1. Scaling the Mountain: an exploration of gendered experience of academic staff in relation to the Research Excellence Framework 2014 Dr. Chantal Davies, Dr. Ruth Healey & Anthony Cliffe (University of Chester)

2. Meet Our Team University of Chester 2 Dr. Chantal Davies Senior Lecturer Dr. Ruth Healey Senior Lecturer Anthony Cliffe Postgraduate Research Assistant

3. Presentation Objectives 3 Background and theoretical context Methodology Emerging themes from the data Future Implications

5. UK HE Staff Population Gender pay gap in UK HEIs (JNCHES, 2015) 45% of academic staff are female in the UK (HESA 2013/14)

6. Background 6 Research institution And The Research Excellence Framework 2014 (REF) Public Sector Equality Duty (Equality Act 2010) Institutional context - Athena Swan - Gender Equality Mark -HR Excellence in Research Award -Institutional Research Excellence Framework process

7. Theoretical Context 7 (ECU, 2009: Barrett & Barrett, 2008; Athena SWAN, 2011) Gender Imbalance in HE (HEFCE, 2015; UCU, 2015) Gender and the REF Gendered barriers to research activity

8. Gendered barriers to research activity 8 Teaching (Broadbent, 2010; Poole et al, 2007; Terosky et al, 2008; UCU, 2013) Caring responsibilities (Ledwith & Manfredi, 200; Barrett & Barrett, 2011; Pezzoni, Sterzi & Lissoni, 2012; Savigny, 2014) Capacity (Dever & Morrison, 2009; UCU, 2013) Confidence Asmar, 1999; Saunderson, 2002; Fletcher, Boden, Kent, & Tinson, 2007

9. Methodology Qualitative mixed-methods small- scale study 9 02 03 04 Symposium held at the University of Chester in 2016 Gendered perspectives symposium 2016 Focus group to be held with managers responsible for the REF in the institution. Focus group with REF managers 33 academic staff across a representative sample (discipline, level, age, gender) Semi-structured interviews and Focus groups Sent to all academic staff within the Research Institution. (119 responses) Questionnaire 01

10. Data overview 25 different job roles 15 Departments 119 responses

11. Data Overview 11 18%16%31%33% 25-34 3% 36%64% Age 35-44 45-54 55-64 65+

12. 12 Teaching loads by Gender 10% or less 20 – 30% 40 – 50% 60 – 70% 80 – 90% 90-100% 100%

13. 13 Research Activity Research active YES Research active NO

14. 14 Research loads by Gender 10% or less 20 – 30% 40 – 50% 60 – 70% 80 – 90% 100% 0%

15. 15 Self-Selection for REF YES NO Not Applicable

16. 16 Factors that prevent self-selection Lack of support and guidance Temporary contract Ill Health Not my decision High teaching loads Not research active No output/ Lack of sufficient quality outputs Only co-authored papers Lack of time

17. 17 Caring Responsibilities YES NO Females significantly more likely to have caring responsibilities (p=0.000)

18. Future Themes 18 Meaning of ‘research activity’ Importance of research activity in academic development and career progression Gendered perspectives of research activity Personal experiences regarding research activity Nature and perceptions of research activity

19. Future Themes 19 Personal experiences of the REF process (inc. self-selection, circumstances) Departmental and faculty responsibility regarding research activity and the REF Institutional responsibility regarding research activity and the REF National responsibility regarding research activity and the REF Experiences and perceptions in relation to the REF 2014

20. Future themes 20 Networking International impact Collaboration (internal/external) Qualitative v quantitative research Career trajectories and age Mentoring Publishing Peer Review International impact Obstacles to and support For research activity Time Caring responsibilities Discipline distinctions Targeted provision for gender

21. Future Action 21 Semi- structured interviews & Focus groups This will be with 15 academic staff and three focus groups Focus groups with REF management groups June 2016 Symposium For further details contract chantal.davies@chester.ac.uk Or r.healey@chester.ac.uk Stage Three Stage Four Stage Two

22. Bibliography 22 Asmar, C. (1999). Is there a gendered agenda in academia? The research experience of female and male PhD graduates in Australian Universities. Higher Education, 38(3), 255-273. Athena SWAN. (2011). Annual Report. London: Equality Challenge Unit. Barrett, L., & Barrett, P. (2008). The management of academic workloads: Improving practice in the sector. London: Leadership Foundation for Higher Education. Barrett, L., & Barrett, P. (2011). Women and academic workloads: career slow lane or Cul-de-sac? Journal of Higher Education,61, 141-155. Broadbent, J. (2010). The UK Research Assessment Exercise: Performance Measurement and Resource Allocation. Australian Accounting Review, 52(20), 14-23. Dever, M., & Morrison, Z. (2009). Women, research performance and work context. Tertiary Education and Management, 15(1), 49-62. ECU. (2009). Equality in higher education: Statistical report 2009. London: Equality Challenge Unit. Fletcher, C., Boden, R., Kent, J., & Tinson, J. (2007). Performing women: The gendered dimensions of the UK new research economy, 14(5). Gender work and organisation, 433-453. HEFCE. (2015). Selection of staff for inclusion in the REF 2014. London: Higher Education Funding Council for England. Ledwith, S., & Manfredi, S. (2000). Balancing gender in higher education. The European Journal of Women's Studies, 7(1), 7-33. Pezzoni, M., Sterzi, V., & Lissoni, F. (2012). Career progress in centralized academic systems: social capital and institutions in France and Italy. Research Policy 41, 704-719. Poole, M., Bornholt, L., & Summers, F. (1997). An international study of the gendered nature of academic work: Some cross cultural explorations. Higher Education, 34(3), 373-396. Saunderson, W. (2002). Women, academia and identity: Constructions of equal opportunities in the 'new managerialism' - a cade of lipstick on the gorilla. Higher Education Quarterly, 56(4), 376-406. Savigny, H. (2014). Women, know your limits: cultural sexism in academia. Gender and Education, 26(7), 794-809. Terosky, A., Phifer, T., & Neuman, A. (2008). Shattering Plexiglass: Continuing challenges for women professors in research in research universities. In J. Glazer-Raymo(Ed.), Unfinished agendas: New and continuing gender challenges in higher education. Baltimore : John Hopkins University Press. UCU. (2013). The Research Excellence Framework (REF) UCU Survey Report. University and College Union.

23. Contact Details 23 Email chantal.davies@chester.ac.uk r.healey@chester.ac.uk a.cliffe@chester.ac.uk Facebook www.facebook.com/ forumforresearchint oeqalityanddiversity Website www.chester.ac.uk/FRED