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Culture, history and society

Juno principles

Six principles form the assessment criteria for Juno applications.

The award of Juno Practitioner is based solely on the extent to which your department can demonstrate that it has met Principle 1: A robust organisational framework to deliver equality of opportunity and reward.

To be recognised as a Juno Champion, you need to embed the remaining five Juno Principles throughout your department. This means you have to demonstrate how you meet all six principles and the key criteria for each.

Supporters join the scheme by making a written commitment to endorse the project’s six principles and begin work towards Practitioner and then Champion.

Six Juno principles

1. A robust organisational framework to deliver equality of opportunity and reward

1.1. Establish organisational framework

  • 1.1.1. Evidence of senior management commitment
  • 1.1.2. Effective consultation, communication, monitoring, evaluation and reporting mechanisms
  • 1.1.3. Clear accountability for implementation and resources allocated (time and money)

1.2. Monitoring and evidence base

  • 1.2.1. Monitor over time, quantitative data by gender. Include all student admissions and performance. All staff applications, shortlists, appointment and promotion, looking at the proportion of women at each stage
  • 1.2.2. Obtain qualitative data from staff
  • 1.2.3. Identify any discrepancies in gender representation and/or progression and identify factors that might be causing them

2. Appointment and selection processes and procedures that encourage men and women to apply for academic posts at all levels

2.1. Ensure that processes and procedures are fully inclusive

  • 2.1.1. Ensure career breaks are taken into consideration
  • 2.1.2. Gender awareness included in training for all staff who interview
  • 2.1.3. Provide induction for all new staff, including research assistants, on appointment

2.2. Take positive action to encourage under-represented groups to apply for jobs

  • 2.2.1. Monitor applications, shortlists and appointments, looking at the proportion of women (internal and external) at each stage
  • 2.2.2. Identify any discrepancies and investigate why this might be the case, taking action as necessary

3. Departmental structures and systems which support and encourage the career progression and promotion of all staff and enable men and women to progress and continue in their careers

3.1. Transparent appraisal and development

  • 3.1.1. Appraise all staff, including researchers and PDRAs
  • 3.1.2. Mentoring scheme in place with training and guidance available for both mentors and mentees
  • 3.1.3. Ensure all staff, including PDRAs, have access to impartial career guidance

3.2. Transparent promotion processes and procedures

  • 3.2.1. Ensure promotions process is transparent and fair to all staff at all levels, including those who have had a career break
  • 3.2.2. Ensure all staff are aware of promotion criteria and process and the support available to them throughout the process
  • 3.2.3. Take steps to identify and encourage potential candidates for promotion

4. Departmental organisation, structure, management arrangements and culture that are open, inclusive and transparent and encourage the participation of all staff

4.1. Promote an inclusive culture

  • 4.1.1. Ensure departmental processes, procedures and practices are fully inclusive
  • 4.1.2. Gender awareness included in the training for all staff and demonstrators
  • 4.1.3. Promote inclusive social activities and other opportunities for mutual support and interaction
  • 4.1.4. Use positive, inclusive images in both internal and external communications
  • 4.1.5. Encourage and support female seminar speakers

4.2. Transparent work allocation model

  • 4.2.1. Recognise the full range of types of contribution and departmental role, including administration, welfare and outreach activities
  • 4.2.2. Ensure all staff are aware of the criteria used to develop the model and that the allocation is transparent

5. Flexible approaches and provisions that enable individuals, at all career and life stages, to optimise their contribution to their department, institution and to SET

5.1. Support and promote flexible working practices

  • 5.1.1. Clear support from Head of Department for flexible and part-time working
  • 5.1.2. Consistently applied policy on part-time and flexible working
  • 5.1.3. Promote the benefits of flexible working for both men and women, particularly for those with caring responsibilities
  • 5.1.4. Explicit support for those returning from career breaks or maternity leave
  • 5.1.5. Encourage take up of shared parental, paternity and other caring leave.

6. An environment where professional conduct is embedded into departmental culture and behaviour

6.1. Ensure that all staff and students are aware of expected professional conduct.

6.2. Address bullying, harassment and misconduct

  • 6.2.1. Ensure all staff and students are aware of how complaints of bullying, harassment or other misconduct will be dealt with through an enforceable formal policy.
  • 6.2.2. Ensure there is a transparent reporting mechanism within the department to address any complaints.