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
Mobility, Gender and Career Development in Higher Education : Results of a Multi-Country Survey of African Academic Scientists
Autor/in:
Prozesky, Heidi; Beaudry, Catherine
Quelle: Soc. Sci. (Social Sciences), 8 (2019) 6, 188 S
Inhalt: Empirical knowledge of the mobility of African scientists, and women scientists in particular, holds an important key to achieving future success in the science systems of the continent. In this article, we report on an analysis of a subset of data from a multi-country survey, in order to address a lack of evidence on the geographic mobility of academic scientists in Africa, and how it relates to gender and career development. First, we compared women and men from 41 African countries in terms of their educational and work-related mobility, as well as their intention to be mobile. We further investigated these gendered patterns of mobility in terms domestic responsibilities, as well as the career-related variables of research output, international collaboration, and receipt of funding. Our focus then narrowed to only those women scientists who had recently been mobile, to provide insights on the benefits mobility offered them. The results are interpreted within a theoretical framework centered on patriarchy. Our findings lead us to challenge some conventional wisdoms, as well as recommend priorities for future research aimed at understanding, both theoretically and empirically, the mobility of women in the science systems of Africa, and the role it may play in their development as academic leaders in African higher education institutions.
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.
The practice and perceptions of RRI-A gender perspective
Autor/in:
Bührer, Susanne; Wroblewski, Angela
Quelle: Evaluation and program planning, 77 (2019)
Inhalt: Little is known to date about the practice and perceptions of RRI among researchers in Europe as well as the integration of the gender dimension into everyday RRI practices. This lack was addressed by two large-scale surveys that were launched in the course of the EU-funded MoRRI project (Monitoring the evolution and benefits of RRI, Contract number RTD-B6-PP-00964-2013, Duration 09/2013-03/2018). The analysis shows that the institutional environment positively influences the degree of RRI activities and the general attitudes towards more responsible research and innovation: researchers working in an institutional environment that systematically supports the practice of RRI are more active in RRI practices than researchers who do not rely on such structures. For the gender equality dimension, this means that institutions with a gender equality plan (GEP) in place are more inclined to support female researchers than institutions without such institutional incentives. Furthermore, researchers with experiences in EU-funded projects are more likely to be engaged in RRI activities. Even if female researchers have a stronger inclination to engage with society than their male counterparts, gender competence proves to be the relevant distinguishing criterion. Gender competent researchers are more often involved in other RRI activities.
Schlagwörter:European research and innovation policy; Forschungspolitik; Gender competence; gender equality; Genderkompetenz; Gleichstellungspolitik; Governance; responsible research and innovation
CEWS Kategorie:Europa und Internationales, Gleichstellungspolitik
Success against the odds : The Effect of Mentoing on the Careers of Senior Black and Minority Ethnic Academics in the UK
Autor/in:
Bhopal, Kalwant
Quelle: British Journal of Educational Studies, 14 (2019) 4, S 1–17
Inhalt: This article explores the effect of mentoring on the career progression of Black and minority ethnic (BME) academics in senior roles in UK higher education institutions (HEIs). It draws on 37 interviews with BME academics working in HEIs in the UK and argues that whilst universities present a strong rhetoric of equality and diversity; this is not necessarily followed by specific policies and procedures which ensure a serious commitment to an equality agenda.
Schlagwörter:Diversität; impact; Intersektionalität; Mentoring; Networking; Netzwerk; people of color; Rassismus; UK; Unterstützungsmaßnahmen
CEWS Kategorie:Diversity, Europa und Internationales, Gleichstellungspolitik, Hochschulen
The Politicisation of Evaluation : Constructing and Contesting EU Policy Performance
Autor/in:
Stephenson, Paul J.; Schoenefeld, Jonas J.; Leeuw, Frans L.
Quelle: Politische Vierteljahresschrift, 60 (2019) 4, S 663–679
Inhalt: Obwohl systematische Policy-Evaluation bereits seit vielen Jahrzehnten betrieben wird und insbesondere innerhalb der Institutionen der Europäischen Union (EU) und der EU-Mitgliedstaaten stark gewachsen ist, wird sie weiterhin größtenteils von der politikwissenschaftlichen Literatur vernachlässigt. Bestehende Arbeiten in der Politikwissenschaft und der Policy-Analyse konzentrieren sich meist auf andere Themen, wie Agenda-Setting, Policy-Entstehung, politische Entscheidungsprozesse oder die Implementierung öffentlicher Politiken. Während an einigen Stellen vereinzelte Forschungsarbeiten zur Evaluation in der EU erscheinen, die sich meist auf Policy-Effektivität konzentrieren (ein Kriterium unter vielen), fehlt bisher ein strukturierter Ansatz. Das aktuelle PVS-Schwerpunktheft stößt in diese Forschungslücke und konzentriert sich auf vier Schlüsselaspekte: Evaluationsinstitutionen (inklusive ihrer Regeln und Kulturen), Evaluationsakteure (Kompetenzen, Macht, Aufgaben, Interessen und Interaktionen), Evaluationsmethoden und -theorien (inklusive Folgenabschätzung und deren Einfluss auf das Policy-Design und Gesetzgebung) und zum Schluss Evaluationszwecke und -nutzen (inklusive der Beziehung zwischen Diskurs und wissenschaftlicher Evidenz, politische Einstellungen und strategischem Nutzen). Das Schwerpunktheft betrachtet, inwiefern diese Elemente zur Entwicklung des EU-Governance-Systems beitragen, in dem Evaluation eine immer wichtigere Rolle in Entscheidungsprozessen spielt.
Although systematic policy evaluation has been conducted for decades and has been growing strongly within the European Union (EU) institutions and in the member states, it remains largely underexplored in political science literatures. Extant work in political science and public policy typically focuses on elements such as agenda setting, policy shaping, decision making, or implementation rather than evaluation. Although individual pieces of research on evaluation in the EU have started to emerge, most often regarding policy “effectiveness” (one criterion among many in evaluation), a more structured approach is currently missing. This special issue aims to address this gap in political science by focusing on four key focal points: evaluation institutions (including rules and cultures), evaluation actors and interests (including competencies, power, roles and tasks), evaluation design (including research methods and theories, and their impact on policy design and legislation), and finally, evaluation purpose and use (including the relationships between discourse and scientific evidence, political attitudes and strategic use). The special issue considers how each of these elements contributes to an evolving governance system in the EU, where evaluation is playing an increasingly important role in decision making.
Quelle: Gender Work Organ (Gender, Work & Organization), 46 (2019) 2, 411 S
Inhalt: Despite increasing geographic mobility among academic staff, gendered patterns of involvement in academic mobility have largely escaped scrutiny. Positioned within literatures on internationalization, physical proximity, gender and parenthood in academic mobility and understandings of gender as a process enacted through both discursive and embodied practices, we use discourse analysis based on interviews with academics in New Zealand to examine differences in language that create differing realities with regards to gender and obligations of care in academic mobility decisions. The findings reveal how academic mobility is discursively formulated as ‘essential’ to successful academic careers, with the need for frequent travel justified despite advances in virtual communication technologies. Heteronormative discourses are shown to disrupt and fragment the opportunities female academics have to engage in academic mobility. However, we also uncover ways in which these discourses are resisted, wherein fathers articulate emotional strain associated with academic mobility. The article shows how discourse works to constitute the essentialization of academic mobility, and the uneven gendered practices associated with it, whilst also giving voice to gender inequities in academic mobility from the southern hemisphere.