder of statistics within the report. This
is due to the recruitment statistics being held on a different database from the Oracle HR
database where all other staff data is held.
GENDER RECRUITMENT STATISTICS ALL STAFF
Gender Recruitment Statistics
All Staff
March 2005 - February 2006 and March 2004 - February 2005
2500
2000
1500
1000
500
0
Applied Shortlisted Appointed Applied Shortlisted Appointed
03/05 - 02/06 03/05 - 02/06 03/05 - 02/06 03/04 - 02/05 03/04 - 02/05 03/04 - 02/05
Female 2437 586 170 2443 608 209
Male 2331 480 137 2456 474 152
Not Known 480 97 32 101 18 10
The total number of applicants to Swansea University has increased by 5% over the past year
and by 11% since 2002.
In 2005/2006 female applicants made up 47% of the total pool. This is similar to the trend over
the past 5 years and reflects both university, local and national population statistics.
Of the total number short listed in 2006 50% were female, this compares to 61% in 2004 and
53% in 2002.
Of the total number appointed in 2006, 50% were female, this compares to 50% in 2004 and
38% in 2002.
41

GENDER RECRUITMENT STATISTICS FOR ACADEMIC & RELATED STAFF
Gender Recruitment Statistics
Academic Staff
March 2005 - February 2006 and March 2004 - February 2005
2000
1800
1600
1400
1200
1000
800
600
400
200
0
Applied
03/05 - 02/06
Shortlisted
03/05 - 02/06
Appointed
03/05 - 02/06
Applied
03/04 - 02/05
Shortlisted
03/04 - 02/05
Appointed
03/04 - 02/05
Female 1064 274 97 1321 279 102
Male 1446 336 99 1576 309 89
Not Known 292 72 26 81 13 7
Gender Recruitment Statistics
Academic Staff
March 2005 - February 2006 and March 2004 - February 2005
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Applied Shortlisted Appointed Applied Shortlisted Appointed
03/05 - 02/06 03/05 - 02/06 03/05 - 02/06 03/04 - 02/05 03/04 - 02/05 03/04 - 02/05
Female 37.97% 40.18% 43.69% 44.36% 46.42% 51.52%
Male 51.61% 49.27% 44.59% 52.92% 51.41% 44.95%
Not Known 10.42% 10.56% 11.71% 2.72% 2.16% 3.54%
42

The total number of Academic & Related applicants to Swansea University has decreased over
th e past year by 6%, but by an increase of 11 % since 2002.
In 2006, female applicants made up 38% of the total pool. This compares to 41% in 2004 and
41% in 2002.
Of the total number short listed in 2006, 40% were female. This compares to 53% in 2004 and
47% in 2002.
Of the total number appointed in 2006, 44% were female. This compares to 50% in 2004 and
47% in 2002.
There appears to be a downward trend in the number of females applying for posts, being short
listed and appointed in this category.
GENDER RECRUITMENT STATISTICS FOR NON ACADEMIC STAFF
Gender Recruitment Statistics
Non Academic Staff
March 2005 - February 2006 and March 2004 - February 2005
2000
1800
1600
1400
1200
1000
800
600
400
200
0
Applied
03/05 - 02/06
Shortlisted
03/05 - 02/06
Appointed
Applied
03/05 - 02 /06 03/04 - 02/05
Shortlisted
03/04 - 02/05
Appointed
03/04 - 02/05
Female 1373 312 73 1122
329 107
Male 885 144 38 880 165 63
Not Known 188 25 6 20 5 3
43

Gender Recruitment Statistics
Non Academic Staff
March 2005 - February 2006 and March 2004 - February 2005
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Applied
03/05 - 02/06
Shortlisted Appointed Applied Shortlisted Appointed
03/05 - 02/06 03/05 - 02/06 03/04 - 02/05 03/04 - 02/05 03/ 04 - 02/05
Female 56.13% 64.86% 62.39% 55.49% 69.56%
61.85%
Male 36.18% 29.94% 32.48% 43.52% 34.88% 36.42%
Not Known 7.69% 5.20% 5.13% 0.99% 1.06% 1.73%
The total number of Non Academic applicants has risen over the past year by 22%.
In 2006 female applicants made up 56% of the total pool, this compares to 59% in 2004 and
62% in 2002.
Of the total number short listed in 2006 65% were female. This compares to 71% in 2004 and
50% in 2002.
Of the total number appointed in 2006, 62% were female this compares to 71% in 2004 and
30% in 2002.
DISTRIBUTION OF STAFF BY DISCIPLINARY/GRIEVANCE AND GENDER
GRIEVANCE (Numbers) DISCIPLINE (Numbers)
M F TOT %F M F TOT %F
2004/2005 3 2 5 40 2 1 3 33
2005/2006 3 2 5 40 4 9 13 69
40% of those who lodged a grievance were female which is the same percentage as last year.
69% of those who were formally disciplined were female, a substantial rise on last year.
44

DISTRIBUTION OF STAFF BY HARASSMENT AND GENDER
TOTAL NUMBER OF APPRAOCHES MADE BY STAFF TO HARASSMENT ADVISERS
M F TOT %F
2004/2005 6 2 8 25
2005/2006 5 9 14 64
Of the total number of staff who made a formal application through the harassment adviser
network, 64% were female.
Of the 14 recorded incidents for staff 1 was regarding unwanted sexual conduct and 1 on the
grounds of an individual’s sexual orientation.
71% of reported incidents were due to bullying in various forms. E.g. abuse of power,
undermining confidence etc.
DISTRIBUTION OF STAFF BY STAFF DEVELOPMENT INFORMATION AND GENDER
STAFF DEVELOPMENT - BASE DATA
FEMALE
MA LE
ALL STAFF
0 500 1000 1500 2000 2500
05 - 06 TAKE-UP OF TRAINING
FEMALE
MA LE
Participation
0 200 400 600 800 1000 1200 1400
The above data suggests that the take up of training for both male and female staff is in
proportion to the base data.
45

APPENDIX III
EQUAL PAY
The general duty includes a requirement to have due regard to the need to eliminate
dis crimination that is unlawful under the Equal Pay Act. The specific duties require us also to
“consider the need to have objectives that address the causes of any differences between the
pay of men and women that are related to their sex”.
In order to fulfil the general duty to have due regard to the need to eliminate discrimination that
is unlawful under the equal pay act, we must be able to demonstrate that we have considered
the need to take action on pay discrimination.
The gender equality duty does not require public authorities to undertake equal pay reviews.
No specific course of action is prescribed to tackle pay discrimination. The statutory Code of
Practice on Equal Pay recommends, however, that the most effective way of establishing
whether a public authority’s pay policies and pay systems are discriminatory is to undertake an
equal pay review.
The University conducted an equal pay review in 2003/2004. The following is a conclusion and
recommendation of action needed as a result of the review.
Conclusion and recommendations from the
Swansea University Equal Pay Review 2003/2004
Conclusion
The reports and subsequent data analysis have revealed some significant pay gaps across all
grades within the University, however there is no evidence to suggest that an institutional equal
pay problem exists and the University is systematically discriminating against women.
There are however, some significant negative gaps in some grades, with in one grade women
being paid significantly less than male colleagues.
Significant positive gaps also exist, where men are at a disadvantage and paid less then their
female colleagues on some grades.
Reasons for the gaps in pay relate to:
• Starting Salaries
Internal inconsistencies become evident when salaries are examined at both university and
faculty level, which indicates that starting salaries may not be consistently applied when
appointments are made.
While there are likely to be fair and objective reasons for differing starting salaries, it is
important that they are decided upon with equality issues in mind and that Swansea University
has a transparent process to support starting salary decisions.
46

The re is a need for greater consistency between starting salaries awarded to those promoted to
the grade and with those appointed to the grade.
• Length of service
This is a defensible reason for pay gaps.
• Red-Circling
Although red-circling is a reasonable defence for differences in pay only if is for a fixed period of
time and is regularly reviewed.
• Additional payments
These additional payments include honoraria payments for additional senior appointments, shift
allowances for manual grade posts which are filled by more men than women.
• Occupational/Gender Segregation
Women continue to be concentrated in lower valued and part time roles.
• Additional Senior Management Appointments
Women are poorly represented in these roles. The selection process would be further
strengthened, and the reliability and validity of the process improved, if a more robust process
was introduced that clearly demonstrated what the criteria for selection were and all employees
had an opportunity to develop their skills in order to be eligible to apply for these appointments.
This report only looks at same/like work. Further investigation needs to be carried out when the
job analysis scheme is implemented, to establish whether there are any significant pay gaps
hidden in between grades, and roles that are rated as equivalent.
Recommendations
• Introduce Starting Salary Guidance. Such guidance will help to improve the
consistency of this element of the recruitment and selection process across the
University.
• Write an Equal Pay Policy. Which will demonstrate our commitment to addressing equal
pay issues and to closing the gaps that exist.
• Training when starting salary guidance and Equal Pay Policy introduced, in order to
raise awareness of the key equal pay issues and to ensure a consistency of approach.
• Carry out regular Equal Pay Audits, the first will be following the implementation of
HERA and introduction of new Single pay spine. This will help us to continue to
47

monitor EP throughout Swansea University, and show if the pay gaps are
closing/increasing.
• Selection process for senior management posts to be reviewed, to include criteria
for selection and job descriptions. An open, transparent and more valid process
should be introduced that clearly demonstrates that the best person is appointed to the
role. This would be a step towards a greater aim of having a senior management group
that is more balanced and better reflects our employee base.
• Review of amounts paid as additional payments for senior management posts.
Following the review, the payments can be demonstrated to reflect the responsibilities
and duties of the roles.
• Review of Red-circled salaries to be carried out in line with advice from the EOC.
HERA
The equal pay review was carried out in readiness and preparation for HERA. HERA is a job
evaluation scheme designed to analyse all roles found in Higher Education. Standing for Higher
Education Role Analysis, it is a competencies based, computerised role analysis system which
can be applied to all roles in Higher Education, and which can assess their relative value in a
consistent and equitable manner.
HERA analyses roles using a questionnaire which contains 14 elements and 50 questions.
These were identified during field research involving staff from all types of universities and
colleges of Higher Education and were extensively tested to ensure they adequately capture all
roles and reflect the values of British Higher Education.
HERA produces a total points’ score which is used to assess the relative value of the roles in a
consistent and equitable manner. This score can be used to assign roles to appropriate grades
or bands in a salary structure.
Single Pay Spine
For some years UCEA (Universities Colleges Employers Association) has been committed to
pay modernisation for all of its members, which is most of the British Higher Education
Institutions. As a result of this UCEA in partnership with the Trade Unions have developed the
Pay Modernisation Framework Agreement
A key part of the agreement is the Single Pay Spine:
The introduction of a 51 Point Pay Scale will result in staff, whose salaries are nationally
negotiated, being transferred from their current salary scales to the new single pay spine. The
48

creation of a grading structure to be attached to the 51-point pay spine and the allocation of
staff to grades will be based on the outcomes of institution-wide job evaluation/role analysis.
Detailed grading arrangements – including their links with job evaluation outcomes will be
negotiated in partnership between HE institutions and their recognised Trade Unions.
Current Progress on Equal Pay Recommendations:
• Introduce Starting Salary Guidance. Starting salary guidance has been introduced.
• Write an Equal Pay Policy. An Equal Pay Policy has been introduced.
• Training when starting salary guidance and Equal Pay Policy introduced. Some
training has been delivered, further training required.
• Carry out regular Equal Pay Audits, the first will be following the implementation of
HERA and introduction of new Single pay spine. The next equal pay review will be
conducted after completion of HERA and implementation of the single pay spine.
• Selection process for senior management posts to be reviewed, to include criteria
for selection and job descriptions. Recommendations have been taken to the Senior
Management Team and considered.
• Review of amounts paid as additional payments for senior management posts.
The Senior Management Team have reviewed the issue and some amendments made.
Review of Red-circled salaries to be carried out. Will be carried out post Higher
Education Role Analysis (HERA)
One of the main recommendations of the equal pay review above was to carry out regular Equal
Pay Audits, the first will be following the implementation of HERA and introduction of new Single
pay spine. This continues to be a key priority and as such will become one of the
University’s gender scheme objectives. This approach will help us to continue to monitor
Equal Pay throughout Swansea University, and show if the pay gaps are closing/increasing.
Further detail can be found in the action plan at appendix V.
49

APPENDIX IV
STAKEHOLDERS CONSULTATION REPORT
STAFF
Staff were surveyed to identify key concerns in order to help shape priorities
The following is a summary of the results of that survey.
The Gender Equality Survey was an opportunity for all staff to shape the University Gender
Equality Scheme. They were asked to give suggestions as to what they believed the University
Gender priorities should be over the next 3 years. The survey was conducted as an on-line
questionnaire.
During the 1 month that the survey was “live” a total of 293 members of staff participated. This
equates to 12% of all staff.
Of the total respondents 63% were female and 37% were male.
39% of staff were academics, 35% were Academic Related, 21% were Clerical, 2% were
Technicians and 3% classed themselves as “others”.
76% of all staff indicated that they were satisfied that the University treated people equally
irrespective of gender, whilst the remaining 24% were not satisfied.
13% of all staff had experienced unfair treatment or had been made to feel uncomfortable,
because of their gender within the University, 87% of staff had not experienced unfair treatment.
18% of all staff said that they were aware of university policies, procedures or practices that
disadvantaged people of different genders, 82% were not aware of any disadvantageous
policies, procedures or practices.
Staff were asked to describe any negative experiences they had encountered and were also
asked to identify the main areas for action in order to promote gender equality at Swansea
University.
The survey has shown that the gender priorities as identified by male members of staff are:
1. To Increase the number of females in senior positions and those on decision making
bodies (25%)
2. Improve flexible working/job share/part time working (14%)
= 3. Promotion of and training on gender equality and change of culture(11%)
= 3. Ensure transparent promotion/recruitment procedures ensuring appointments are made
50

On merit (11%)
=5. Provision of more and better childcare facilities (7%)
=5. Family friendly policies (7%)
=7. Pay issues/equal pay (5%)
=7. Safety on campus/security (5%)
=7. Paternity benefits (5%)
=10.Remove temporary/fixed term contracts for Research staff (3%)
=10. More female staff into science, engineering & technology (3%)
=12. Recruit more men into administration (1%)
=12.Continued monitoring of staff statistics (1%)
=12.More emphasis on RAE – still continues to be biased against women(1%)
The survey has shown that the gender priorities as identified by female members of staff are:
1. To Increase the number of females in senior positions and those on decision making
Bodies (38%)
2. Improve flexible working/job share/part time working (15%)
3. Promotion of and training on gender equality and change of culture (15%)
4. Pay issues/equal pay (9%)
5. Family friendly policies (8%)
6. Safety on campus/security (5%)
7. Provision of more and better childcare facilities (4%)
8. Female staff into science, engineering & technology (3%)
9. Remove temporary/fixed term contracts for Research staff (2%)
10. Ensure transparent promotion/recruitment procedures ensuring appointments are made
On merit (1%)
It is encouraging to note that the top 2 gender priorities for both male and female staff at the
University are identical.
The Swansea University Womens’ Informal Network have identified key concerns and had
the opportunity to consult and contribute.
The aims of the Swansea University Womens Informal Network is to:
• Be an avenue for raising awareness
• To provide an interactive forum for brainstorming on ideas to broker change and move
matters forward
• To enable more cohesive consultation and collation of views which can be used to help
inform policy, practice, and practical measures at Swansea
• To create links, so reducing potential isolation of women where numbers are low
• To act as an information resource amongst participants
• To offer a pool of individuals who are interested in participating in change (e.g. acting in
various capacities to broaden the diversity of key committees)
• To provide a route to identify mentors and role models
• To Improve visibility and participation
51

The following is a summary of the gender priorities and action points that the Network are
aiming to work towards:
• achieving a better balance of diversity would impact significantly on the future success of
the University, as well as influencing perspectives on its desirability as a place where
women will want to work. Action Point - all of the network are encouraged to expand the
network and communicate this to others
• Ways need to be found to prompt University management to recognize lack of womens’
representation, to see this as a missed opportunity, and be pro-active in promoting the
inclusion and visibility of women. Action Point – all encouraged to raise these issues in
their spheres of influence as opportunities present.
• Internal systems, schemes, and processes aimed specifically at nurturing and developing
women who represent the next generation of aspiring staff should be improved. The
Leeds scheme for Management Development was cited as an example. Action Point –
all Network members to bear in mind, especially where nominations on University bodies
and similar positions are called for.
• The importance of ensuring that the University’s efforts to raise its research capacity are
not achieved at the expense of work-life balance is particularly recognized as important.
• Raising the visibility and profile of existing women via increased prominence and
exposure in marketing/information about the University. Action Point – links to be
developed with Marketing and press office
• The network can help serve as an avenue for consultation on relevant issues. Action
Point– raise awareness of this opportunity.
• The network can be a vehicle for circulating relevant information and ideas.
• To apply for a funding bid to aid the network’s activities. Action Point– to explore and
take forward.
52

Based on the information contained in this appendix, and the staff statistical evidence at
appendix II, the following objectives have been set:
1.
2.
To address the under representation of women in leadership positions throughout the
University and significantly increasing the representation of women on decision making
bodies.
To create a flexible working environment in which both men and women feel supported and
valued.
STUDENTS
The Students Union were invited on behalf of the student community to identify key concerns
in order to help shape priorities. The Women’s Officer and the Education Officer were key
contributors.
The Women’s Officers role is to represent female students and raise awareness of the issues
that directly or indirectly affect them. The role also encourages and ensures representation
whilst ensuring the Union equal opportunity policies are upheld. The role raises awareness
about issues both political and welfare related, which directly affect female students.
The role of Education Officer is to represent the academic needs and issues of students, to
ensure they get the quality of education required. The role is a key link between students and
the academic registry.
The key issue for current students is personal safety on and around campus. The issues
come in various forms including:
• Personal safety with regards to accessing the campus through Bryn Mill Park – improved
lighting being the key suggestion for improvement.
• Increased opening hours for the library (now open until midnight) means the opportunity
for more people to be actively on campus later into the night. Increased/improved
portering/security has been a suggested area for improvement.
• Part time students (Adult Continuing Education) who are more likely to attend evening
lectures and are therefore affected by the “out of hours use of buildings” feel vulnerable
particularly during the winter months when the nights are darker much earlier.
(Additionally, the School of Health Science and the School of Medicine both have
evening activities)
53

• Improved lighting at bus stops.
• Student Accommodation – female students being allocated ground floor rooms.
Whilst the area of personal safety has been highlighted as one of the key concerns facing
students, it is worth conducting a detailed survey of all students to ascertain not only the
issues but the priority they place on each of these issues. Part of the Action plan will be to
conduct this survey to more accurately pin point the issues and the priority in which they
should be tackled.
The student objective will therefore be to:
1. Introduce measures to increase confidence in personal safety on and around the University
campus.
54

APPENDIX V
OBJECTIVES AND ACTION PLAN
The information gathered in appendices II, III
objectives for staff:
and IV have helped to determine the following
• To address the under representation of women in leadership positions throughout the
University and significantly increasing the representation of women on decision making
bodies.
• To create a flexible working environment in which both men and women feel supported
and valued.
• To continue to monitor equal pay issues, identify their causes and put in place
mechanisms to narrow the pay gap.
The information gathered in appendices I and
objective for students:
IV have helped to determine the following
• Introduce measures to increase confidence in personal safety on and around the
University campus.
The following action plan details how the University will make efforts to achieve the objectives
set out above.
55

GENDER EQUALITY ACTION PLAN
• OBJECTIVE 1: To address the under representation of women in leadership positions throughout the University by
significantly increasing the representation of women on decision making bodies.
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
MENTORING
A mentor to be assigned to all new staff - probation and appraisal
guidelines to be amended to include the mentor role.
Director HR/Staff
Development
Officer
October 2007
Realising untapped
potential and building
positive relationships.
Mentoring to be introduced for new and aspiring managers under
the Management Development Programme.
Director HR/Staff
Development
Officer
October 2007
Realising untapped
potential and building
positive relationships
To participate in the “Women’s Mentoring Pilot Project for Women
in HE in Wales”. (An inter-university mentoring scheme run by the
University of Glamorgan, involving cross-mentoring between
participating Higher Education Institutions)
Career
Development
Officer/Staff
Development
Officer
As soon as
pilot scheme
is
operational.
A positive and practical
way of developing
women’s confidence and
ability.
RECRUITMENT & SELECTION
Appointment Panels
-A normal expectation that all appointment panels will have male
and female representation
Director HR/SMT
September
2007
- Change current policy
to ensure that all
appointment panels
should include
representation of both
men and women.
57

- Change current policy to state that in order to achieve gender
balance on panels, panel members may be of an equivalent graded
post to the post being interviewed, provided they have received
R&S training and have appropriate skills and experience.
Director HR/SMT
September
2007
Create an additional pool
of trained resources.
- Heads of School/Heads of Department to nominate interested
individuals to attend recruitment and selection training.
Monitoring
Introduce a monitoring system to identify panel gender balance.
Director HR
Staff Development
Officer
Director HR
EO Officer
September
2007 &
ongoing
July 2007 &
ongoing
To ensure that female
staff below senior
management level are
equipped with the
necessary skills and
experience.
Able to identify progress
made
Job descriptions
- Mainstream equality by Including a standard requirement of all
jobs to “promote equality and diversity in working practices and
maintain positive working relationships”
Director HR
HERA Project
Manager
Post HERA
Making equality an
individual responsibility
- To consider as part of a performance management system, a
standard requirement that ensures the responsibility of individual
staff development lies with line managers.
Director HR
Post HERA
Ensuring line
management
accountability for staff
development
TRAINING
Introduce gender information sessions for staff to promote
awareness of the gender equality scheme and its positive impact on
the University.
Director HR
EO Officer
November
2007 &
ongoing
Raise awareness of
gender equality and the
University Action Plan
Include the Gender Equality Scheme as part of the induction
process highlighting the positive work the University is doing.
Director HR
EO Officer
October 2007
& Ongoing
Raise awareness and
promote gender equality
at the university.
58

A leadership training programme for women to be investigated as
part of the Management Development Programme.
APPRAISAL
Director HR/
Staff Development
Officer/EO Officer
April 2008
To equip female staff
with the necessary skills
confidence and
experience.
Launch a new appraisal system ensuring that line managers at all
levels within the University use it as a mechanism to identify and
deliver staff development.
Director HR/SMT
December
2007
Critical to the effective
development and
promotion of staff at all
levels
NATIONAL INITIATIVES
Apply for membership of the Athena Swan Charter
(the advancement and promotion of the careers of women in
science, engineering and technology in Higher Education and
research and the achievement of a significant increase in the
number of women recruited to top posts)
Director HR
EO Officer
Career
Development
Officer
February
2007
University committed to
working towards the
achievement of Athena’s
aims.
Apply for the Athena “Bronze” recognition award which is available
within the Charter framework.
COMMUNICATION/NETWORKING
Director HR
EO Officer
Career
Development
Officer
May 2008
Achievement in the
collection and analysis of
key data and the
development of action
plans on gender equality
in SET in 3 key areas.
Re Launch the role of School and Department EO champions
including the need to establish and maintain effective relations with
external gender bodies such as Chwarae Teg, and internal gender
networks in particular the Swansea University Informal Network.
Director HR
EO Officer
May 2008
Effective mainstreaming
of gender issues in
schools/departments.
Run a launch event highlighting the gender duty and forthcoming
gender activities
Gender Working
Group
October 2007
Raise awareness of
gender equality
59

Extend the staff gender survey to include manual staff
Director HR
EO Officer
August 2007
Awareness of manual
staffs gender needs
Improve communication by a more focused use of the internet
EO Officer
Director Marketing
February
2008
Create an effective
method of
communication and
feedback
COMMITTEE REPRESENTATION
Committee structure
- Change current policy to ensure that immediate impetus be given
to all university committees to work towards achieving an
appropriate gender representation. Consider the introduction of
various membership options for interested staff.
Director HR/
Administrative
Secretary.
September
2007
Enable female staff to
observe and participate
in a committee structure.
- Those charged with responsibility for the nomination of members
be asked to consider the gender balance and to report annually on
the progress made with regards to gender balance to the
nominations committee.
University
Committee Chairs/
Administrative
Secretary
September
2008 &
ongoing
Identify progress made
• OBJECTIVE 2: To create a flexible working environment in which both men and women feel supported and valued.
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
Introduce a child care voucher system for employees
Director
HR/Director
Finance
June 2008 Improve retention rates
of male and female staff,
improve the rate of return
after maternity leave.
POLICY
Extend the request to work flexibly beyond parents and carers to
include all university staff.
Director HR/
Personnel Officer
June 2007
Encourage work life
balance. Improve
retention rates.
60

Revise and consider the improvement of the University maternity
and paternity leave policy.
Director HR/
Personnel Officer
June 2007
Encourage work life
balance. Improve
retention rates.
Introduce a job share policy for the University.
Director
HR/Personnel &
EO Officers
January 2009
Equip managers and
staff to work more flexibly
Consider the Introduction of a “home working” policy.
Director
HR/Personnel &
EO Officers
January 2009
Equip managers and
staff to work more flexibly
RECRUITMENT & SELECTION
Highlight via appropriate marketing material that the University is
working towards a flexible and family friendly working environment.
Director HR/
Personnel & EO
Officers
October 2007
Encourage applicants to
consider working flexibly.
Attract the best staff.
Encourage Schools and Departments to advertise all vacancies on
a flexible basis.
Director
HR/Personnel &
EO Officers
March 2009
Encourage managers to
consider flexible working.
Attract the best staff.
Amend R&S policy to ensure that Schools and Departments have
considered advertising vacancies on a flexible basis – Standard
procedure will be to advertise vacancies on a flexible basis with
opting out being the exception.
Director
HR/Personnel &
EO Officers
March 2009
Encourage managers to
consider flexible working.
Attract the best staff
61

• OBJECTIVE 3: To continue to monitor equal pay issues, identify their causes and put in place mechanisms to narrow the pay
gap.
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
Conduct a University wide job evaluation process utilising Director HR/HERA August 2007 Pay modernisation
HERA (Higher Education Role Analysis)
Project Manager
Create a grading structure and attach to a new 51 point pay Director HR/HERA August 2007 Pay modernisation
spine. Allocate staff to grades.
Project Manager
Determine other aspects of pay modernisation including Director HR/HERA December Pay modernisation
protection, progression, contribution pay etc.
Project Manager 2007
Implement new grading structure (subject to funding)
HEFCW/Council/Director
HR/HERA Project
Manager
December
2007
Pay modernisation
Conduct an equal pay audit and review Director HR/EO Officers August 2008
(1 year from
completion of
HERA)
Put in place mechanisms to address any pay gaps by
identifying factors that are within the control of the University.
Identify any pay gaps
that exist, monitor
progress made since
last equal pay audit in
2003/2004.
Director HR/EO Officers January 2009 Closing the pay gap
Conduct equal pay review in accordance with
recommendations by the Welsh Assembly Government.
Director HR/EO Officers Ongoing Reduce the pay gap
wherever possible.
62

• OBJECTIVE 4: Introduce measures to increase confidence in personal safety on and around the University campus
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
Conduct a student survey to identify the key safety issues and the
November
associated priorities in how they should be tackled.
2007
Students
Union/Student
Services/Learning
and Teaching
Accurate
representation of
students issues
Analyse results of the survey.
Create action plan and timetable for tackling issues raised.
Action Plan and timetable to span remainder of the Scheme
Students
Union/Student
Services/Learning
and Teaching
Students
Union/Student
Services/Learning
Teaching
Students
Union/Student
Services/Learning
Teaching
February
2008
April 2008
April 2010
Identify issues and
concerns
Timetable of events
Increased
confidence in
personal safety.
Positive portrayal of
University to
prospective
students
GOVERNANCE, ROLES AND RESPONSIBILITY
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
The University to comply with the general and specific duties arising Council April 2007 Legal compliance
from the Gender Equality Duty
The gender equality scheme and action plan is implemented,
monitored, evaluated and continuously reviewed according to the
general and specific duties of the Sex Discrimination Act (as amended
by the Equality Act 2006)
Council Annually Fulfilment of
statutory
obligations and the
General Duty.
63

All staff to be provided with the appropriate training and guidance. Vice Chancellor April 2008
and
thereafter
ongoing.
Appropriate procedures are implemented to enable all those responsible
under the Sex Discrimination Act (as amended 2006) to acknowledge
their roles, responsibilities and accountabilities
Vice Chancellor April 2007
and
thereafter
ongoing.
Elimination of
discrimination.
Elimination of
gender related
harassment.
Promotion of
equality of
opportunity.
Promotion of
positive attitudes
Fulfilment of
statutory
obligations and the
General Duty
Appropriate action is taken against staff or students who are found to
have acted in any way in a gender discriminatory manner, wittingly or
unwittingly
Staff and students within departments are aware of their responsibilities
to eliminate unlawful gender discrimination and harassment and to
promote equality of opportunity between men and women.
Heads of
Departments/Schools
Director of HR/
Director Student
Services
April 2007 &
ongoing
April 2007 &
ongoing
Elimination of
discrimination.
Elimination of
gender related
harassment.
Promotion of
equality of
opportunity.
Promotion of
positive attitudes
Promotion of
equality of
opportunity.
Promotion of
positive attitudes
Establish a Gender Working Group to support the development of the
scheme and action plan. Gender Working Group to meet at least once
per academic term.
Director HR/EO
Officer
January
2007
Fulfilment of
statutory
obligations and the
General Duty
64

CONSULTATION, POLICY REVIEW, COMMUNICATION AND PUBLICATION
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
The university to ensure that all staff and students are informed of the
Gender Equality Scheme and Action Plan. Attention will be drawn to the
policy via staff /student induction sessions and via recruitment
literature/student prospectus
Director of Student
Services and Director
of HR
April 2007 &
ongoing
Fulfilment of
statutory
obligations and the
General Duty
The Equal Opportunities Committee will provide an annual report which
will summarise progress made regarding the gender equality scheme
and action plan. The report will be distributed to HR Policy Committee,
Management Board Council, HEFCW and published on the Swansea
University website.
Director of Student
Services/Academic
Registrar/Admissions
to co-ordinate all
gender information
relating to students/
Director of HR to coordinate
all gender
information relating
to staff.
October
2008 &
ongoing
Fulfilment of
statutory
obligations and the
General Duty
Revision of the Scheme every 3 years to ensure continuous
improvement in the implementation of the duty. This will be achieved by
consulting and utilising feedback from stakeholders on the effectiveness
of the preceding scheme, the results of impact assessments and
additional data collected.
Director of
HR/Director of
Student Services
April 2010
Fulfilment of
statutory
obligations and the
General Duty
Results of impact assessment will be published annually in line with the
annual report.
Director of HR/EO
Officer
October
2008 &
ongoing
Fulfilment of
statutory
obligations and the
General Duty
65

IMPACT ASSESSMENT AND INFORMATION GATHERING
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
The gender equality impact assessment will become part of the
“Equality impact assessment process” alongside race and disability.
The next round of on-going impact assessments is due to commence in
October 2007 and therefore gender assessments will commence at this
time.
Gender Working
Group/EO Officer
October
2007 &
ongoing
Fulfilment of
statutory
obligations and the
General Duty
Students and interested parties will be invited by policy owners at the
outset of the impact assessment to identify existing barriers and aid with
workable solutions.
Gender Working
Group/EO Officer
October
2007 &
ongoing
Fulfilment of
statutory
obligations and the
General Duty
The Gender Working Group will receive the results of the impact
assessments undertaken and will give feedback to the relevant
Schools/Departments. The results of all impact assessments will be fed
into the annual report.
Gender Working
Group/EO Officer
October
2007 &
ongoing
Fulfilment of
statutory
obligations and the
General Duty
The University will continue to monitor, enhance and report on all stages
of the student admission process from applications to outcomes with
regards to gender.
Director of
Marketing/Senior
Admissions
Officer
December
2007
onwards
Fulfilment of
statutory
obligations and the
General Duty
The University will continue to monitor, enhance and report on all
students achievements and progress with regards to gender.
Academic
Registrar/Senior
Academic Registrar
December
2007
onwards
Fulfilment of
statutory
obligations and the
General Duty
The University will monitor the student experience with regards to
gender.
Director of Student
Services
December
2007
onwards
Fulfilment of
statutory
obligations and the
General Duty
66

The University will continue to monitor, enhance and report on all
activities that relate to staff recruitment and selection, career
development and opportunities for promotion and staff retention with
regards to gender.
HR Director/EO
Officer
December
2007
onwards
Fulfilment of
statutory
obligations and the
General Duty
BEHAVIOUR AND DISCIPLINE
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
Monitor the effectiveness of the Dignity at Work & Study (combating
harassment) policy and consider the role of mediation in order to
enhance the policy.
Director HR/EO
Officer
April 2007 &
ongoing
Elimination of
gender related
harassment
Revise the Dignity at Work & Study policy by including specific reference
with regards to gender re-assignment
Director/EO Officer
December
2007
Elimination of
gender related
harassment
Re-visit existing monitoring systems to ensure the effectiveness of data
capture.
Director HR/EO
Officer
December
2007 &
ongoing
Elimination of
gender related
harassment
Continue to provide support to harassment advisers network, providing
appropriate support and training
PROCUREMENT
Director HR/EO
Officer
April 2007 &
ongoing
Elimination of
gender related
harassment
ACTION REQUIRED RESPONSIBILITY TIMESCALE OUTCOME
Ensure that the University places due regard to the need to eliminate
unlawful discrimination and harassment throughout the procurement
process.
Director of
Finance/Head of
Procurement
Following
introduction
of the EOC
guidance on
procurement
Fulfilment of
statutory
obligations and the
General Duty
67