Feudalism, meritocracy and sexual harassment

Gallego, Lidia Bordanoba; Serradell, Olga; Morlà-Folch, Teresa; Ruiz-Eugenio, Laura; Pulido, Cristina

doi:10.17583/hse.11788

Cited by 1 publication

(1 citation statement)

References 9 publications

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“…For decades, Spanish universities had been governed through a feudal system in which frequently researchers were not hired and promoted based on the quality of their scientific production, but rather on the complicity they showed with sexual harassments in the form keeping silence and attacking anyone who dared to break it (Melgar et al, 2021). However, thanks to research conducted through the CM, the Spanish parliament introduced two reforms that forced universities to recognize and tackle sexual harassment and to use scientific and meritocratic criteria to evaluate professors and researchers (Bordanoba-Gallego et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Optimal Methodology for Addressing the Social Impact Component within Project Proposals and Curriculum Vitae

Gutiérrez-Fernández,

Zubiri-Esnaola,

López de Aguileta

et al. 2023

RIMCIS

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The scientific and grey literature have highlighted the increasing relevance of the social impact of research. More and more, funding and evaluation agencies are using social impact as a required criterion when assessing the excellence of research proposals and researchers’ CV. However, research has identified elemental confusions about what social impact is in most research proposals, CVs and consulting companies. Based on the communicative methodology which co-led the creation and elaboration of the priorities of social impact and co-creation, the study presented in this paper includes the knowledge co-created along years of dialogues with scientists and citizens and a documentary analysis of four official documents on social impact and researcher evaluation. Results identify the first scientific six guidelines to date on how to include researchers’ actual or potential social impact in the research proposals and CVs1) To avoid confusing social impact with dissemination or transference; 2) To identify the concrete social impact of the specific scientific knowledge created by the authors; 3) To precise the concrete indicators of each social impact; 4) To specify the concrete sources; 5) To identify the interactive social impact; 6) To include the potential social impact.

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Section: Introductionmentioning

confidence: 99%