A Women-Only Leadership Development Program : Facilitating Access to Authority for Women in Swedish Higher Education?
Autor/in:
Peterson, Helen
Quelle: Soc. Sci. (Social Sciences), 8 (2019) 5, 137 S
Inhalt: This article explores a national women-only leadership development program in Swedish higher education, the so-called IDAS program (an acronym for Identity, Development, Advancement, Support). IDAS encouraged and supported women academics to pursue leadership/administrative careers in higher education and was a unique intervention, aiming to increase the number of women Rectors. By drawing on interviews with some of the women who participated in the IDAS program and subsequently became Rectors, the article provides a valuable case study over best practices to increase women senior leaders in higher education. Notwithstanding the success of the leadership program, the article also deals with resistance and criticism linked to equal opportunity initiatives such as this. The article analyzes the criticism voiced by the women interviewed and suggests that it can be understood in relation to different conceptions of gender and gender (in)equality.
Strategies for Resisting Sexism in the Academy : Higher Education, Gender and Intersectionality
Herausgeber/in:
Crimmins, Gail
Quelle: Cham: Springer International Publishing (Palgrave studies in gender and education), 2019. 2 S
Inhalt: This book harnesses the expertise of women academics who have constructed innovative approaches to challenging existing sexual disadvantage in the academy. Countering the prevailing postfeminist discourse, the contributors to this volume argue that sexism needs to be named in order to be challenged and resisted. Exploring a complex, intersectional and diverse arrangement of resistance strategies, the contributors outline useful tools to resist, subvert and identify sexist policy and practice that can be deployed by organisations and collectives as well as individuals. The volume explores pedagogical, curriculum and research approaches as well as case studies which expose, satirise and subvert sexism in the academy: instead, embodied and slow scholarship as political tools of resistance are introduced. A call for action against the propagation of sexism and gender disadvantage in the academy, this important book will appeal to students and scholars of sexism in higher education as well as all those committed to working towards gender e/quality. Gail Crimmins is Researcher at the University of the Sunshine Coast, Australia. Her research explores gender inequity in the academy and feminist, narrative and arts informed approaches to research. Contributors: Gail Crimmins, Ruth Pearce, Maria Tsouroufli, Elizabeth Beckmann, Ruth Lewis, Sundari Anitha, Heather Laube, Sandy O’Sullivan, Anagha Tambe, Katy Deepwell, Kay Siebler, Kate Carruthers Thomas, Susanne Gannon, Marnina Gonick, Briony Lipton, Anna Rigmor Moxnes, #FEAS, The Women Who Write, The Res-Sisters
Schlagwörter:developmental psychology; Education, Higher; Gender identity in education; Gleichstellungspolitik; Hochschule; sexism; Sexismus; Widerstand; women
CEWS Kategorie:Europa und Internationales, Gleichstellungspolitik, Geschlechterverhältnis
Myriad potential for mentoring : Understanding the process of transformational change through a gender equality intervention
Autor/in:
Leenders, Joke; Bleijenbergh, Inge L.; van den Brink, Marieke C.L.
Quelle: Gender Work Organ (Gender, Work & Organization), 4 (2019) 2, 139 S
Inhalt: This article contributes to understanding transformational change towards gender equality by examining the transformational change potential of a mentoring programme for women, a type of gender equality intervention both criticized and praised for its ability to bring about change. Drawing upon an empirical case study of a mentoring programme for women academics in a Dutch university, we explore three dimensions of transformational change: organizational members (i) discussing and reflecting upon gendered organizational norms and work practices; (ii) creating new narratives; and (iii) experimenting with new work practices. Our findings indicate five specific conditions that enable transformational change: cross‐mentoring, questioning what is taken for granted, repeating participation and individual stories, facilitating peer support networks and addressing and equipping all participants as change agents. We suggest that these conditions should be taken into account when (re)designing effective organizational gender equality interventions.
Quelle: Evaluation and program planning, 77 (2019)
Inhalt: This article analyses the facilitating and hindering factors that have affected the implementation of gender equality interventions in research and innovation in Europe. It applies the evaluation framework developed in the EFFORTI project that recognizes the complexity of evaluating gender equality interventions in R&I, the importance of factoring in context to any sound evaluation as well as the need to distinguish between the design and implementation of interventions in evaluations. It is based on the analysis of 19 empirical case studies carried out throughout Europe and focuses on those structural and procedural factors that have either facilitated or hindered the implementation process of these interventions. Findings include how the governance framework; top-management commitment; bottom-up participation; framing synergies with other initiatives, strategies for tackling resistance; resources; sustainability of actions; gender competence, experience and knowledge and transparency, targets, standards and monitoring; and accessible data and information all contributed to the successful implementation of the interventions.
Schlagwörter:Evaluation; Facilitators; Gleichstellungsmaßnahmen; Gleichstellungspolitik; Implementation; Obstacles; Procedural factors; Structural factors; Strukturwandel; theory of change; Widerstand
CEWS Kategorie:Europa und Internationales, Gleichstellungspolitik
‘If you put pressure on yourself to produce then that's your responsibility’ : Mothers’ experiences of maternity leave and flexible work in the neoliberal university
Quelle: Gender Work Organ (Gender, Work & Organization), 26 (2019) 6, S 772–788
Inhalt: Women remain underrepresented in senior positions within universities and report barriers to career progression. Drawing on the concepts of Foucault and Bourdieu, with an emphasis on technologies of the self, this article aims to understand mothers’ academic career experiences. Interviews were conducted with 35 non‐STEMM (science, technology, engineering, mathematics and medicine) academics in Scotland and Australia, to reveal the gender dimensions of parents’ academic careers, in neoliberal university contexts. The data suggest that there are tensions between organizational policies, such as maternity leave and flexible work, and the contemporary demands of academic labour. New managerial discourses which individualize and make use of moral systems are particularly effectual in driving women to take up marketized research activity and compromise leave entitlements.
Quelle: CJPE (Canadian Journal of Program Evaluation), 33 (2019)
Inhalt: Gender equality has made its way to the forefront of discussions across various sectors in the Canadian context. Yet the intentional inclusion of gender and other intersectional identity dimensions is just beginning to permeate the realities of performance measurement and evaluation practitioners, particularly those using program theory. There is a vast body of knowledge regarding the measurement of women’s empowerment, gradually declining availability of resources targeting the inclusion of gender in theory, and even less guidance on integrating gender in theory in the context of gendered programming. Similarly, coordinated efforts from multiple sectors have resulted in an abundance of theory regarding girls and women’s representation, recruitment, retention, and promotion within STEM (Science, Technology, Engineering, and Math) but less guidance on the measurement and evaluation in these areas. This article shares recent efforts to bridge the divide using theory knitting to develop a performance measurement framework addressing the decreasing representation of girls and women across the STEM “leaky pipeline” using the COM-B theory of change model.
Schlagwörter:gender equality; Geschlechterverhältnis; Gleichstellungsmaßnahmen; Gleichstellungspolitik; Ingenieurwissenschaft; MINT; Programmevaluation; Programmtheorie; STEM; theory of change
CEWS Kategorie:Europa und Internationales, Gleichstellungspolitik, Naturwissenschaft und Technik
Quelle: Handbook on Science and Public Policy. Dagmar Simon (Hrsg.), Stefan Kuhlmann (Hrsg.), Julia Stamm (Hrsg.), Weert Canzler (Hrsg.), Edward Elgar Publishing. 2019, S 284–315
Inhalt: Gender inequalities in science persist across the EU member states with the underrepresentation of women in the top echelons of scientific hierarchies. The EU policies in the past decades tried to address this issue with a mix of policies following social and economic rationales. The chapter identifies three policy challenges that still persist today: the underrepresentation of women in top positions in science and in decision-making bodies, gender pay gap as well as the absence of gender in research content. The analysis shows that the complexities of actors, the importance of institutional entrepreneurs , networks and advocacy groups have led to a more non-linear policy learning from ‘fixing the women’ to ‘fixing the institutions’ approaches. The chapter points out how the economic rationale has increasingly taken over the social equality rationale regarding gender in research policies. The increased rationalization of research organizations allows to implement gender policies and thus - to increase their legitimacy, while a lot of implementation stays at the ideational level.
Schlagwörter:EU; EU-Politik; Forschungspolitik; Führungsposition; Gender in der Forschung; Geschlechterungleichheit; Gleichstellungspolitik; Hochschulleitung; internationaler Vergleich; Legitimation; Organisationswandel; Unterrepräsentanz; Wissenschaft
CEWS Kategorie:Europa und Internationales, Gleichstellungspolitik
Quelle: Soc. Sci. (Social Sciences), 8 (2019) 6, 168 S
Inhalt: Women are under-represented in leadership roles in United Kingdom Higher Education Institutions (HEIs). Existing scholarship focuses on institutional barriers, which include cognitive bias and entrenched homosocial cultures, rather than external factors such as the use of executive search firms (ESFs) in recruitment and selection. Recent research indicates that the use of ESFs is increasing for senior HEI appointments. This analysis offers insights on these firms’ involvement from a gender equality perspective, based on the results from a study that used a ‘virtuous circle’ approach to research and knowledge exchange. The requirement for HEIs to pay ‘due regard’ to equality considerations under the Public Sector Equality Duty provides a framework for analysis. This paper provides new insights on the dynamics within recruitment processes when ESFs are involved and on how a legislative approach can leverage better equality outcomes
Schlagwörter:Führungsposition; Gleichstellungspolitik; Gleichstellungsrecht; Großbritannien; Hochschule; Professorin; Professur; recruitment; Rekrutierung; UK
CEWS Kategorie:Europa und Internationales, Gleichstellungspolitik, Hochschulen
Quelle: GENDER (GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft), 11 (2019) 3-2019, S 100–115
Inhalt: Im Zuge der Reformen des Hochschulwesens gewinnt die Förderung von wissenschaftsbasierten Gründungen an Bedeutung. Erste Erhebungen zur Schweiz zeigen jedoch, dass Akademikerinnen deutlich seltener ausgründen als Akademiker. Das als „Leaky Pipeline“ bezeichnete Phänomen ist auch im Bereich von Gründungsaktivitäten an Schweizer Fachhochschulen deutlich erkennbar. Anschließend an Perspektiven der Gender- und Hochschulforschung beleuchtet der Beitrag zentrale Voraussetzungen für Gründungsaktivitäten von Frauen an Schweizer Fachhochschulen. Empirische Grundlage bilden eine schriftliche Umfrage aus den Jahren 2017/18 an öffentlich-rechtlichen Fachhochschulen der Schweiz sowie Interviews mit Gleichstellungsbeauftragten und Gründungszentren dieser Hochschulen. Die Ergebnisse zeigen nicht nur, dass Wissenschaftlerinnen kaum als Zielgruppen der Gründungsförderung an Fachhochschulen erkannt werden, sondern dass auch kaum spezifische Unterstützungsmaßnahmen für Frauen existieren. Dabei ist das Bewusstsein für den Gender Gap im Bereich Gründen bis jetzt gering – dies gilt gleichermaßen für Gründungsverantwortliche wie für Gleichstellungs- und Diversitätsbeauftragte der Hochschulen.