Two new reports give insight into EDI in SEED

20 Mar 2026

The SEED Athena Swan and Equality, Diversity and Inclusion (EDI) committee have produced two reports to understand experiences of certain groups of colleagues within the School of Environment, Education and Development

The SEED Athena Swan and Equality, Diversity and Inclusion (EDI) committee are sharing two reports to contribute to our EDI ambitions.

Exploring the experiences of colleagues’ on ‘non-standard contracts’

This project, connecting to our work on fair leadership and progression, spoke to colleagues on fixed term, part time or professional/senior tutor roles across the school. Analysis highlighted the challenges experienced in relation to accessing opportunities which enhance CVs, unclear routes to progression, and a feeling of being excluded from some events and meetings in the school.

Recommendations include the need to ensure that our meetings are accessible, and follow our inclusive meeting guidance, making sure that all colleagues have access to mentoring and support, and continued work to support colleagues’ well-being. New recommendations include the need to regularly communicate our core hours policy and provide clear guidance on routes to progression for those on these contract types.

The report also highlights the changing picture in this area, with fewer colleagues on professional/tutor contracts now as compared to 2020/21.

Exploring academic colleagues’ viewing of the timetabling system

This project, connecting to our work on supporting those with caregiving responsibilities, explored colleagues’ experiences of the centralised timetabling system.

Analysis highlighted the view that experiences of the timetabling system are gendered, and that female colleagues have particular safety concerns connected to late finishes. Concerns were also raised about disability and the connection to the timetabling system and room bookings, as well as challenges around the difference between Flexible Work Agreements and Timetabling Availability Arrangements.

Recommendations include the need for the school to make clear the difference between FWAs and TAAs in our ongoing communications, highlighting the importance of colleagues using the SafeZone app, and sharing the report with colleagues in timetabling and the People Directorate.

A huge thank you to all colleagues who took part in these two small-scale qualitative studies to explore the experiences of colleagues. The results of these reports are have been shared with the School Executive and are informing our work to improve equality, diversity and inclusion within SEED.

https://documents.manchester.ac.uk/display.aspx?DocID=78959