Elsewhere in the plan we achieve the action in ways that were not imagined in 2017. When we committed to enhancing the ‘support for PhD students to pursue a career in academia’ [4.1.9], we had not considered introducing a fully funded MRes/PhD (2021/22). When we committed to ‘expanding the work of the EDI C ’ [3.1.1] we did not imagine the a nnual EDI Festival. Covid played its part in this. Amber actions For a number of amber-rated actions all the milestones and outputs were completed, but the impact did not follow. As a result of our work, we have more than doubled the number of female students progressing through the MBA. However, 4.1.5 focuses on the proportion, rather than the absolute number, of female students. In these terms the action was partially met. We completed the key outputs to address female participation in the FY [4.1.1] achieving a 50/50 balance in 2020/21. But across the period female participation has been just below the target of 40%. A common thread through amber actions [3.3.2; 5.1.1; 5.1.2; 5.1.3] relates to data availability. The collation of recruitment statistics remains difficult. The data are collected centrally but not easily accessible. Changes within the central university should improve this soon. Adjustments and challenges The 2017AP was lengthy and overly specific. In retrospect we would caution against including too many milestones and outputs which complicates the RAG rating process. Covid meant a number of ideas were not progressed as envisaged. A small number of milestones and outputs are marked red, where actions were achieved in different ways. Some success measures were linked to the UoW PULSE survey, which did not run in the same format. We will use the culture survey as the baseline for measuring impact in the future. Resourcing was initially a struggle, but resolved by appointing two AOs with an EDI focus. Summary and main learnings We found actions work best when embedded in routines. Much of the work has been embedded in this way across the last ten years. As this has happened, it ’s become easier to review progress through already established practices, such as section reviews or course reviews. The active involvement of the school’s Executive Team has been important. Some of our most challenging actions relate to the composition of faculty, and the chair of EDIC and the SAT also manages all faculty processes. There are thus no tensions between EDIC and the Executive Team.
17
Made with FlippingBook Learn more on our blog