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
With so many staff categorized as IT, the University of Edinburgh is one of the largest tech employers in the city. We aim to diversify our workforce but we are doing that in a very competitive labour market. Other tech employers in the city are also keen to recruit women into IT roles.
The University is preparing its silver Athena SWAN application. Input is being gathered and examples of good practice corralled. Action plans will be set.
The University has a bunch of professional support staff. Numerically far more women work in Administration than any other job segment, and outnumber men at a ratio of 4:1 in these roles. Women also predominate at a ratio of greater than 2:1 in Alumni & Development, Human Resources, Finance, Library, and Marketing &PR .
Men dominate at a ratio of greater than 2:1 in Agricultural Work, Health & Safety and IT. Agricultural work has 7 people. Health and Safety, 17. IT has more than 700!
This is a a large group of people, we should make transparent what we are doing to address the structural issues which lead to this inequality – these are STEM careers after all, and the staff who work in these STEM roles are visible role models. Strategic diversity staffing initiatives are needed. I have been reading up on the topic. This chapter in the Handbook of Diversity and Work provides a good literature review and suggestions as to what works. I have learned how organisations can tailor their recruitment and selections systems to identify those candidates who are best suited to help achieve strategic objectives. We have to be proactive about this. We can’t rely on the same sources any more. It is important to think about how and where we advertise, what messages we send and who is involved in the selection process.
Here are just some of the things we do to support recruitment and promotion in ISG:
We have completed our gender equality survey and we keep regularly updated HR dashboards of gender split by grade and by Directorate. This enables us to identify groups or areas of ISG where the gender ratio is significant.
When roles come up in those areas we take care to ensure that we attract a broader range of applications internally and externally. For senior roles we instruct our search partners to find us female candidates and 18 months this has resulted in 3 new Grade 10 directors being appointed from outside ( welcome Janet, Jen and Gosia) along with several new and newly-promoted grade 9s.
I am not convinced that we are well served by the university advertising IT jobs on Jobs.ac.uk as a recruitment source That maybe good for learning technologists, and roles which need experience of HE ( do they, really?) but it’s not a place the best developers and IT professionals are looking.
In an attempt to try to attract a more diverse workforce we* have established a Company page on LinkedIn, and we use the powerful data tools, targeted adverts and social media sharing to get more reach for our recruitment and to attract passive talent. We review job descriptions from other employers to compare with our own, and we have engaged with external groups such as Equate Scotland to give us advice on writing job adverts and role descriptors. We encourage our existing staff to share the job adverts on their own networks. We have become partners with GirlGeek Scotland to raise our profile as a tech employer which welcomes women and invests in their ongoing careers. We have established ‘Women returners’ projects with Equate Scotland. Research suggests that effective diversity management is the key to unlocking the benefits. It also suggests that university campuses are a great place to find diversity. In ISG we have established dozens of internships for university students but no graduate recruitment scheme, as yet.
When our jobs are advertised on Jobs.ac.uk we are able to use the data (along with the data from linkedIn) to understand more about who is looking at our adverts and make decisions . We were apparently the first people in the University of Edinburgh to ask Jobs.ac.uk for data. We need to pay much more attention to the wording of our job titles and adverts and think abut the messages they send. The aim of an advert is to get people to click to find out more. It is important that the messages presented make all applicants feel welcome. We use social media ( twitter) to promote our job adverts using combinations of hashtags such as #womenintech #womeninstem #girlgeekscot to encourage retweets and sharing.
Would we, could we be so bold as to say: ‘If we can’t shortlist diverse candidates, we will review the role and how we advertise it. We won’t proceed with an all-white, all-male shortlist.’ or is that a step too far?
We try to have diverse panels involved in selection and everyone involved in recruitment has done their equality and unconscious bias training. To support internal recruitment and promotion of women into more senior roles we participate in all the university initiatives such as Aurora and Connections and we activity celebrate Ada Lovelace Day and International Women’s Day. We also have internal workshops and seminars to explore the various issues such as age ( ‘baby boomers’ and ‘millennials’) , gender, sexuality, disability, race, parenthood (part time-working, fathers network) which combine and intersect to have an impact on our workplace experiences.
We ensure that all jobs are advertised internally and that secondments, flexible and part time working are available as options. We encourage staff to gain professional qualifications where appropriate and have offered support for preparing CPD portfolios for membership of those professional bodies such as CILIP and CMALT. We pay special attention to areas of technology where there are few women, such as drone pilots, and encourage colleagues to gain their qualification. On top of all this we try to highlight and celebrate success through social media, IS News and BITS magazine.
We are aware that the external perception of us as an employer is key to attracting staff. Research suggests that the images and and stories during recruitment convey messages to applicants and specific diversity-focused statement bring positive outcomes. Our Linkedin site showcases the innovation and range of IT and media projects that we do, the benefits of working for a university and particularly highlights stories from within our organisation which reflect diversity and equality themes. We showcase women in STEM roles and highlight career paths. Maybe once we have a head of communications we can think about impression management.
*when I say we, I mean me and my trusty LTWadmin and intern side-kicks.
I talk a lot about OER. Last week I was talking about it in Barcelona, this week I’m talking about it in Paris, in two weeks I’ll be in Berlin. I also write a bit about OER. On this blog and occasionally for case studies and articles. My work in creating a culture of openness is featured as a case study by OEPS. At the moment my homework is to write a case study for Gill and Fred to include in their new book.
I am also pleased to be able to make the case for new posts based on our institutional commitment to open. We have had support to extend contracts for our OER Adviser and our Wikimedian in Residence. We have also just signed a memorandum of understanding with the National Library at a time when they are working to open up huge swathes of their collections.
The task is to find OER to use in my work. I enjoy finding OER to use in my blog and presentations. Other OER I use in my work tend to be the OER about OER such as: