Invitation to Tender: Athena SWAN Charter impact evaluation
Contents
1.Invitation to tender
2.Tender Information
2.1Background
2.1.1The Athena SWAN Charter
2.1.2Charter Principles
2.1.3Original Principles (2005-2015)
2.1.4Current Principles (2015-)
2.1.5Athena SWAN Awards
2.1.6Previous Evaluations of Athena SWAN Charter
2.2The research
2.2.1Overview
2.2.2Research areas
2.2.3Considerations
2.3Methodology
2.4Outputs
2.5Outcome
3.Tender requirements
3.1Tender proposal
3.2Reasonable adjustments
3.3Conflicts of interest
3.4References
3.5Fees
3.6Tender submission
3.7Selection criteria
3.8Timing
3.9Contracting
3.10Reporting responsibilities
3.11Further information
4.Confidentiality statement and disclaimer
Appendix A
Appendix B
Appendix C
Special Terms
Schedule 2
Schedule 3

1

1.Invitation to tender

This specification invites tenders for a research study entitled ‘Athena SWAN Charter impact evaluation’. The principal aim of the research is to assess the impact of the Athena SWAN Charter across the higher education (HE) and research sector to determine its effectiveness as a vehicle for sustainable change, and to identify areas for further development.

This invitation to tender (ITT) is available to download at

Advance HE

Advance HE was formed in March 2018, following the merger of the Equality Challenge Unit (ECU), the Higher Education Academy and the Leadership Foundation for Higher Education.

Our purpose is to advance the professional practice of higher education to improve outcomes for the benefit of students, staff and society. Advance HE has been created to be “of and for the sector” and is jointly owned by GuildHE and Universities UK.

We are driven by the strategic needs of higher education. Through our passion for excellence we aim to create an inclusive culture that champions the continuous development of teaching, leadership and research. We use an evidence-based approach to identify what works, and develop practice-based solutions.

Our vision is that the world-class reputation and standing of higher education is enhanced and recognised for transforming lives, enriching society and developing the economy for the better.

Further information about Advance HE is available on our website:

2.Tender Information

2.1Background

2.1.1The Athena SWAN Charter

Founded in 2005, the Athena SWAN Charter is a scheme established to recognise excellence in science, technology, engineering, mathematics and medicine (STEMM) employment for women in UK HE. It is a highly successful scheme, which has grown from ten founding university members to 147 (university and research institute members) in the UK, and which is recognised for its potency as a methodology to effect cultural and systemic change that leads to gender equality.

In response to demand from the higher education sector, the Athena SWAN Charter expanded its focus in 2015 to include arts, humanities, social science, business and law (AHSSBL) disciplines in the UK. In addition, from 2017 all applicants have committed to new principles which have been extended to cover professional and support staff as well as trans staff and also to look at intersectionality, specifically intersections of race with gender. The Charter is owned and managed by Advance HE.

2.1.2Charter Principles

The Athena SWAN Charter is based on a set of key principles. By being part of Athena SWAN, institutions are committing to a progressive charter; adopting these principles within their policies, practices, action plans and culture.

The Charter was founded in 2005 on six key principles which were expanded and added to in the expansion of the Charter in 2015. There are now ten key principles of the Athena SWAN Charter.

2.1.3Original Principles (2005-2015)

  1. We acknowledge that academia cannot reach its full potential unless it can benefit from the talents of all.
  2. We commit to advancing gender equality in academia, in particular, addressing the loss of women across the career pipeline and the absence of women from senior academic roles.
  3. We commit to removing the obstacles faced by women, in particular, at major points of career development and progression including the transition from PhD into a sustainable academic career.
  4. We commit to addressing the negative consequences of using short-term contracts for the retention and progression of staff in academia, particularly women.
  1. We acknowledge that advancing gender equality demands commitment and action from all levels of the organisation and in particular active leadership from those in senior roles.
  2. We commit to making and mainstreaming sustainable structural and cultural changes to advance gender equality, recognising that initiatives and actions that support individuals alone will not sufficiently advance equality.

2.1.4Current Principles (2015-)

  1. We acknowledge that academia cannot reach its full potential unless it can benefit from the talents of all.
  2. We commit to advancing gender equality in academia, in particular, addressing the loss of women across the career pipeline and the absence of women from senior academic, professional and support roles.
  3. We commit to addressing unequal gender representation across academic disciplines and professional and support functions. In this we recognise disciplinary differences including:

-the relative underrepresentation of women in senior roles in arts, humanities, social sciences, business and law (AHSSBL)

-the particularly high loss rate of women in science, technology, engineering, mathematics and medicine (STEMM)

  1. We commit to tackling the gender pay gap.
  2. We commit to removing the obstacles faced by women, in particular, at major points of career development and progression including the transition from PhD into a sustainable academic career.
  3. We commit to addressing the negative consequences of using short-term contracts for the retention and progression of staff in academia, particularly women.
  1. We commit to tackling the discriminatory treatment often experienced by trans people.
  2. We acknowledge that advancing gender equality demands commitment and action from all levels of the organisation and in particular active leadership from those in senior roles.
  3. We commit to making and mainstreaming sustainable structural and cultural changes to advance gender equality, recognising that initiatives and actions that support individuals alone will not sufficiently advance equality.
  4. All individuals have identities shaped by several different factors. We commit to considering the intersection of gender and other factors wherever possible.

2.1.5Athena SWAN Awards

The Athena SWAN Charter awards for institutions, departments (or equivalent) and research institutes have three levels of award: Bronze, Silver and Gold. Applications are considered for awards on a twice yearly basis, with submission deadlines at the end of April and November.

Bronze awards demonstrate that an institution or department has a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff. The institution or department must: demonstrate an assessment of gender equality, including quantitative and qualitative evidence and identify challenges and opportunities; provide a four-year action plan that builds on this assessment; evidence that an organisational structure is in place to carry all proposed actions forward. An institution must holds at least a Bronze award before any of its departments (or equivalent) can apply for a departmental award.

Silver awardsrecognise a significant record of activity and achievement by the institution or department in promoting gender equality and in addressing challenges in and across different disciplines. Applicants must demonstrate how action has been taken in response to previously identified challenges and evidence the impact of these actions. Institutions must demonstrate that Athena SWAN is well embedded, with strong leadership in promoting the Charter principles.

Gold awardsrecognise significant sustained progression and achievement by the institution or department in promoting gender equality and in addressing challenges in and across different disciplines. Gold institutions or departments should be beacons of achievement in gender equality and should champion and promote good practice to the wider community. A well-established record of activity and achievement in working towards gender equality should be complemented by data demonstrating continued impact. Institutions must demonstrate that Athena SWAN is completely embedded, with strong leadership in promoting and championing the Charter principles.

2.1.6Previous Evaluations of Athena SWAN Charter

In 2011, ECU undertook an internal evaluation of the Athena SWAN Charter, based on series of interviews and focus groups conducted with vice-chancellors, pro vice-chancellors, department heads, equality and diversity leads, and academics and researchers in STEMM disciplines at five Athena SWAN award holding institutions across the UK. This evaluation[1] clearly highlighted evidence of the impact observed at institutional level and for individuals. In particular, the research identified impact on organisational structure and culture change, with increases in the proportion of women, better representation of women on committees, improvements in the transition from postdoctoral researcher to first academic post, improved working practices to support career progression and growth in women’s networking across institutions.

To further examine the impact of Athena SWAN in the sector more broadly, in 2014 ECU commissioned a research team from Loughborough University to undertake an independent evaluation of the charter.[2] The research team found that the Athena SWAN process is a driver for improving gender diversity in UK institutions, and found evidence that the Charter brings about sustainable change. The research highlighted that women in Athena SWAN award-holding departments report improved visibility, increased self-confidence and enhanced leadership skills, while all academic and research staff – regardless of gender – noted positive differences in career satisfaction and access to career development opportunities. In Silver award-holding departments, the positive benefits were felt beyond the academic and research cohort, with administrative and technical staff also reporting a greater sense of belonging.

2.2The research

2.2.1Overview

In order for the Athena SWAN Charter to continue to be appropriately informed by the experiences and successes of previous applicants, Advance HE wishes to commission a new independent evaluation of the impact of the Charter in the UK in quantitative and qualitative terms.

The Athena SWAN Charter has now been running for 13 years. This presents the opportunity to look again at the longitudinal impact the charter has had on gender equality within HEIs to gather learning that can be used for the future development of the charter.

Additionally, the Charter has undergone a number of changes since the previous independent evaluation undertaken in 2014, not least in the recent expansion of its focus beyond women in STEMM. With the related growth in the number of people engaged with Athena SWAN in UK universities, departments and research institutes, there is opportunity to evaluate what impact this new wider reach of the charter is having on individuals in higher education and research.

The outcomes of this research will inform the future development of the Athena SWAN Charter and thus enhance the support Advance HE gives to institutions that are committed to promoting gender equality. Advance HE has appointed a steering group of sector representatives to review the charter systems. This evaluation of the impact of Athena SWAN will inform the steering group’s consultations and recommendations.

2.2.2Research areas

The research should seek to establish:

  1. The effectiveness of the Charter in facilitating improvement in the gender profile of universities and research institutes, including:

The effectiveness of the Athena SWAN Charter in advancing women’s careers in STEMM.

Early indicators of the effectiveness of the Athena SWAN Charter in improving gender equality in AHSSBL.

  1. The impact of the Athena SWAN Charter in improving the engagement and success of women in processes such as recruitment, promotion, appraisal and training.
  2. The impact of the Athena SWAN Charter in changing the culture and attitudes across the participating institutions to address gender inequality and unequal representation, and any other indirect impacts on particular groups.
  3. The permeation, quality and longevity of engagement with the Athena SWAN Charter in participating institutions, including:

-The extent to which Athena SWAN practices and learning have been incorporated into mainstream strategies and processes in participating HEIs.

-The sustainability of the changes that HEIs are making as a result of their participation in the Athena SWAN Charter.

  1. An exploration and testing of the experiences and perceptions of HEIs of implementing the Athena SWAN Charter and awards process.

2.2.3Considerations

While the primary focus of the Athena SWAN Charter for the majority of the period under review was the recruitment, retention and promotion of women academics, it is known from the previous evaluation that indirect impact was experienced by other cohorts, including men and professional and support staff. It is anticipated that this evaluation will explore the impact on these groups where relevant.

It is anticipated the research will investigate the standing and health of the Athena SWAN Charter amongst comparative benchmarking/recognition schemes in the higher education and equality and diversity fields.

With regards to the longevity of engagement, Advance HE suggests that the journey taken by a department through multiple Athena SWAN charter awards be noted in any consultation. For example, those departments that have progressed from one award level to another (e.g. silver to gold or bronze to silver) versus those that have gained silver awards without previously holding a bronze.

With regards to the sustainability of changes (see point 4 above) Advance HE wishes to explore within this new evaluation the allocation of work required to prepare for Athena SWAN Charter applications. Although Advance HE advises that applications to the Charter are prepared by a group of people within an institution or department, and requires that this “self-assessment team” is representative of the applying unit, recent reports suggest that in certain institutions the bulk of preparatory work is allocated to women[3] Such reports invite the conclusion that the context and practices of a HEI may cause the issue of gender inequality to be exacerbated during the Athena SWAN process. It will therefore be important to determine the influence of institutional context on the observed effects and impacts of the Athena SWAN Charter, in particular to fully understand the origin of negative effects such as the overburdening of women in academia.

2.3Methodology

Advance HE wishes to work collaboratively with the appointed person(s) to develop and define the research parameters and methodology, undertake the fieldwork and produce the draft report(s) and recommendations.

Advance HE would like the research methodology to build on the qualitative methodology employed by the 2014 evaluation of the Charter to facilitate identification of longitudinal impact.

It will therefore be preferable to repeat the mixed methods survey of institutions and field work in case study institutions conducted as part of the 2014 evaluation, enhancing these to cover the wider scope of the post May 2015 charter.[4]

In addition, Advance HE suggests the research makes use of its dataset of 1229 successful Athena SWAN applications (233 university/research institute, 996 departmental) for longitudinal evaluation. Athena SWAN applications include quantitative information about the proportion of female staff and students in institutions and departments, as well as less well-studied data such as application and success rates for recruitment and promotion; uptake of appraisal and training; committee representation; uptake of and return from maternity leave. Advance HE hopes that this information can be analysed to determine the impact of Athena SWAN over the lifetimes of multiple awards. For example:

  1. Assessing the impact observed in Gold departments which previously held Silver awards (11 departments, 29 applications).
  2. Assessing the impact observed in Silver departments which previously held Bronze awards (101 departments, 240 applications).
  3. Assessing the impact observed in Silver departments which did not previously hold Bronze awards (77 departments, 142 applications: excludes gold departments).
  4. Analysing any differences in 2 and 3 above

The research should be undertaken between October 2018 to January 2019 and the final report(s) and recommendations submitted to Advance HE by 8 February 2019.

Advance HE invites candidates to outline a proposed methodology for delivering the research collaboratively with Advance HE within the allotted timeframe which will be used to assist selection.

Although at this stage there is flexibility in how the research is conducted, it is envisaged that the research process will encompass the following:

From amongst Athena SWAN Charter members, identification of an appropriate number of UK HEIs and research institutes to take part in field research, to reflect variation in size, region and mission group, length of participation in the charter, awards status, and participation in the 2014 evaluation.

+Development and undertaking of field research in the selected institutions, to include a mixed methods survey and focus groups/interviews in case study institutions, building on the 2014 approach.

+Contact with a lead person at each institution who can help set up arrangements for the field visits.

+Desk research to collate secondary qualitative and quantitative data from each participating case study HEI.

+Desk research to collate secondary qualitative and quantitative data from a representative sample of HEIs that are not currently Athena SWAN Charter members.

The researcher(s) will need to consider issues of confidentiality for each participating HEI in terms of the production and dissemination of the report(s). Furthermore, issues of staff confidentiality will need to be carefully considered to ensure an appropriate ethical response in relation to participant anonymity.

In relation to the qualitative survey, the researcher(s) will need to adopt an inclusive and accessible methodological approach, recognising the diversity of the staff population and the importance of collecting input from across the spectrum of experiences and opinions. Decisions on research methods will need to be carefully considered in relation to time, location and accessibility to ensure meaningful involvement. For example, it may be possible to group interviews and focus groups by location or conduct telephone interviews. The researcher(s) will need to agree the research methods with Advance HE.

2.4Outputs

The researcher(s) will be expected to produce a range of outputs. Interim outputs will include regularly reporting to Advance HE on progress.The appointed researcher(s) should allow for up to six meetings with the Advance HE project manager to agree strategy and monitor progress.

The final research outputs will include a report to Advance HE providing an overview of the findings and recommendations. Advance HE potentially sees the report including: