Attract more women/girls to study physics
| Potential activities | Examples for measures |
| Researchers go to schools | • Talks • Awards for outreach to schools |
| Events and activities for pupils | • Labs for school students • Science Camp • Kid's University • Physics Project Days • Girls-Only workshops • Orientation Days • Information events for parents and girls |
| Invite girls to RPO | • Girls Day |
| Training and supporting teachers | • Gender awareness workshops • Trainings for teachers or students of educational science • Providing teaching material |
| Mentoring for (female) high school students | |
| Internships | • Internships for school students or specifically for girls |
| Projects with schools | |
| Make your female researchers more visible (use role models) | • Brochures • Exhibitions • Booklets with portraits or presentations • Portraits in the university press or on campus • Videos on youtube |
| Provide physics games | • Advent calendar |
| Marketing activities | • Using Social Media • Webpages / videos of current students |
Increase the pool of female physicists 
Recruit more female physicists 
Removing barriers to the recruitment and career progression of female researchers 
| Potential activities | Examples for measures |
|---|---|
| PhD programmes for women only | |
| Using social media | • Produce video clips • Change storybook of the Big Bang Theory, add a major female physicist |
| Mentoring for students | • Peer to peer mentoring for (female) students • Cross-faculty mentoring programmes for students and female early career researchers |
Increase the pool of female physicists
Recruit more female physicists
Removing barriers to the recruitment and career progression of female researchers
Attract more female researchers to apply
| Potential activities | Examples for measures |
|---|---|
| Active recruitment | • Invitation of female visiting researchers • Invitation of female researchers to apply • Recruiting at career fairs • Advertising jobs in existing women's networks and journals • Guidelines how to actively scout for females in a gender sensitive way • Develop arguments, why more women are wanted • Supervisors inviting and encouraging women to apply for positions |
| Dual Career Schemes | |
| More attractive working packages for female researchers | |
| Gender-sensitive job advertisements | • Gender sensitive formulation of advertisements for open positions (e.g. Physiker/in, We invite women…) • Wording: use more feminine adjectives (may re-inforce stereotypes), demand fewer skills |
| Using a broader spectrum of recruiting channels | • Publication of adverts in a wider spectrum of outlets |
| Grants | • Grants for female postdocs |
Attract more female researchers to apply
Recruit more female physicists
Removing barriers to the recruitment and career progression of female researchers
| Potential activities | Examples for measures |
|---|---|
| Establishing recruitment and promotion policies for female researchers |
Attract more female researchers to apply
Recruit more female physicists
Removing barriers to the recruitment and career progression of female researchers
Career management and progress
| Potential activities | Examples for measures |
|---|---|
| Assessment of researchers' performance | • Establishment of an evaluation or appraisal mechanism for assessing researchers' professional performance |
| (Gender) Career Management | • Career advancement plan for women • Gender career management • Ensure that research staff are aware of career/professional development options • Introduction of a dedicated organizational career development strategy |
| Career monitoring | • GE monitoring of the long-run career trajectories (including mobility) |
| Promotion policies and practices | • Possibility of stopping the tenure clock at universities due to parental leave or family leaves • Supervisors encouraging women to take over more responsibility |
| Trainings / seminars | • Provide trainings for young female physicists that prepare them for their career • Trainings for re-entering women • Trainee programme for potential female leaders |
| Coaching | • Individual coaching for female post-docs • Individual counselling |
| Workshops | • Soft-Skill workshops • Workshops for developing career plans and goals • Workshops for career and life planning |
| Qualification programmes for female scientists | • Management programme for female professors and managers (training) • Programmes for interdisciplinary further education and interdisciplinary exchange • Personal and professional development programmes for women |
| Career consultation | • Individual career consultations |
| Grants and Fellowships / Funding schemes | • Grants for young women researchers for individual career development measures • Post Career Break Fellowship • Fellowships for female post-docs • Programmes that finance positions with resources and staff for a fixed period of time to establish (female) scientists as scientific leaders |
| Mentoring | • Mentoring for researchers (especially graduates/doctoral researchers and postdoctoral researchers) • Mentoring for young female scientists |
| Networking / Supporting networks among female physicists | • Programmes including the opportunity for (interdisciplinary) networking • Regular meetings for female physicists • Conference for female physicists |
| Online platforms | • e.g. femtec (https://www.femtec.org/en) • Web-based communication platform (network) for female scientists at the university |
Supporting the retention & career progress of female researchers
Equal opportunities for career progression for male and female researchers
Removing barriers to the recruitment and career progression of female researchers
Supporting the retention of female researchers
| Potential activities | Examples for measures |
|---|---|
| Working contracts | • Policies to improve the situation of temporarily employed staff/researchers to facilitate their precarious employment status and career perspectives • Extension of post-doc posts in cases of pregnancy • Contracts take major life events into account (e.g. child birth) |
Supporting the retention & career progress of female researchers
Equal opportunities for career progression for male and female researchers
Removing barriers to the recruitment and career progression of female researchers
| Potential activities | Examples for measures |
|---|---|
| Avoiding a gender pay gap | • Collection of gender-disaggregated data on salaries |
Supporting the retention & career progress of female researchers
Equal opportunities for career progression for male and female researchers
Removing barriers to the recruitment and career progression of female researchers
| Potential activities | Examples for measures |
|---|---|
| Structures and services | • Central contact / service unit • Dedicated service/department for supporting and coordinating mobility |
| Support to foster mobility | • Financial support (e.g. grants, fellowships) • Organizational support (e.g. dual career service, counselling service) • Family support (e.g. childcare) • General Support (e.g. finding accommodation in the host country) |
| Supervisors | • Supervisors for researchers before or when going abroad |
Supporting the retention & career progress of female researchers
Equal opportunities for career progression for male and female researchers
Removing barriers to the recruitment and career progression of female researchers
| Potential activities | Examples for measures | ||
|---|---|---|---|
| Working hours | • Reasonable working hours, limited overtime • Holiday and vacation policies • Moving meetings to care hours • Availability and equal treatment of part-time positions • Job sharing | ||
| Providing information | • Information events • Websites to bundle and disseminate relevant information • Dissemination of a guide on the work-life balance measures available | ||
| Support for researchers caring for elderly people | • Agreements with geriatric institutes | ||
| Career/Parent-friendly workplaces | • Establishment of a nursing room • “With-Children-Offices” | ||
| Facilitating better reconciliation | • Telework • Flexible working-hours • Event for employees to discuss work organization and reconciliation | ||
| Working contracts | • Individually drafted contract agreements • Contracts take major life events into account (e.g. childbirth) | ||
| Provision of childcare | • Childcare during school vacations • Align crèche vacations to university vacations • Childcare facilities • More posts at the state day care • Availability of childcare during work-related events (e.g. conferences, workshops) | ||
| Financial support for childcare | • Support grants for researchers with care responsibilities • Mobility allowance • Funding support for childcare in emergencies | • Support grants are available (yes/no) • Mobility allowance available (yes/no) • # of people using the reimbursement / support grants, by sex | |
| Parental leave & management of career breaks |
Supporting the reconciliation between work and private life / care responsibilities
Equal opportunities for career progression for male and female researchers
Removing barriers to the recruitment and career progression of female researchers
More women in decision making bodies
| Potential activities | Examples for measures |
|---|---|
| Positive action / quota | • Quota for women in decision making bodies • Compensate female professors for the increased workload due to participation in official bodies of the university |
| Monitoring | • Monitoring and reporting of the female proportion in all bodies |
Gender equality in decision making bodies and positions
Address gender imbalances in decision making processes
Gender fairness of selection committees
| Potential activities | Examples for measures |
|---|---|
| Addressing unconscious bias in selection committees | • Trainings on unconscious bias (for selection committee members) • Information/Documents on unconscious bias (for selection committees) • Public advertising mechanisms for vacant positions • Double-blind peer review procedures • Anonymized Application Procedures • Showing and spreading video clips on unconscious bias • Participant observation of research panels and feedback on meeting practices |
| Raising awareness about unconscious bias in the organization | • Talks and discussions on unconscious bias • Trainings on unconscious bias (for the management / all staff) |
Composition and gender fairness of selection committees
Establish a gender fair selection process
Address gender imbalances in decision making processes
Gender balanced composition of selection committees
| Increasing the number of women in selection committees (including quotas) | • Quotas for women in selection committees • Value committee work in CVs • Invite women from other institutions/abroad to participate in committees |
| Support female committee members (also may lead to more women) | • Compensate for time lost due to committee work • Provide research aid for committee members • Reduce teaching load for committee members • Specific gender trainings for female committee members |
Composition and gender fairness of selection committees
Establish a gender fair selection process
Address gender imbalances in decision making processes
Gender-fair and transparent selection criteria
| Potential activities | Examples for measures |
|---|---|
| Reflection on excellence/improve the gender fairness of assessment indicators | • Install a working group to analyze results of selection procedures • Events to create more visibility for excellent female physicists |
| Transparent selection criteria | • Have a list of well-defined criteria • Mobility rules • Have a formalized way of applying criteria, e.g. evaluation sheets |
Gender-fair and transparent selection criteria
Establish a gender fair selection process
Address gender imbalances in decision making processes
Gender-fair and transparent selection procedures
| Potential activities | Examples for measures | |
|---|---|---|
| Reflection on selection procedures | • Meetings to reflect on selection procedures | • Reports/notes from reflection meetings (yes/no) |
| Having transparent rules and procedures | • Rules and procedures are formalized in a written form and communicated | |
| Regular reporting of selection committees / commissions | • Reporting duty formally in place | |
| Policies of outside hiring | ||
| Monitoring of hiring processes | • Monitoring the gender distribution at all stages in the recruitment process |
Gender-fair and transparent selection procedures
Establish a gender fair selection process
Address gender imbalances in decision making processes
Positive action / target numbers
| Potential activities | Examples for measures |
|---|---|
| Target numbers for female candidates | • Set a minimum quota for female candidates |
| Preferring women in case of equal qualification (= Positive action) | • Policy to prefer women in case of equal qualification |
Gender-fair and transparent selection procedures
Establish a gender fair selection process
Address gender imbalances in decision making processes
Inclusion of gender in research
| Potential activities | Examples for measures |
|---|---|
| Online platforms | • Online platform for gender in science |
| Trainings | • Trainings for research staff on gender issues and gender analysis methods |
| Policies | • Policies fostering trainings on gender in research |
| Dedicated budget for gender-related projects and/or studies | • Programmes • Calls • Boni |
| Spreading information on best practices | • Informing employees about best practice examples (e.g. websites with best practice examples) |
| Research projects with specific gender equality actions | • Potential gender equality actions: design and implementation of an equal opportunity policy; set targets to achieve a gender balance in the workforce; actions to improve work-life balance |
Inclusion of gender in research
Strengthen the gender dimension in research programmes
Inclusion of gender in teaching
| Potential activities | Examples for measures |
|---|---|
| Inclusion of gender studies in the curriculum | • Gender specific modules/subjects • Cross-cutting gender into the rest of the modules/subjects in the degree (e.g. including gender-sensitive theories, methods, readings, questions, activities) • Ensure the participation of gender experts in the committees/groups that design the curricula • Set up a task force on gender mainstreaming in curricula |
| Policies promoting the inclusion of gender issues in curricula | |
| Train and support personnel | • Ensure support, ideally through an institute for Gender Studies at the University • Provide training and awareness raising activities and dissemination materials for academics |
| Awards for students | • Reward scheme for students who include in their research the sex/gender analysis as a cross- cutting issue |
Inclusion of gender in teaching
Strengthen the gender dimension in research programmes
Raising awareness for gender equality
| Potential activities | Examples for measures |
|---|---|
| Trainings, Workshops and Seminars | • Trainings on gender equality • Gender Stereotypes and implicit bias trainings • Gender Mainstreaming workshops and seminars • Workshops to raise gender awareness • Gender in Physics Workshop |
| Increasing the gender awareness of HR, recruitment, management | • Gender awareness trainings • Unconscious bias tests + trainings • Meetings with decision makings to create awareness and commitment |
| Visibility of women's contribution to science | • Brochure presenting profiles of female researchers, students or colleagues who have made outstanding contributions • Creating role models |
Raising awareness for gender equality
Further targets & measures
Combating sexual and sex-based harassment
| Potential activities | Examples for measures | ||
|---|---|---|---|
| Guidelines / Code of conduct | • Guidelines on dealing with sexual harassment • Code of conduct | • Guidelines available (yes/no) • Code of conduct available (yes/no) • Code of conduct distributed to all staff (yes/no) • Code of conduct made public (yes/no) | |
| Trainings | • Awareness trainings • Trainings how to prevent / deal with sexual harassment | ||
| Discussions | • Talks and discussions to spread awareness on problems of harassment and how to deal with it | ||
| Appeal body | • E.g. HR representative, Gender Equality Officer | • Appeal body is established (yes/no) | |
| Policies | • Zero-Tolerance Sexual Harassment policies |
Combating discrimination and sexual harassment
Further targets & measures
| Potential activities | Examples for measures |
|---|---|
| Policies | • Policies of overall non-discrimination |
| Equal participation | • Gender-balanced organization of events |
| Equal treatment and workload | • Equal treatment of part-time work and promotion of work-life balance • Fair and transparent workload balance across all areas (teaching, research, administration) |
| Equal resources | • Equal access to resources (e.g. funding, lab space, equipment) • Equal resources for male and female professors |
Combating discrimination and sexual harassment
Further targets & measures
| Potential activities | Examples for measures |
|---|---|
| Awareness and inclusive language | • Use gender-neutral and inclusive language • Encourage accurate pronoun use • Allow name and gender changes on departmental records |
| Structures, Policies and Support | • Appoint a diversity liaison or committee • Consider LGBT+ persons when developing family-friendly policies • Support transitioning individuals |
| Facilities | • Create safe spaces within the department • Provide non-gendered restrooms |
| Inclusive recruitment | • Collect demographic information from job applicants and prospective students in an inclusive way • Include non-discrimination statements in job announcements |
| Trainings | • Diversity training sessions or workshops |
| Networking | • Provide networking opportunities • Host inclusive conferences |
Combating discrimination and sexual harassment
Further targets & measures
