intersecting sectors

‘Intersecting sectors’ slide made in powerpoint by me for a research presentation . No rights reserved by me.

If one were going to try to evaluate the success of a diversity programme at work ECU have published a handy guide to methods you might use to monitor and evaluate impact .  We work in a space which is shaped by characteristics and  drivers of overlapping sectors.  The HE sector has its own diversity, nature and drivers; the sector of digital employers in Scotland has significant growth of its own and a different focus as regards ‘bottom line’.

The size of the digital sector is growing, the size of the university sector is growing, universities (indeed, all organisations) are becoming more digital. Competition for best employees is increasing. The IT sector is under some pressure to be more diverse, but that is difficult to link to a bottom line. Some employers have diversity programmes, and there are awards to celebrate that. Diversity programmes are notoriously hard to implement and evaluate and there needs to be a strong force to make a shift happen. Perhaps the rising competition for visible fairness and diversity will be that moment of overlap for the sectors.

Within the IT industry there is a significant gender split. According to BCS there were 1.18m IT specialists working in the UK in 2014, of which only 17% were women. This compares with a figure of 47% for the workforce as a whole (BCS, 2015) and that level has been fairly stable for ten years. Women represent 10 per cent of IT directors (Shankland, 2016).

University of Edinburgh headcount of professional staff by job segment and gender, 2016/17

Universites do collect gender information about staff working in IT roles, and we know what it is for University of Edinburgh, so presumably the other universities know their numbers too. I note that although BSC women produce some numbers for the national sector, ScotlandIS give no gender information in their reports. They refer only to categories of staff as graduates, contractors etc.

If you were wondering how big these sectors are and how much they are growing, here’s what I’ve found:

Significant amounts of public money are spent on higher education. The Higher Education Statistics Agency (HESA) reports that there are 162 higher education institutions in the UK in 2017. In academic year 2016–17 there were circa 207,000 academic colleagues employed. There were also circa 212,000 non-academic staff (UniversitiesUK, 2018). Non-academic staff numbers include a variety of professional and technical staff who provide services, support and management to the institutions. The total operating expenditure for the sector in 2017 was £33 billion and Universities UK (UUK) report that of that £3 billion was spent on IT, museums and libraries (UniversitiesUK, 2018).

The ‘IT, Museums and Libraries’ sector within HE is in itself diverse in size, shape and investment. In some universities those services are combined or consolidated in one large group within the organisation, in others the libraries and museums are managed separately from IT, and from each other. In some institutions IT is largely centralised, in others any central services may be supplemented by locally based IT staff in academic departments and colleges. UCISA, an industry membership body for HE IT, report that UK universities currently invest some £1.3billion in their technology infrastructure every year.(UCISA, 2018) UUK report that in 2014 universities spent £630 million running 390 libraries (UniversitiesUK, 2016).

The Scottish higher education sector is part of the wider sector in the UK, with some distinct funding sources. There are 19 universities in Scotland and Scotland has 4 research intensive universities which achieve consistently high world rankings. The Scottish Government provided £1.1 billion to universities in 2014/15, and approximately £623 million for university student finance support. (AuditScotland, 2016)

Across the UK in 2015-16 the income for the sector was £34.7 billion and the universities generated £95 billion in gross output for the economy. The sector contributes 1.2 % of UK GDP and supported more than 940,000 UK jobs.(UniversitiesUK, 2018). In Scotland in 2014/15. Universities had an income of £3.5 billion, and was growing rapidly. The sector in Scotland generated a surplus of £146 million in 2014/15 and overall reserves stood at £2.5 billion. (AuditScotland, 2016)  Universities Scotland calculated that the Scottish higher education sector supported 144,549 jobs and contributed an estimated £7.2 billion to the Scottish Economy in 2013/14, only the energy, financial and business services sectors made a larger contribution.(AuditScotland, 2016)

Scotland’s digital sector contributed £4.45 billion to gross value added in 2014. Employment in the digital sector was 64,100 in 2015.Total digital sector exports were £4.24 billion in 2015 (Scottish_Government, 2017). In 2018 the sector is growing and optimistic (BBC, 5 April 2018; BBCNews, 2018) and firms continue to plan to recruit more staff (ScotlandIS, 2018). Demand for graduate recruitment is growing with 72% of digital employers expecting to recruit graduates in 2017. As business grows demand for experienced staff also increases (ScotlandIS, 2017) Companies predict that they will recruit most of their new staff (73%) from the Scottish market.(ScotlandIS, 2017).

Recruitment and retention of good IT staff  for universities in Scotland is likely to get even more  competitive in the next few years. Best get ready.

If you have other reports etc which might help me to find out how diverse the UK HE IT community is, please do let me know.  Thank you.

AuditScotland. (2016). Audit of higher education in Scottish universities. from http://www.audit-scotland.gov.uk/uploads/docs/report/2016/nr_160707_higher_education.pdf
BBC. (5 April 2018). ‘Sharp rise’ in number of Scottish tech start-ups. from https://www.bbc.co.uk/news/uk-scotland-scotland-business-43647584
BBCNews. (20 March 2018). Scottish digital tech firms see ‘positive’ year ahead. BBCNews. from https://www.bbc.co.uk/news/uk-scotland-scotland-business-43457740
BCS. (2015). THE WOMEN IN IT SCORECARD : A definitive up-to-date evidence base for data and commentary on women in IT employment and education from https://www.bcs.org/upload/pdf/women-scorecard-2015.pdf
ECU. (2018). Monitoring and evaluating impact. from https://www.ecu.ac.uk/publications/monitoring-evaluating-impact/
ScotlandIS. (2017). Scottish Technology Industry Survey 2017. from https://www.scotlandis.com/media/4933/scottish-tech-industry-survey-2017.pdf
ScotlandIS. (2018). Scottish Technology Industry Survey 2018. from https://www.scotlandis.com/resources/scottish-technology-industry-survey/
Scottish_Government. (2017). Realising Scotland’s Full Potential in a Digital World: A Digital Strategy for Scotland: The Scottish Government, March 2017.
UCISA. (2018). UCISA Strategic Plan 2018-22: Connecting and Collaborating for Success.
UniversitiesUK. (2018). Higher education in numbers . Retrieved Higher education in numbers . (2018). Universitiesuk.ac.uk. Retrieved 16 June 2018, from https://www.universitiesuk.ac.uk/facts-and-stats/Pages/higher-education-data.aspx

employing students

SEOTY

Delighted that we have been awarded prizes for our student employees AND as an excellent employer  in the Student Employee of the Year Awards.

Here’s the student testimonial which won us our Employer award:

Why have you nominated this person/company for Student Employer of the Year? Tell us why you think this employer is exceptional. Suggested areas of excellence: offers excellent experience and advice; opportunities to learn; understands study commitments; contributions to studies.

The Information Services Group (ISG) at the University of Edinburgh is a brilliantly dynamic place to work as a student. The company offers a large variety of part-time jobs which are designed for only one day a week so you can easily combine work with your studies. While you might assume that most of the jobs would be in IT, ISG actually offers a huge range of roles, providing exceptional means to develop digital skills even if you are studying something completely different for your university degree. For instance, there are jobs in copyrighting, media production, customer services, archives and libraries, communications, web development, event management and IT training. The jobs are designed to fit with the kind of skills students might already possess and you really get the impression that the organisation values the skills and insights that we bring to the table from our varied studies and experiences. 

ISG has a specific scheme to increase the number of University of Edinburgh students they employ. They understand that having work experience during your studies is a big part of being employable and getting a job when you finish your degree. They employ undergraduates, taught postgraduates and research-based PhD students like myself in various roles, but I don’t think many students realise the sheer range of opportunities available at ISG. All jobs are advertised on the University Careers website, MyCareerHub, and there is a student employment officer in the HR team who works tirelessly to ensure that all student workers come away with a fantastic experience. The ISG team are continually thinking about digital ways to enhance the profile of student employment. All student workers are encouraged to think about developing their own profiles on LinkedIn and describing the skills they are learning. This has also greatly enhanced ISG’s brand presence on LinkedIn as an employer that focusses on the student work experience while creating a digital network for student employees as well. Some managers in ISG even write recommendations on LinkedIn for their student employees when they reach the end of their contracts and these references can then also be used as evidence of the work experience each student has undertaken.

Please provide a specific example of a time when this employer has provided exceptional support understanding or opportunities to development. Give evidence of the qualities and characteristics listed above.

I have been working in ISG as their digital recruitment and marketing intern for the past year and a half. My own PhD research, however, is in English Literature, so I am bringing my writing and analytical skills to benefit the organisation in improving the style and language used to communicate job adverts and digital marketing content. One of the unexpected opportunities I have found in this work is learning much more about equality and diversity issues than I ever thought I would in an IT-based role.

Since IT is a competitive and heavily male-dominated sector, however, ISG are particularly keen to attract more diverse applicants for their workforce. They are keenly interested in attracting women and young people into STEM careers, for example, and work very hard to ensure an open atmosphere with equal opportunities for all. There is an extensive programme of equality and diversity activity within the organisation, and a particular focus on making female role models visible. A series of workshops called the PlayFair Steps have been especially crucial in highlighting the equality and diversity issues that still exist within our organisation and the steps we must take in order to mitigate these issues. Through these workshops, I have learned much about implicit bias, especially in terms of gendered recruitment language, and am now much more mindful of the ways in which I formulate my own writing here in my role at ISG, as well as in my PhD research and daily life.

This year, I have been working with staff across the organisation, alongside another student who works in the equality and diversity project, to source and write profiles of women working in STEM roles in ISG and to promote these profiles online, where a wide range of people can then learn about the diversity of the careers and the people in the organisation. I’ve been given the opportunity to plan and lead my own work on these case studies and it has been extremely eye-opening to learn about the many issues that shape women’s careers in STEM and beyond. These are invaluable insights which have given me an opportunity to think extensively about careers and employment beyond university.

PlayFair and win

UniversitiesHR award for Excellence in Equality and Diversity

I am delighted to say that the PlayFair Steps equality and diversity initiatives in Information Services Group at University of Edinburgh have been recognised as excellent by the judges at the recent Universities Human Resources awards.

Many organisations are now choosing to recognise Equality, Diversity and Inclusion (EDI) expertise as a significant area of  valuable knowledge which contributes to the business advantage and has a direct and significant positive impact on reputation.  After two years this work is now able to show positive impact  and report on metrics for improvement and use data driven decision-making for management practice. The work brings us ‘diversity advantage’. Diversity advantage can be seen as the positive consequences which accrue to a business through diversity and inclusivity practices in the workplace.

Increasingly EDI work  in organisations can be seen as having  a focus on:

  • improve the use of data in driving future developments
  • a greater priority on communications
  • more effective evaluation of policies and interventions
  • a focus on ‘what works’ underpinned by a robust and systematic use of the evidence.

My work in ISG EDI is seen through leadership in innovative practice to recruit staff, develop colleagues’ understanding of intersectionality and embed EDI into student employability programmes.  I proactively recognise and reward staff with EDI expertise in my own teams. As well as identifying key people within the organisation to lead events in specific areas there are now 3 university of Edinburgh PhD students working as interns in ISG with specific remit to bring their academic expertise in gender studies and inclusion to contribute to our work.  We have a Gender Equality Intern ( Dominique) and Digital Marketing and Recruitment intern ( Vicki) and an Equality Images Intern ( Francesca) These interns join my growing team (including our Wikimedian in Residence) to ensure that EDI in ISG is visible and celebrated. The three interns work on EDI plans and programmes, innovative digital marketing for recruitment and within the University archives and collections to find quality equality images which can be digitised and used to promote stories from our University history and to be used in presentations and publications. I have also agreed to sponsor a year’s sabbatical for another of our team ( Jo) to pursue a Masters by Research to properly surface the real story of The Edinburgh Seven.

The PlayFair Steps has been successful in that it allows staff to look at diversity and equality in various ways and from various points of view, all of which contribute to improving ISG. The work began as an initiative around gender equality and has expanded to recognise that people’s identities and social positions at work – particularly in the technology industry – are shaped by multiple and interconnected factors. I have developed a range of activities exploring how a person’s age, disability status, race and ethnicity, gender, gender identity, religion or belief, sexual orientation, socioeconomic background, and parent status contribute towards their specific experiences in and perspectives of our workplace. Using the local expertise of our academic colleagues and students, I seek to move beyond anecdote and create a more inclusive workplace with support from senior management for both top-down and bottom-up change.

Our IT practice now benefits from a more nuanced understanding of the structural issues which lead to workplace improvement. It is not enough to just ‘add women and stir’. The PlayFair Steps programme (which draws its name for the idea of ‘fair play’ at work) focusses on ensuring that barriers and bias are addressed and a more inclusive workplace is experienced by all.  The PlayFair Steps is an initiative which improves our reputation and is of interest to central IT departments at other universities. The work is also being disseminated at relevant sector-wide conferences and recognised through being shortlisted by various national awards. Fingers crossed for more success and recognition of the value of this work in the future.

 

 

diversity case studies of women in STEM

Picture from an exhibition. How? Why? What? Educational Illustration from University Collections displayed in a free exhibition from 30th March-30th June 2018.https://www.ed.ac.uk/information-services/library-museum-gallery/crc/events-exhibitions/exhibitions/how-why-what . No rights reserved by me.

As I’m sure you are aware,  we have been telegraphing high profile STEM career case studies of  women who work in ISG on our LinkedIn site.

In posting these case studies our goal is clear: We want to provide our current workforce with an inclusive, fair environment in which they feel valued, creative and empowered, and we hope that others will be attracted to work with us in continuing to thrive, learn and research.

There are now so many interesting, creative, rewarding and glamourous jobs available to women who chose a technology career. By not realising this our young ( and grown) women in Scotland are missing a trick. The sector is booming and there’s no good reason why all these benefits should go to men. Tech employers are keen to attract more women and greater diversity to their teams.

My advice to women looking to start a career in IT would be to look for job adverts which highlight the opportunities to be creative and to learn. Choose an employer who will value and train you in the workplace and empower you to develop further in your career.

The 2018 STEM careers case studies are:  Kirsty, Gina, Sonia, Janet, Marissa, Dominique and me.
Quite the diverse group.

presenting equality challenges

PlayFair Steps for fair play at work

Dominique and I presented our work on The PlayFair Steps at Equality Challenge Unit’s  Innovation, Change, Impact- Scotland’s Conference 2018

Colleges and HEIs in Scotland have been working towards mainstreaming and embedding equality for some time, as it is a requirement of the specific duties regulations in Scotland.

The conference aim was provide a showcase for this work and an opportunity for collaboration and sharing of experience covering:

  • Innovative approaches and radical ideas to progressing equality and diversity activity
  • Identifying and measuring effective change
  • Developing creative approaches to identifying and evaluating impact 

edtech under 50

edtech50

I am delighted, but somewhat surprised to find I am on the list of Edtech50 . The Edtech50 is a celebration of the people, products and projects shaping this dynamic and growing sector across the UK. The awards recognise products and projects demonstrating effective use of Edtech in the UK, along with individuals who have played a leading role in developing this area of work. Am grateful to lovely colleagues who added my name. I didn’t attend the launch celebration in London  as I was, as you know, on strike.

Full list of winners here.

occupy your librarian

Picture taken by me in the street in Mons, Belgium. No rights reserved by me.

19th-23rd March is #ResourcesListWeek in the University of Edinburgh.

I am often asked about the value of lecturing ( and lecture recording). In my day, I was always told that the purpose of a lecture was to send you to the Library. A good  lecture, given by an academic colleague who is passionate about their subject and actively researching in the area will inspire you to go and find out more for yourself. Lectures were never designed to be the way to cover and transmit all the course content. The reading list is as valuable to students as the lectures.

In a research institution the Library holds collections way beyond the reading lists and provides an environment for individual exploration and discovery.

We send our students to the library clutching their reading lists. If you want the books to be there when they get there, you need a Resources List. Sending in your resources list causes your librarian to order-in what is needed.

If you think our library should hold more diverse authors, if you would like to liberate the curriculum, if you would prefer we used more open access resources, this is one way to drive that change.

The Librarians are ready and waiting, give them something to occupy their time.

 

‘tech-out’, the technology version of a ‘teach-out’

Rosie the Editor

Some of us are on strike. (I may have mentioned this before). Academic colleagues are holding ‘teach outs’. What kind of activity would be the learning technology version of a ‘teach out’?  I’m thinking  ‘making OER ‘and ‘wikimedia editathons’.

I’ve asked a guru and been told that a ‘teach-out’ takes place outside the walls, has an informal curriculum, is activist focused and free!

Open education and OER is all about ‘beyond walls’, it is about sharing, releasing openly, deliberately, resources which can be re-used by others for free. There are whole conferences about how this is informal, disruptive, beyond the curriculum and underpinned by activism for social change in HE. There are even Declarations about it.  Wikimedia is the largest online  open educational resources platform in the world.  Wikimedia is an activist organisation whose members  support and campaign for changes in copyright, access, freedoms and disruption of traditional knowledge publishing models. There is also a well known issue with gender bias in the content.

I’ve looked up some UCU guidance. They say:

“Good reasons to do teach-outs include:

  • They show students that their teachers aren’t just putting their feet up. We care about students’ education and are willing to educate unpaid — just not to do the kind of educating we’re normally paid for.
  • We only go on strike when bad things are happening, but promoting the teach-out allows us to focus conversations on a positive activity. Attending allows students (and anyone else!) to show support for the strike.
  • The teach-outs also give members a communal, productive activity to do on strike days that builds ideas, capacity, and community — and reminds us what higher education is really all about.
  • Not all members are willing or able to be involved in picketing, but are happy to participate in teach-outs, broadening the possibilities for activism on a strike day.

Organising teach-outs is very easy! Almost everyone in UCU organises conferences, open days, meetings and talks professionally. Moreover, it’s in the nature of teach-outs that they’re ad hoc, a bit improvised, even carnivalesque. So basically, it’s about doing what we’re good at, yet no-one minds if it goes wrong “

This is exactly the kind of thing we encourage through our OER activities and wikimedia editathon events.  It is #openeducationweek as well as #internationalwomensday and #ussstrikes. The best thing you can do is join a ‘tech-out’. You don’t have to cross a picketline, Wikipedia is definitely outside our walls, but conveniently adjacent, and differently owned, like a local pub or community hall.  You can learn how to do OER from our handy guides. You can join our wikimedia editathon remotely with our helpful videos.

If you want a communal, productive activity to do on strike days that builds ideas, capacity and community, and reminds us what higher education is really all about, Comrades, join me in Open Education.

 

will I strike on International Women’s Day?

Sadie, Beatrice and Joanna. 3 generations of international women.

Will I be on strike for International Women’s Day?  Well yes, I’ll have to if the UCU action carries on as planned.

But I have some questions.  The UCU strikes are on chosen days. How and why were these chosen?  We don’t strike on Friday, but we do on Thursday.  International Women’s Day is not, presumably, a surprise to UCU. Why not chose that as a non-strike day so that we can attend our events? IWD has its origins in the women’s labour movement, but to commemorate it at our university events this year is to ‘betray it’? I wish my union had not put me in this situation.

A nearby ancient institution has already got itself in a tangle by linking E&D initiatives with the pensions strike * . I fear this is why we can’t have nice things.

For me IWD is part of a bigger picture, I understand that women are disproportionately hit by pension changes, but lets use this day to talk about that and the many other inequalities. I am pleased that my University supports IWD and that there are events to raise its profile for staff and students and I want to be part of it.

I am told that there are ‘lots’ of IWD events being held by academics off-campus so I can go to those (please send more details). Or I can go to the UCU march.

Academic colleagues are not the only people who hold, attend and value IWD events,  and academics colleagues are not the only people in UCU, and they are not the only people who work at the University.

I would encourage staff who are not on strike to organise, attend and enjoy the University IWD events. It’s a great way to show your support for IWD and a healthy attendance will help to ensure that we get to do them again next year.

Here’s the post I was going to post for International Women’s Day:

The Red Thread

Did you know that IWD began with a strike by the International Ladies’ Garment Workers’ Union (ILGWU)? It was originally called “International Working Women’s Day“, its purpose was to give laboring women a focusing point in their struggle for fair working conditions and pay. This year International Women’s Day 2018  themes is #PressforProgress.

My great grandma Sadie was a member of ILGWU.  A Jewish woman working in dangerous factory conditions as a garment worker in New York.  My grandfather Stanley often complained later that he had missed out on jobs because his mother-in-law was ‘a communist’**. Occasionally I find ILGWU labels inside my vintage dresses. They are always well made. Here’s a picture of Sadie, and a picture of the ILGWU label in my dress today.

*St Andrews.

**Family lore is that she wasn’t actually a member of the Communist Party, but she voted for one, and that was enough to get her and her children on a list.

withdrawing the invisible glue?

The Hive, by Graham Sutherland. I don’t have copyright of the picture, but I do own this print at home and this picture is taken by me.

I appreciate being invited to sign the open letter that the University of Edinburgh professors are sending to the Principal. The UCU and USS are not exclusive to lecturers.  I also appreciate the effort my local UCU leadership made in talking with me about lecture recording policy in the run up to this industrial action. I also appreciate the support of my good friends who work in and around NUS Scotland who give me sage advice as I try to navigate the journey of being senior management and union member.

There’s an article in the THES today ‘USS strike: why aren’t more administrative staff on picket lines?’  It’s a good question. The article says some nice things about us like:

‘Academic-related, professional, technical and support staff are the invisible glue holding a university together and providing essential services to maintain the day-to-day running of complex institutions.’ and ‘While we all collectively work towards excellence in teaching and research, it can sometimes feel like a thankless task. Too often, administrators are blamed when things go wrong but are rarely praised when things go well. And too often they are overlooked in conversations that directly affect them.’

It suggests that there is a conversation UCU need to be having.  I think there are other conversations to be had more generally. There are conversations to be had between academic and academic-related staff, and there are conversations academic-related staff need to be having with each other*.

As a woman who has spent her entire career offering technology to lecturers who are then very rude about it, and setting her face to look interested as yet another colleague explains to her about the panopticon, I am quite looking forward to having a decent pension.

I do my best to keep relations good. I always encourage my staff to refer to ‘academic colleagues’ rather than ‘the academics’. I remind them about the fact that we all come from different discipline backgrounds, and to be aware that the kind of evidence which will persuade in one group will not in another. We talk about things you can count and things you cannot and the value of counting. I also try to discourage lazy stereotypes like ‘digital natives, ‘digital immigrants’, ‘luddites’ and ‘CAVEs’.

There are also conversations to be had about the different kinds of impact withdrawal of labour can have. Sometimes support staff withdrawing their labour will seem invisible.  I have a suspicion that if a large IT system goes down and no-one is there to pick it up the impact would be obvious.

“Are you even allowed to strike?” a colleague asked me last week.  It’s an interesting topic to discuss; the very different attitudes to being managed in the university. The lecture recording policy consultation has drawn out some fascinating stuff about informing, asking permission, agreeing, trust, ownership, rights etc from academic colleagues. It was instructive to hear some speak about their lack of trust with students, their managers and each other.

Management in the support groups is clearly different, as is the attitude to providing services**.

Do staff in support groups know/ want/ feel able to strike? Are we just as racked with guilt as lecturers who would rather be lecturing? Do we know what ‘action short of a strike’ means in our roles? all the guidance seems to the about marking and meetings. To what extent does the action itself rely on the university email for communication? To what extent should learning technology be used to mitigate a strike and how much should we help with that? Will academic colleagues stand with us if we refuse to? How many of our university systems have just one person as the single point of failure? and is that person ‘allowed’ to strike?’ Should teams cover for colleagues who strike? How rude will academic colleagues be if we are not there to fix the thing they are using, or using to work from home? These seem to me the kind of conversations we need to be having as IT professionals, and it would be great to have UCU in the room to advise.

 

 

*While I’m on the topic, I think support staff need to be discussed in a more nuanced way. I was reading our Athena Swan stuff and it seems like because there are generally more women than men in the support groups everything is fine. Until you look at the STEM bits of the support groups, like IT for instance!  ‘IT guys’ seems to be a stereotype the university is happy to perpetuate. Also, the promotions structures for academic -related staff are quite different from academic staff, and we don’t have the option to do consultancy work on the side. For academics apparently that’s a ‘nice little earner’.  I’d argue that perhaps the support staff are proportionally more ‘local’, are we a group being considered as beneficiaries of the City Deal investment? How many of us are in jobs which will be replaced by robots, and will those be robots we built ourselves?  And, you know there are going to be intersections of class, age, race, gender and academic snobbery to consider…….

** ‘you provide services and are thus a servant‘, someone once told me. I think you can guess at which institution that was.