Bildung und Forschung in Zahlen 2020 : Ausgewählte Fakten aus dem Daten-Portal des BMBF datenportal.bmbf.de
Herausgeber/in:
Bundesministerium für Bildung und Forschung (BMBF)
Quelle: Bundesministerium für Bildung und Forschung (BMBF); , 2020.
Inhalt: “Die Broschüre „Bildung und Forschung in Zahlen 2020“ gibt einen Überblick über bildungs- und forschungspolitische Basisdaten. Darüber hinausgehende Bildungs- und Forschungsstatistiken können unter www.datenportal.bmbf.de abgerufen werden.
Bundesbericht Forschung und Innovation 2020 : Forschungs- und innovationspolitische Ziele und Maßnahmen
Herausgeber/in:
Bundesministerium für Bildung und Forschung (BMBF)
Quelle: Bundesministerium für Bildung und Forschung (BMBF); , 2020.
Inhalt: Der Bundesbericht Forschung und Innovation (BuFI) bietet einen umfassenden Überblick über die Aktivitäten des Bundes und der Länder zu Forschung und Innovation. Der Bericht stellt die Elemente des deutschen Forschungs- und Innovationssystems vor.
Auf S. 215-217 finden sich Informationen zum Aspekt "Chancengerechtigkeit in Forschung und Bildung".
Quelle: Gend Work Organ (Gender, Work and Organization), (2020)
Inhalt: Experiences from individualized gender equality funding programs, as the ones used in Denmark, demonstrate that one‐off policy interventions, although a small step in the right direction, cannot stand alone in the fight against gender imbalances in academia. Closing the gender gap is a complex, multi‐level undertaking that needs constant rethinking of policies and the dedication of adequate financial resources. The need of rethinking policy is in particular urgent during Covid‐19, which has further amplified imbalances due to a drop in the productivity of women researchers. Funding bodies should therefore reconsider traditional approaches heavily rewarding publications in the distribution of research funds. They ought to respond to the gendered impact of the pandemic by engaging institutions in structural and cultural change, setting up requirements for institutions to have achieved a certain level of gender equality outcomes, and thus link institutional progress to research funding.
Schlagwörter:COVID-19; cultural change; Forschungsförderung; gender gap; gender inequality; Geschlechterungleichheit; Gleichstellungspolitik; Kulturwandel; productivity; Produktivität; research funding; structural change
Von „Diversity Management“ zu „Diversity und Inclusion“?
Autor/in:
Zimmermann, Andrea; Weibel, Fleur
Quelle: ZDfm (Zeitschrift für Diversitätsforschung und -management), 5 (2020) 2-2020, S 153–166
Inhalt: Nach über zwei Jahrzehnten Bemühungen um Gleichstellung an Schweizer Hochschulen ist die Wissenschaft weiterhin durch eine starke vertikale und horizontale Segregation geprägt. Dies führt zu einer markanten Unterrepräsentation von Frauen, insbesondere in der Schweizer „Spitzenforschung“. Am Beispiel eines Nationalen Forschungsschwerpunkts (NFS) zeigen wir, inwiefern eine ambivalente Verbindung von Gleichstellungs- und Exzellenzdiskursen die Hegemonie der Männlichkeit reproduziert. Um diese vergeschlechtlichten Normen thematisier- und veränderbar zu machen, erscheint eine Ergänzung bisheriger Gleichstellungsbemühungen um das Konzept der Inclusion vielversprechend.
Autor/in:
Dworkin, Jordan D.; Zurn, Perry; Bassett, Danielle S.
Quelle: Neuron, 106 (2020) 6, S 890–894
Inhalt: Reference lists of neuroscience articles show marked gender imbalances. To mitigate this disparity, we discuss relevant ethical considerations and offer practical recommendations to scientists of all ages. We envision an equitable future by all scientists for all scientists.
Schlagwörter:citation; citation gap; gender bias; publication pattern; science career
CEWS Kategorie:Berufsbiographie und Karriere, Wissenschaftspolitik, Geschlechterverhältnis
Universities as political institutions : Higher education institutions in the middle of academic, economic and social pressures
Herausgeber/in:
Weimer, Leasa; Nokkala, Terhi
Quelle: Leiden; Boston: Brill Sense (Higher education research in the 21st century series, 12), 2020. 336 S
Inhalt: Universities can be viewed and studied as political institutions, especially considering that they sit at the crossroads of social, cultural, and economic pressures. The internal and external environment of higher education brings with it multiple and complex relationships as well as power struggles. Within these contested political spaces, there are phenomena to be studied.
While the field of higher education draws from a multitude of disciplines, some scholars argue that only recently has scholarship focused on the political perspectives of higher education. To better understand the politics and policies of higher education, Universities as Political Institutions illuminates a variety of ways that researchers view and study universities as a political institution, from considering the national and international political pressures shaping higher education to the analysis of responses and political action from within the ivory tower.
The 2017 annual CHER conference in Jyväskylä (Finland) brought together 213 scholars from 30 countries. This book includes a selection of papers and keynote presentations from this conference. The thematic approach of the book reflects the 2017 conference theme: "Universities as Political Institutions – Higher Education Institutions in the Middle of Academic, Economic, and Social Pressures". The theme focused on multiple and often complex relations and relationships, internal and external, to higher education institutions. In this context, "political" refers not only to definitions, uses, and users of power but more broadly to a variety of relationships among different actors and agencies responsible for making, executing, or resisting decisions concerning higher education institutions.
Schlagwörter:Hochschulentwicklung; Hochschulpolitik; Institution; internationaler Vergleich; Organisation; Universität
CEWS Kategorie:Europa und Internationales, Wissenschaftspolitik, Hochschulen
Dokumenttyp:Sammelwerk
Neoliberalism, gender and education work - (Paperback, forthcoming 30.6.2020)
Herausgeber/in:
Robert, Sarah A.; Pitzer, Heidi; Muñoz García, Ana Luisa; Pitzer, Heidi K.
Quelle: London: Routledge; Taylor & Francis, 2020.
Inhalt: How does neoliberalism in the education field shape who teachers are and what they can be? What are the effects of neoliberal logic on students? How is gender at the core of what it means to teach and learn in neoliberal educational institutions? Neoliberalism, Gender and Education Work examines the everyday labour of educating in a variety of contexts in order to answer these questions in new and productive ways. Neoliberal ideals of standardisation, accountability and entrepreneurialism are having undeniable effects on how we define teaching and learning. Gender is central to these definitions, with care work and other forms of affective labour simultaneously implicated in standards of teacher quality and undervalued in metrics of assessment. Gathering research from across four continents and education settings ranging from elementary school to higher education, to popular social movements, the methodologically diverse case studies in this book offer insight into how teachers and students negotiate the intertwined logics of neoliberalism and gender. Beyond an indictment of contemporary institutions, Neoliberalism, Gender and Education Work provides inspiration with its documentation of the creative practices and selfhoods emerging in the "cracks" of the neoliberal ideological apparatus.
CEWS Kategorie:Bildung und Erziehung, Wissenschaftspolitik, Hochschulen, Wissenschaft als Beruf, Geschlechterverhältnis
Dokumenttyp:Sammelwerk
Dilemmas in Re‑branding a University—“Maybe People Just Don’t Like Change”: Linking Meaningfulness and Mutuality into the Reconciliation
Autor/in:
Kuoppakangas, Päivikki; Suomi, Kati; Clark, Paul; et al.
Quelle: Corporate reputation Review, (2020) 23, S 92–105
Inhalt: This study examines the implementation of a re-branding campaign in a public Canadian university. Data collection com-
prised 19 qualitative semi-structured interviews with key internal university stakeholders (Dean and Mid-level Administra-
tors). The data revealed three core dilemma pairs: (1) new brand vs. previous brand; (2) voice at the organisational level vs.
voice at the departmental level; and (3) voluntary down-up voicing vs. up-down voicing. Results suggest that successfully
implementing the new brand should not exclusively rely upon internal marketing communication; instead, internal brand-
ing through handling ambiguities and addressing emerging dilemmas by enhancing engagement, building mutuality and
unlocking the meaning in the re-branding can help improve success. This study reveals that implementing a re-branding
campaign in higher education involves embracing the world of dilemmas by involving and empowering employees in dilemma
reconciliation. The reconciliation of detected brand-related dilemmas with and by employees can be achieved by involv-
ing employees in the process of re-branding from the beginning. Indeed, this paper suggests the preparedness to detect and
address dilemmas is central to successful re-branding. Our results indicate that traditional change management approaches
produce unreconciled dilemmas that hinder the implementation of the new brand. We conclude that efforts to build employee
engagement in re-branding do not build employee supportiveness towards the new brand unless core dilemmas are reconciled.
Schlagwörter:Außenwirkung; Change Management; Image; institutioneller Wandel; Öffentlichkeitsarbeit; theory of change
CEWS Kategorie:Wissenschaftspolitik, Hochschulen
Dokumenttyp:Zeitschriftenaufsatz
Multi-Level State Interventions and Gender Equality in Higher Education Institutions: The Irish Case
Autor/in:
O’Connor, Pat; Irvine, Gemma
Quelle: Administrative Sciences, 10 (2020) 4, 98 S
Inhalt: Much of the work on gender equality in higher educational institutions (HEIs) has concentrated on the organizational level. The original contribution of this article lies in its focus on state policy developments and interventions. We focus on Ireland as a specific national context, highlighting multi-level state interventions and looking at their impact on HEIs. Using secondary data analysis (including documentary analysis) and focusing particularly on the period since 2014, state initiatives to tackle the problem of gender inequality from various angles are outlined. They include the introduction of Athena SWAN; the Expert Group Review; the Gender Equality Taskforce; the Senior Academic Leadership Initiative; research funding agency initiatives and those around sexual harassment. In evaluating their impact, we look at the gender pay gap, the gender profile of the professoriate and senior management as well as other indicators of cultural change in HEIs. The article concludes that the best possibility of leveraging change arises when it is driven at the state (macro); the HEI (meso) and the situational (micro) level simultaneously, by gender competent leaders willing to tackle the historically male dominated, masculinist criteria, procedures, processes and micropolitical practices that are "normalized" in HEIs.
Chancengleichheit in der Exzellenz? : Öffentliche Forschungsförderung im europäischen und n ationalstaatlichen Vergleich
Autor/in:
Hönig, Barbara
Quelle: Beiträge zur Hochschulforschung, 42 (2020) 4, S 10–29
Inhalt: Der Beitrag erörtert das Verhältnis von Chancengleichheit und „Exzellenz“ als kulturellen Zielen der Wissenschaft am Beispiel öffentlicher Forschungsförderung. Die europäische Exzellenzinitiative des European Research Council (ERC) wird auf ihr Verständnis von Chancengleichheit und Gleichstellung hin analysiert und empirische Belege für deren Umsetzung untersucht. Die These, dass der ERC die nationalstaatliche Ebene der Exzellenzförderung in dieser Hinsicht nachhaltig beeinflusste, wird anhand exemplarischer Befunde zu Exzellenzinitiativen Schwedens, Spaniens und der Niederlande überprüft. Ergebnisse zeigen die Ambivalenz teilweise fortbestehender nationalstaatlicher Traditionen bei gleichzeitigem Antizipieren des europäischen Rahmens und liefern Anknüpfungspunkte für institutionelle Maßnahmen, um die Durchsetzung von Chancengleichheit als integralem Bestandteil einer sich meritokratisch legitimierenden Forschung zu verbessern.