Athena Swan Action Plan

1.1

Broaden EDI Engagement

Require each research theme to nominate an EDI representative to serve on the WCC or SAT subgroup, including representatives of PGR, PGT and ECR communities.

The 2025 Culture Survey showed relatively lower Wellbeing scores for R&T, a group under-represented on the WCC and with a very low number of women. Ensuring each of our 5 research themes nominates an EDI representative will broaden engagement, increase visibility of EDI work, improve wellbeing for this group, and align the whole department with our Athena Swan agenda.

Director of Research Strategy /
Research Strategy Committee

Active participation of at least three nominated R&T members recorded in WCC minutes [2027 onwards];

R&T Culture Survey Wellbeing scores to come into line with the rest of the department [2028 onwards].

1.2

PDR EDI Training

Deliver mandatory training for all staff involved in recruitment and line management on how to recognise and support EDI contributions (e.g., in workload, career progression, and mentoring).

An important source of work recognition is via annual performance reviews (PDR). This action will ensure that line managers are equipped to value, recognise and support EDI work

Progression Lead /
Progression Working Group

Develop training [early 2027]; Run training [Summer 2027];

Achieve at least 60% training completion rate for all relevant staff [2028]; Culture survey to measure improved recognition of EDI work [2030].

1.3

EDI Website

Utilise website and communications to regularly highlight gender equality activity and gender-supportive policies, both internally and externally, utilising women role models.

Culture survey results in 2025 showed slightly lower scores for 'recognition of EDI work'. We believe this work is being done, but not being communicated well enough. Improving our internal and external communications to celebrate this work will help to address the recognition and visibility of this work.

Student Engagement and Experience Officer /
Welfare and Communication Committee

Consult staff and students, assign responsibilities [2026]; Implement [2027]; Annual usage report and website review [2028 onwards]

≥3 EDI-related news items or features published annually [2028 onwards]; Increase in both internal and external website visits, 50 unique users per day by 2029; >50% of surveyed female staff/student applicants cite the website as positively influencing their decision to apply;

1.4

EDI Standing Items

Appoint Welfare and Communication Committee members to regularly disseminate, through existing committee standing items, our EDI work, and report back.

We already have EDI as a standing item on all departmental committees, but to engage other committees more deeply in our overall Athena Swan / EDI strategy and the accomplishment of our action plan, we should use these standing items effectively for bidirectional reporting.

EDI Lead /
All Committees

Committee memberships to include WCC members [2027]

EDI Standing items regularly serviced (documented in minutes) [2028 onwards].

1.5

Culture Surveys

Run biennial culture surveys, measuring progress on visibility, recognition, and inclusion across staff roles and demographics. Produce a report and action plan following each survey.

Enable monitoring of progress towards our goals, and corrective action if necessary.

EDI Lead /
Welfare and Communication Committee

Biennial culture surveys run [Jan 2028, Jan 2030];

≥2 surveys run; Action plans communicated within 3 months and actioned within 12

1.6

Workload Allocation

Ensure EDI work is accounted for in workload allocation for academics, by updating the workload model to account for committee engagement.

Culture survey results in 2025 showed slightly lower scores for 'recognition of EDI work'. Formal recognition within our academic workload model would make this clear.

Head of Department /
Welfare and Communication Committee

Initial review and consultation [2027]; workload model changes implemented [2028] and reviewed [2029]

≥80% of staff agree EDI work is fairly recognised [2030]

2.1

Inclusive Marketing

Liaise with Marketing to ensure our course marketing material appeals to a diverse group of applicants. Evaluate materials to measure success, and determine what further improvements can be made.

To ensure our courses appeal to prospective applicants from diverse backgrounds.

Director of UG Admissions /
Welfare and Communication Committee

Marketing materials revised with diversity focus [2026]; new materials launched [June 2026]; Liaise with Marketing to evaluate success and determine future changes to material [2026 onwards]

Positive feedback from open day attendees and current students, for 27/28-entry onwards, contributing to female UG enrolments meeting benchmark level; 18.4%.

2.2

Social Media Ambassadors

Support our Student Social Media Ambassadors, who promote our courses. Recruit at least one female Student Social Media Ambassador per academic year.

To publicly promote the work of our students, including those from diverse and/or underrepresented background. To ensure our courses are visible to prospective applicants not just via the university website or prospectus', but also via platforms which prospective students use.

Student Engagement and Officer /
Welfare and Communication Committee

Recruit at least one female ambassador per year [Sep 2026 onwards]; Posts on a roughly weekly basis during T1/T2, mix of content from staff and students [2027 onwards]

Shortlist includes at least one female applicant per year; positive feedback on social media from students.

2.3

Admissions Monitoring

Monitor our admissions data continuously, to identify and mitigate any unintended consequences of recent changes to admissions criteria.

To ensure changes made to our admissions criteria are not disproportionately impacting prospective students from any particular group.

Director of UG Admissions /
Academic Studies Committee

Termly monitoring of admissions data [2026 onwards]

Proportion of women receiving offers does not decrease due to admissions criteria changes (track via DCS monitoring).

2.4

Curriculum Deep Dive

Carry out a Deep Dive of our curriculum, to ensure each of our modules is up-to-date, relevant, considerate of wider issues and inclusive (e.g. using inclusive assessment methods and resolving module-specific attainment gaps).

To ensure our courses are relevant and appealing to those from different backgrounds, and to make sure that our courses meet the needs of the current job market.

Director of UG Studies /
Academic Studies Committee

Annual Deep dives [2026-2029]; Monitor module-level attainment by gender [2026 onwards]; Review student/applicant feedback on curriculum (open days, NSS) [annual];

Positive student/applicant feedback on curriculum content; Similar per-module attainment for different groups (gender, ethnicity etc.);

2.5

PGT Curriculum Review

Engage in a PGT Curriculum Review to ensure our courses appeal to a diverse group of applicants.

To ensure our courses are relevant and appealing to those from different backgrounds, and to make sure that our courses meet the needs of the current job market.

PGT Director /
Academic Studies Committee

PGT review conducted, inclusivity a key focus [2026]; ASC and WCC review [2027]; Improvements expected from 28/29-entry onwards

Increase PGT female enrolments to benchmark level; 32.3%.

2.6

PGR Training

Develop a robust training programme for our PGR course.

To ensure our courses are appealing to those from different backgrounds, and to make sure that our courses meet the needs of the current job market, including by offering relevant training in various areas of computer science.

PGR Director /
PGR Committee

Develop training programme [2026]; Marketing [2027]; Improvements expected from 28/29-entry onwards

Female PGR enrolments maintained above benchmark level (29.7%)

Headline

Planned action / objective

Rationale

Responsible / Accountable

Milestones / Outputs

Success Criteria

3.1

Gender Attainment Study

Conduct surveys and focus groups to determine the core factors that affect female performance in the department's degrees.

To understand underlying causes of the gender attainment gap and inform future departmental actions.

Director of Student Experience /
Academic Studies Committee

A report of detailing the major perceived causes of the attainment gap to be produced [by Oct 2026], with recommended actions to begin implementation [Jan 2027].

Full report completed and presented to Academic Studies and Student-Staff Liaison Committees; The report will present actionable suggestions that should be implemented over the course of the next two years.

3.2

UG Peer Mentoring

Re-engineer our peer mentoring system, to provide better support for students across the year, with a focus on building a Women in CS support network.

To support students more consistently and create a community that especially uplifts women in Computer Science.

Director of Student Experience /
Welfare and Communication Committee

Plan in place ready for input from current students [by Oct 2026]. Plan updated and sustainable peer mentoring process in place [by Oct 2027], Students receive peer support through the first two terms of their first year.

New peer mentoring system implemented; High engagement from female students with ≥60% of first year female students engaging with the system; Post-implementation survey should report positive feedback from ≥70% from students engaged with program.

3.3

Inclusive Teaching

Provide staff training on more inclusive teaching methods that aim to account for a wider variety of learning styles and personal backgrounds.

To create a more inclusive environment with teaching practices that meets diverse student needs and encourages engagement, particularly among female students.

Director of Student Experience, Director of UG Studies /
Academic Studies Committee

A regular program of sessions should be in place [by July 2027], tackling key topics as identified from student experience feedback and observed attainment gaps.

Regular inclusive teaching training sessions held, with all module organisers attending at least 1 session each year.

3.4

Inclusive Teaching Handbook

Provide a handbook for good practices for inclusive teaching, in order to maintain a consistent, high quality, experience for students, even as module organisers change.

Compilation of such practice allows for all colleagues to engage with inclusive teaching practices, even if they might miss a hosted session. Further, it allows for the department culture to easily support inclusive practices when onboarding new staff or adding new modules. Such a guide can be updated regularly and ensure a sustainable process.

Director of Student Experience, Director of UG Studies /
Academic Studies Committee

An inclusive education handbook will be developed and incorporated into both new hire onboarding and general academic training [by Oct 2028].

Guidance is compiled, approved by the academic studies committee and made available to all staff members; ≥70% of modules implementing some form of inclusive practice

4.1

Application Transparency

Develop and regularly update transparent assessment criteria and application guidelines. Ensure these criteria are clearly communicated to applicants before interviews and include examples of past interview questions to guide preparation.

To increase female representation in academic posts, we need to make our application process as transparent and inclusive as possible. By providing clear assessment criteria and sharing examples of past questions, we help applicants better understand the expectations and reduce barriers to application.

Director of Research Strategy /
Research Strategy Committee

Develop and publish transparent application guidelines and assessment criteria by [2026]. Annually review and update the guidelines, reporting progress to the WCC starting in [2027].

Clear and accessible application guidelines and assessment criteria published on the departmental website.
Increased number of female applicants and positive feedback regarding the clarity of the application process.

4.2

Recruitment Culture

Work with Warwick's National Centre for Research Culture (NCRC) to run small workshops to build local expertise around evidence-informed practice. Deliver relevant and relatable EDI training to recruitment panels.

Previous attempts to develop EDI training had limited uptake. To embed inclusive and evidence-informed recruitment practice, we need renewed, locally relevant training and sustained participation.

Research Development Manager /
Research Strategy Committee

Initial NCRC workshops [Mar 2026]; recruitment panel training sessions [end of 2026, end of 2028]

>80% of colleagues involved in recruitment have undertaken EDI training.

4.3

Targeted Recruitment

Expand successful recruitment practices (e.g., targeted scouting, invited talks, networking dinners), and participate in student and ECR events (e.g., conferences, workshops) to strengthen awareness and visibility.

Recent targeted efforts have led to an encouraging rise in applications from female academics (25% in 2024/25). We aim to build on these positives, learn from good practices, and embed evidence-informed approaches.

Director of Research Strategy /
Research Strategy Committee

Evaluate outcomes of recent targeted initiatives; engage with at least three external events annually; integrate findings into a formal recruitment strategy by end of 2027; review the process in 2030.

Maintain the percentage of female RFA and R&T applicants above sector benchmark (25% and 22% respectively)

4.4

Female-only Fellowships

Create up to two female-only R&T fellowships, with attractive incentives potentially including: reduced teaching load, hiring two female academics at once, leadership development through programs like Aurora, etc.

We have begun discussions with HR and the Legal team to address the significant sex imbalance within our R&T staff (currently only 2% female, compared with the 2024 HESA sector benchmark of 22%). Based on this evidence of underrepresentation, we are exploring the legal and practical basis for introducing targeted positive action initiatives.

Head of Admin /
Research Strategy Committee

Establish the legal, policy, and procedural basis [2026], Develop marketing strategy [2027], Recruitment [2028], Evaluation and review [2029-2030]

Recruit at least one and ideally two R&T females via this mechanism by 2030.

4.5

Networking Events

Organise informal networking events to support female academics and researchers through mentorship and community.

Targeted networking events foster peer support, confidence, access to role models, and collaboration which are key to retaining and progressing women in research careers.

Colloquium Leads /
Research Strategy Committee

Create a roadmap in the subgroup meetings, finalise in the WCC meetings by September 2026; aim for at least 20% of female academic staff participant in the first event in 2026

≥70% of female academic staff participate at least once annually.

4.6

PhD Conference

Hold an annual scientific conference aimed at attracting and mentoring female PhD candidates.

Low female representation in research roles; increasing female applications is key to improving balance.

PGR Director /
PGR Committee

Complete preparation (venue, budget etc.) and call for papers ready in 2026 to be held in 2027.

Increase number of female PhD applicants by 25% within 1 year of first event.

4.7

Women Speakers

Increase the proportion of women speakers in colloquia to 25%

Addressing 2025 culture survey free-text feedback on under-representation and visibility

Colloquium Leads /
Research Strategy Committee

Establish formalised way of recording gender of invited and attending speakers [T2 2026]; Annual review of data [2027 onwards].

Achieve 25% of women speakers by 2028 (exceeding sector benchmark of 22%).

Headline

Planned action / objective

Rationale

Responsible / Accountable

Milestones / Outputs

Success Criteria

5.1

Tailored Career Support

Develop and enact a plan for providing personalised careers support to all staff, tailored towards particular staff groups and individual need.

For us to maintain a healthy working culture and encourage more women into the department, it is key to ensure that support for careers progression and professional development is available and visible to all staff, across all groups.

Progression WG Lead /
Progression Working Group

HoD/HoA/WCC to institute a Progression Working Group to take ownership of progression plan [T3 2026] ; Tailored support available [2027].

Existence of a programme of tailored support within 2 years, as determined by responsible persons.

5.2

Support Gap Analysis

Close the gap between staff groups in reported levels of support for careers progression. Request formal and informal feedback from staff to determine that progress is being made, at regular intervals.

We have identified a gap between the level of support that some staff groups feel they receive compared to others. To ensure the support provided is appropriate and meaningful, we intend to measure the impact of that support through self-reporting from affected staff.

Progression WG Lead /
Progression Working Group

Progression WG to nominate member to have responsibility of data gathering.
First data round [Q1 2028].
Second data round [Q1 2030].
Progression WG to identify (possibly external) person with skills to help analyse, before second round.

Reduction or elimination of gap between different groups in reported support levels, as measured by the biennial culture survey (formal survey points are marked in the timeline).

5.3

Staff Mentorship

Introduce/rejuvenate mentorship programme, so that all staff groups have access to a supportive colleague.

Our existing mentorship programme has patchy uptake. A functioning mentorship programme accessible to all will be attractive to new colleagues, and will enhance wellbeing, promotion/progression, and collegiality.

HoD (academic staff)
HoA (professional teams) /
Welfare and Communication

All staff with under 1 year of service to have a formal mentor [by end of 25/26].
Mentors recorded in data available to HoD/HoA.

Staff mentorship programme exists. Effectiveness to be reviewed by WCC.

5.4

Promotion Encouragement

Promotion committee to identify eligible staff who have engaged with PDR
Proactively arrange 'informal' conversation with promising candidate, line manager and PDR reviewer to discuss ways department can support a future application.

We have historically seen very high proportions of our staff promoted on application (100% of women). This indicates we may be able to be more proactive with putting forward candidates and not waiting until colleagues are certain before considering an application case.

Head of Department /
Promotions Committee

Mechanism for identifying eligible staff [T2 2026];
Review PDR process to ensure promotion interest collated [T3 2026];
Implement proactive promotion conversations [T1, annually];
Review annually for inclusivity [2027 onwards];

Promotion committee to review all eligible staff ahead of promotion cycles, starting within 2 cycles.

Headline

Planned action / objective

Rationale

Responsible / Accountable

Milestones / Outputs

Success Criteria

6.1

Outreach Administration

Commit administrative support to coordinate liaison with schools and partners, manage logistics, and assist delivery of outreach activities

To ensure sustainability and efficiency of the outreach programme, freeing the Outreach Working Group members to focus on resource development and delivery

Director of Outreach /
Outreach Working Group

Role defined and funded [2026]; Support in post and trained [2027]; Annual survey [2028 onwards]

≥90% of enquiries handled within 10 days; reduction in admin workload for WG members (measured by survey)

6.2

Digital Outreach

Refresh landing page; produce videos/resources; launch Warwick CS Challenge

Increase accessibility, provide scalable resources, and build national profile

Director of Outreach /
Outreach Working Group

Webpage [2026], Resources developed and published [by 2027]; CS Challenge launched [27/28]

≥5 resources published; CS Challenge with ≥200 participants and positive feedback

6.3

Outreach Events

Deliver subject tasters, Discovery Day/Pupil Conference, Qube Scholar-led events, Summer School

Sustain high-impact, visible, and repeatable outreach that reaches diverse learners

Director of Outreach /
Outreach Working Group

calendar formalised [2026]; 2+ events delivered [2027]; 4+ recurring events [2028 onwards]

≥4 flagship events annually; ≥2,000 participants over period; ≥50% female participation

6.4

Outreach Data and Evaluation

Implement consistent data capture; evaluate and refine our outreach portfolio

Evidence impact/inclusion, inform improvements, ensure sustainability

Director of Outreach /
Outreach Working Group

process agreed [2026]; annual evaluation [2027 onwards]

≥90% of events with gender/school data;

6.5

Outreach Partnerships

Work with a range of partners such as the Central Outreach and Widening Participation Team, TechnoCamps, CovConnects/SBiTC, and others

Widen reach, share expertise, align with Warwick initiatives

Director of Outreach /
Outreach Working Group

Establish partnerships [ongoing]; Joint events [2028 onwards]

≥2 new joint events piloted; external partnerships maintained/expanded; positive partner feedback