We are taking the opportunity of International Women’s Day to rename our Boardroom in Argyle House after Brenda Moon, the first woman to head up a research university library when she was Librarian here at the University of Edinburgh in the 1980s and 90s.
Brenda played a major role in bringing the University into the digital age, as Edinburgh became the first major university library in the UK to tackle and deliver a computer-based service.
Also on the day we will be hosting an ‘Edit-a-thon’ for staff, students and friends of the University to create Wikipedia entries for notable women currently missing from the encyclopaedia site, and a ‘Sketch-a-thon’ using images from the Centre for Research Collections’ Special Collections. All artistic abilities welcome!
Learn about the lives of some of the incredible women in the archives of the Centre for Research Collections at the University of Edinburgh, while putting your creative side to use in a relaxed learning environment!
Some interesting equality and diversity activities going on in our libraries and collections:
Equality and Diversity Images Internships
The Edinburgh Centre for Research Collections (CRC) has a student internship curating images from our collections that show gender, race and diversity with a view to having these images be used for promotion of the University courses, and as part of courses where they are relevant. The successful outcomes of this have been digitisation of materials, engaging blog posts which have narratives from the collections that raise the profile of resources and narratives in the collections to support work in the area.
Following on from this £10,000 was awarded from the Innovation Fund to engage student interns to look at images and narratives of equality, diversity and community to support Students Association campaigns and encourage student engagement. This will be undertaken in the first 6 months of 2019 and is supported by the Students Association executive.
Project: Revealing and Expanding Diversity in our Library Collections
In 2017-18 Library and University Collections teams worked with Students Association to organise two collection displays in the Main Library. A display in October 2017 celebrated Black History Month and in February 2018 a display celebrated LGBT+ History Month. A small number of additional books were purchased to contribute to the LGBT+ display and to increase the range of Library resources; the LGBT+ display also linked to a display in the Library’s CRC which highlighted first editions of books, signed letters, essays and other manuscripts related to W. H. Auden and Christopher Isherwood.
The Main Library Black History Month display in October 2018 included 41 new items purchased through the project budget, and the project budget also enabled the purchase of additional display units for the Main Library and the purchase of new display units for New College Library and ECA Library. Further displays in 2018-19 are planned to support the Students Association’s four Liberation Campaigns (Black and Minority Ethnic – BME, Disabled Students, LGBT+ and Women). Students Association representatives and colleagues from across the University are involved in organising the displays, selecting resources for purchase and communicating the project to students. The displays have been popular with students, with display items being borrowed and students providing positive feedback to staff.
Women’s Collections Cataloguing
The Edinburgh Centre for Research Collections have had an intern for 8 weeks cataloguing the collection of a misrepresented female composer from the 19th century to raise her profile and make the collection available for dissertations and study. The Centre hopes to do more of this type of project – the archive projects team have prioritised how women are described in collections and are reviewing best practice for future cataloguing
The Libraries and University Collections (L&UC) have also been working with the Student Association’s LiberatEd project to highlight the functionality available to students to suggest new readings for their course resource lists.
Feminist Art Collecting Strategy
In the past few years the Libraries and University Collections (L&UC) has adopted an equality strategy to balance the women artists represented in the University collections. They are actively working with the Principal to diversify the art seen in Old College. For example, of the works that have been collected since 2012, 54% are by female artists. This has included noteworthy work by significant female artists as well as works that deal with gender representation and diversity concerns.
The Contemporary Art Research Collection
The Contemporary Art Research Collection, established in 2016, is the newest art collection at the University and is the most significant area of activity in the diversification of the collection. The Collection is linked to the research of colleagues in History of Art. Their research and teaching area concerns feminism within the structures of Globalisation. This collection actively redresses the gender imbalance as well as the prevailing geographic focus on Western Europe and therefore enable us to broach new territories in terms of space, media and practice. The works acquired thus far highlight the major concerns of our times and the issues that affect women in particular – for example sex workers rights, care work and housing.
This gender and diversity bias in the Collection is perhaps highlighted most evidently within the Portrait Collection. The majority of portraits in the collection do not date from the contemporary period and therefore there is an overwhelming imbalance of representation – a recent estimate suggested that approximately 5% of artworks were by female artist or female sitter. This is no more obvious than in the display of works in historical parts of the University like Old College. On the request of the principal, over the last few months work has been carried out internally on how best to rehang Old College to better reflect both the history and diversity of the University community in our displays. This will be an ongoing, long term project.
A pop up exhibition opened in the Main University Library in November 2018, telling the story of how some of the University’s first female graduates pushed the agenda forward for equal enfranchisement in the UK. The exhibition focuses on when Chrystal Macmillan, Frances Simson and Frances Nairn took the fight to the House of Lords in November 1908. Chrystal Macmillan and Frances Simson became the first women to speak in the House of Lords. The exhibition was opened by Diva , Students Association Vice President for Education, who spoke about how inspiring the women were for students today, showing that students had fought for their rights and for equality.
As a result of this project L&UC are helping RAG week reps with hosting Helen Pankhurst to come and speak in March 2019.
New Internship for Equality, Diversity and Gender in Archive Catalogues
This project will look at the University of Edinburgh’s archive catalogues to explore the description, language and surfacing of women, cultures, communities and diverse groups in these catalogues. Many of the catalogues have been inherited over centuries of collecting, meaning that women and minority groups are often misrepresented or simply missing altogether from the catalogues. This project will require the business school students to analyse our data and explore the issues and problems, coming up with ideas to make them more diverse and inclusive using qualitative and quantities methodologies.
This year has been quite a one for my work with the PlayFair Steps. The PlayFair Steps is the name I have given to the programme of activities in University of Edinburgh Information Services Group which are designed to deliver an improved experience for all our staff by tackling equality and diversity issues in our workplace. I began this initiative in 2015 and it is part of a wider change programme across the whole of the organisation.
After 3 years we are seeing impact and progress towards our goals. We have also been successful in winning a number of awards.
When looking at equality and diversity drivers for change in organisations, there is some literature which suggests that external accountability , the impression the public have about your organisation, is a consideration that may influence senior management. So if you can show that your activities have gained external recognition, won awards or been celebrated by your peers, more investment by senior management may follow. It’s not an exact science but as employers we are all very aware that the tech industry has a bad reputation for diversity and inclusion.
Students of organisational development will be well aware of the importance of context, culture and ‘climate’ in enabling the success of workplace diversity programmes. With this in mind I worked with my teams to write applications for various employer awards last year in the hope that we would be nominated and shortlisted.
Winning this award in the HE sector boosted my confidence to try for 2 more awards in the wider tech sector. Alongside rapid growth a new and urgent interest in diversity can be seen by the appearance of industry awards and celebrations. Targeted trade sector and community events such as awards provide the opportunity for HR practitioners in organisations to gain external acknowledgement and assessment of their organisational efforts and commitment to diversity .But its a hotly contested area. Organisations which promote diversity may benefit by being more attractive to women and ethnic minorities and those employers may be able to recruit from a larger talent pool, so the big recruiters are keen not to miss out and are pulling out all the stops.
In October and December we were finalists in the ‘Employer of the Year’ category in the Scotland Women in Technology Awards in Glasgow and for ‘Diversity Project of The Year’ in the Women in IT Excellence Awards in London. At both events I was very pleased to be able to host a table at the awards dinner and to invite colleagues and friends to join our celebrations. In Glasgow each of the 4 female University of Edinburgh Directors of IT invited as our guests women in our organisations who we identify as rising stars for the future. In London we were joined by friends from ALT, WikimediaUK, Open University, EDINA, Ordnance Survey and Wellcome Library. A lovely, sparkly time was had by all and it was exciting to be part of such celebratory events. In both cases however, we were pipped at the post by big recruiters such as JPMorgan and Empiric, both of whom have huge recruitment and marketing efforts targeted at women in IT.
The awards create a climate in which organisations compete to showcase themselves as diversity-aware recruiters and attractive employers for a range of groups. While such awards may also be dismissed as window dressing or worse, validation of insidious work practices, the investment being made by some large tech industry employers is undeniable. The rise of business awards which bring external recognition and validation to organisations’ visible efforts towards diversity is framed in the language of inclusive growth, improved competitive performance and better targeted services. It may be time for university IT departments to up our game if we are going to be able to attract the best talent to improve our services.
Perhaps we should work together as a sector to do this. One way we could do this would be to return again to the knotty problem of what IT careers look like in HE, and indeed what learning technologists look like. We should ask ourselves: ‘If you as an employer, had to take a bunch of recruitment materials to a recruitment fair what would you say to attract the best, brightest and most diverse talent to join our professional teams?’.
*Dominique and I will be showcasing our award-winning programme next in London on 28th February. The event is hosted by UHR and is an opportunity to hear from other HE organisations about how their teams have improved practice, contributed to business efficiency, and enhanced organisational effectiveness and staff engagement. Book your place now.
University of Edinburgh actually has a long history of widening participation initiatives, but our institutional memory does seem to get lost along the way. Luckily we have splendid university archives.
‘The WOW programme was aimed at women planning to return to work –most often after pregnancy and years of domestic ‘employment’–, and sought to provide training opportunities as well as guidance over how to approach the job market, what type of opportunities might be available, and what obstacles may be encountered.’
Joanna first attended this programme, after having been stuck at home with us lot for many years, and then she became the course leader. I used to visit her in her office in a basement in Buccleuch Place. She’s very pleased to know that in my role in ISG I’ve been able to find places for ‘women returners‘ in our organisation.
After ‘WOW ‘and ‘Second Chance to Learn’, and ‘Return to Work or Study’, she then led for many years the University of Edinburgh Access Programme for part-time adult learners who wished to return to education to study humanities, social sciences or art and design.
Nice to see these things coming around again.
*just a note to say lest you be concerned, that although I found my father in the archives after his death, my mother is still very much alive.
In some cities, such as Edinburgh, the university may be one of the largest tech employers in the city. At Edinburgh we have around 600 staff in IT roles. That makes us a big player in tech employment. We also get the benefit of having an even bigger sister standing right beside us. The University of Edinburgh as a whole is a huge employer and a huge part of the public sector workforce. The terms, conditions and perks which we as information services are able to offer to our potential employees are made possible by virtue of being a small part of a huge organisation.
As well as a range of flexible working options and attention paid to being family-friendly most universities offer generous maternity and parental leave and arrangements for sick-pay. Although many universities do not offer as much on-site childcare facilities as some would like, I suspect it is still way ahead of some tech employers.
University holiday allowances are pretty good. 40 days a year is about the average for most institutions (including national holidays and closure days). Equal pay schemes and university unions ensure that salaries and pensions are decent. Universities are also able to offer permanent or open-ended contracts for IT staff. Other industries might offer more in terms of up-front salary, but there are many extra benefits to working in a university . We have information about staff benefits and reward calculator which we use to show the real value of our arrangements.
Universities are learning organisations, if you need to grow and develop in your job training is usually offered for both the skills needed for your job and to assist career and personal development. There are mentoring schemes and career development and promotion tracks.
The climate for equality and diversity is also generally good, most universities have a very progressive stance on equality and diversity in terms of both recruitment and working environment. The very fact that there are high profile initiatives underway in higher education for students and academics contributes to the social environment or culture constructed in universities in which the professional staff work. That is to say, IT professionals working in universities benefit from large initiatives such as Athena SWAN which are given resource and investment by the university.
There is a range of less talked about perks which I think make universities great places to work.
1) Universities have sport facilities, theatres, staff clubs, art galleries, museums, music venues and shops which are there to be enjoyed by staff at discounted rates, often for free. There are very few employers who can boast such a range of amenities.
2) You get to working on a filmset. I worked for several years at Oxford and you couldn’t turn a corner without bumping into a film crew, catering vans and extras dressed in medieval outfits. Or inspector Morse. Or a boy wizard.
3) Culture and collegiality abound. Every evening all across campus there are research seminars, events, book launches, receptions, openings, exhibitions to go to which are open to all staff and anyone interested. Its a lovely way to meet people and network.
4) The festival city is on your doorstep. Literally. Your office may be requisitioned at short notice for a comedy show .
5) Your children and the children of all your friends will have access to the extensive cultural capital at your fingertips when they need to find work experience for school.
6) Eduroam wireless will be provided to you free of charge as you move around the world. You can sidle up to any university, library, hospital or museum building in any city and pick up free wifi.
7) We are fighting the good fight for truth, facts and against news. You get to be part of this.
When looking at equality and diversity drivers for change in organisations, there is some literature which suggests that external accountability , the impression the public have about your organisation, or investor or client pressure, may be a consideration for senior management. There may be concern for reputational damage with the wider business and society, and this risk could be mitigated for instance by the company’s success in winning a prize for gender equality .
We are finalists in the ‘Employer of the Year’ category in the Scotland Women in Technology Awards 2018 to be announced on Wednesday 24th October 2018 in Glasgow and for ‘Diversity Project of The Year’ in the Women in IT Excellence Awards taking place on27 November at Finsbury Square, London.
As our regular readers across the University will know, each issue of the Information Services Group BITS magazine has a theme. In this issue we have looked across all of our projects and services to highlight the ways in which we contribute to supporting the University values around equality, equity, inclusion and access.
As usual, our feature article showcases work across each of our groups and directorates which support learning, teaching, research and engagement.
Working within such a large institution, we are able to attract a wide range of staff to work with us in ISG. The richest source of new colleagues is our student community. Each year ISG hosts a large number of student workers and student interns. They bring fresh ideas and new thinking to our services. This issue of BITS magazine is designed by our Graphic Design Intern working alongside our established team.
When we did our gender survey staff told us that making equality real involved everyone. For this issue of BITS we asked staff to think about how their understanding of equality and diversity feeds into their day to day work. We got a lot of article submissions from across the organisation. It’s actually pretty impressive, and is a clear representation that equality and diversity, openness and accessibility are part of our values as an organisation. 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.
Our back page features some of the many events that staff in ISG contribute to at the Edinburgh festivals over the summer. I hope you will be able to engage with and enjoy them.
If you would like to know more about any of the projects described in this magazine, or about the ways we aim to embed equality and diversity expertise which has a direct and significant positive impact on our organisation, please keep up to date with our celebrations and news via our websites, social media and events across the University.
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).
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
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.