Quelle: The gender-sensitive university. A contradiction in terms? Eileen P. Drew (Hrsg.), Siobhán Canavan (Hrsg.), Abingdon, Oxon; New York, NY: Routledge, Taylor & Francis Group. 2021, S 1–15
CEWS Kategorie:Europa und Internationales, Hochschulen, Geschlechterverhältnis
Dokumenttyp:Sammelwerksbeitrag
Gender equality: a neglected or rhetorical dimension of rankings in higher education?
Autor/in:
O'Connor, Pat
Quelle: Research Handbook on University Rankings. Ellen Hazelkorn (Hrsg.), Cheltenham, UK; Northampton, MA, USA, UK; Northampton, MA, USA: Edward Elgar Publishing. 2021, S 150–162
Inhalt: 'Gender Equality: A neglected or rhetorical dimension of rankings in Higher Education'. Global rankings, which are essentially external benchmarks of higher education institutions, are seen as increasingly important and are proliferating in number and kind. They constitute a response to increased global competition in what is an international student and academic labour market. Such rankings have been widely critiqued as reflecting and reinforcing Western hegemony (and particularly English language hegemony), promoting elite ‘world class’ institutions, devaluing heterogeneity, deepening inequalities within higher education systems, encouraging the devaluation and neglect of national objectives and ultimately encouraging the permeation of higher education by neo-liberalist objectives and practices. It is suggested that decisions about what factors to include in the rankings and the weight to be attached to them reflect and reinforce an implicitly masculinist and overtly neo-liberal perspective. Despite a concern to facilitate the global battle for talent, the overwhelming majority of these have not included any indicators of a reduction in gender inequality /promotion of gender equality. This arguably reflects the male dominated, masculinist character of the discourses within which such rankings and the critiques of them have been located. In that context the ranking of higher educational institutions based on their impact on Goal 5 (Gender Equality) of the United Nations (UN) Sustainable Development Goals is an interesting development. Using a feminist institutional perspective, this chapter compares the elements in this gender equality measure with other constructions of gendered success such as that provided by the European Research Area. It discusses the relative usefulness of alternative benchmarking exercises, such as Athena SWAN in the UK as well as recent policy initiatives by the Irish Higher Education Authority (HEA) which identified gender equality as a strategic objective in promoting excellence and accountability. The extent to which the compacts between the individual Irish higher educational institutions and the HEA will deliver in terms of gender equality remains to be seen. However, the link between gender equality indicators and state funding potentially resolves many of the problems related to institutional support. The ranking of such institutions on the UN Sustainable Development Gender Equality Goal provides a further lever. The chapter concludes by highlighting additional indicators that might be included in such global ranking schemas so to promote gender equality. Keywords gender equality; institutional transformation; Athena SWAN; quotas; organisational culture; Ireland, United Nations Gender Equality Sustainable Development Goal.
CEWS Kategorie:Europa und Internationales, Geschlechterverhältnis
Dokumenttyp:Sammelwerksbeitrag
It Does Matter: The Visibility of Women, with the Example of German Universities
Autor/in:
Bittner-Fesseler, Angela
Quelle: Female Pioneers from Ancient Egypt. Ahmed A. Karim (Hrsg.), Radwa Khalil (Hrsg.), Ahmed Moustafa (Hrsg.), Heidelberg: Springer. 2021, S 187–203
Quelle: Universities as political institutions. Higher education institutions in the middle of academic, economic and social pressures. Leasa Weimer (Hrsg.), Terhi Nokkala (Hrsg.), Leiden; Boston: Brill Sense. 2020, S 262–286
Inhalt: The probability of reaching a permanent academic position is strongly gendered in most if not all higher education systems. Though a widely studied phenomenon, few studies problematise the way national contexts – both academic and non-academic – that shape employment structures and national gender regimes are interpreted by individual academics, and frame their career strategies and the ways of subjectively coping with the norms of academic careers. Aiming to fill this research gap, this chapter compares the subjective representations of early career academics in terms of career expectation and articulation between professional and private sphere in two contrasted national contexts; Finland and Switzerland. Focusing especially on international mobility, the paper aims to reveal how national polities matter to understand young academics’ strategies and how these strategies are shaped – or not – by gender relationships in the era of the so called ‘internationalisation’ of academic labour markets and the norm of the academic staff mobility.
Schlagwörter:Finnland; Gender; Geschlechterungleichheit; international academic mobility; Mobilität; Schweiz; wissenschaftlicher Nachwuchs; young academics
CEWS Kategorie:Berufsbiographie und Karriere, Europa und Internationales, Geschlechterverhältnis
Nationale Evaluationssysteme für Forschung in Hochschulen – Gender Bias im europäischen Vergleich
Autor/in:
Leišytė, Liudvika; Peksen, Sude
Quelle: Leistungsbewertung in wissenschaftlichen Institutionen und Universitäten. Eine mehrdimensionale Perspektive. Isabell M. Welpe (Hrsg.), Jutta Stumpf-Wollersheim (Hrsg.), Nicholas Folger (Hrsg.), Manfred Prenzel (Hrsg.), Berlin: De Gruyter Oldenbourg. 2020, S 13–41