o The MBA teaching programme ran twice across the period supporting faculty to move into the MBA classroom. The year long programme involves mentoring, observation, and workshops. 47% of attendees have been female.
In research , we have invested in our research infrastructure. In addition to a personal research allowance, further funding to support research is now available. Thus far, all twenty applications for these funds were approved (80% female). Increased funds have been made available for dissemination (all 13 applications were accepted, 46% female) and the acquisition of secondary data . Where diversity problems arise, we develop new practices and habits. Our funding and impact data reflect the composition of faculty. Senior academics tend to win large grants, which drive impact, and three-quarters of our professoriate are male. Female academics at WBS are less likely to generate income as Principal Investigator (PI) – from a low of 15% (2017/18) to a high of 23% (2019/20). In response, we have increased support for Assistant and Associate Professors, thereby supporting their careers. In 2017/18 only 1% of our grant income came from staff at FA7. This increased to 15% by 2021/22. Two female Assistant Professors made successful applications to the UKRI and received six-figure funding. Of the 27 occasions where an Assistant Professor generated PI income (2017/18-2021/22), 22 were associated with a female (81%).
All of our impact case studies in REF2021 had a male lead. To change this, we have developed new practices and habits, including:
o The creation of the research environment associate role (55% female). Each is given workload to become immersed in the impact environment [2017AP.Achieved 5.1.5(d)]. o Training events curated by the Research Office, including: evidencing impact (2017/18, 47% female attendance); engagement as a route to impact (2021/22, 50% female attendees); media training (2021/22, 78% female attendance) [2017AP.Achieved 5.1.5(b)]. o An enhanced system of workload allocation for those with emergent impact cases.
Evidence of impact here is that 36% of potential impact cases for REF2028 now have a female lead. We will submit multiple impact cases with female leads to REF2028.
Belonging, inclusion, and well-being Many school-wide practices engender a sense of belonging, inclusion, and well-being. Much of this work is owned by EDIC and theme leads. During the period, this group has expanded [2017AP.Achieved 3.1.1]. Activities have included: o Training relating to menopause, neurodiversity, and mental health. o The creation of networks based on pasttimes, including walking, running, and baking. o Gender neutral toilets added to the MBA block in 2021. o The ‘wheelchair challenge’ led to changes including power assisted doors, platform lifts in lecture theatres, and an external ramp.
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