Gender, teaching and academic promotions in higher education

Subbaye, Reshma; Vithal, Renuka

doi:10.1080/09540253.2016.1184237

Cited by 35 publications

(40 citation statements)

References 38 publications

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“…These are consistent with existing literature that shows progress for gender diversity to remain at more junior and non-academic positions within universities ( Winslow & Davis, 2016 ; Baker, 2016 ). This occurs despite numerous diversity, equity and inclusion policies and action plans in operation at universities ( Khan et al, 2019 ; Marini & Meschitti, 2018 ; Subbaye & Vithal, 2017 ; Winslow & Davis, 2016 ; Baker, 2016 ). While there has been progress on gender equity in the Australian context ( Larkins, 2018 ), our findings suggest that the current level of diversity in academic positions is disparate across universities.…”

Section: Discussionmentioning

confidence: 99%

Mapping open knowledge institutions: an exploratory analysis of Australian universities

Huang

Wilson

Neylon

et al. 2021

PeerJ

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While the movement for open research has gained momentum in recent years, there remain concerns about the broader commitment to openness in knowledge production and dissemination. Increasingly, universities are under pressure to transform themselves to engage with the wider community and to be more inclusive. Open knowledge institutions (OKIs) provide a framework that encourages universities to act with the principles of openness at their centre; not only should universities embrace digital open access (OA), but also lead actions in cultivating diversity, equity, transparency and positive changes in society. This leads to questions of whether we can evaluate the progress of OKIs and what are potential indicators for OKIs. As an exploratory study, this article reports on the collection and analysis of a list of potential OKI indicators. Data for these indicators are gathered for 43 Australian universities. The indicators provide high-dimensional and complex signals about university performances. They show evidence of large disparities in characteristics such as Indigenous employment and gender equity, and a preference for repository-mediated OA across Australian universities. We demonstrate use of the OKI evaluation framework to categorise these indicators into three platforms of diversity, communication and coordination. The analysis provides new insights into the Australian open knowledge landscape and ways of mapping different paths of OKIs.

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Section: Discussionmentioning

confidence: 99%

Mapping open knowledge institutions: an exploratory analysis of Australian universities

Huang

Wilson

Neylon

et al. 2021

PeerJ

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“…If we consider that a successful academic life is a complex concept that need conjugate the career advancement with an excellent professional development as teachers (Subbaye & Vithal, 2017), researchers and managers, it is necessary that the collaborative opportunities to do it reach all members. And we must revise the institutional politics because, could be, the professional development culture is not impregnating the university fabric as must do it.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Study of Female Academics: The Case Associate Senior Lecturers

Cabezas

Martínez

2021

JED

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The equality of relations in the place of work is one of the most important keys for development teacher and professional at Universities. This paper reports a qualitative study of female academics’ personal experiences of professional life, especially with regard to and problems of their integration in professional networks as departments and research teams. The results show that, although mentoring and learning networks are now an established part of the range of professional development opportunities for academic staff in general, these do not apply in the same way to female academics. Moreover, whilst female academics do not experience institutional discrimination, they are dissatisfied with opportunities for participation and career advancement. The results can contribute to a better design of the campus politics.

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“…Instead, this trend is attributable to the large-scale entry of women into a professoriate circumscribed by contractual academic appointments as opposed to full-time permanent employment (Finkelstein, Conley & Schuster, 2016). Women's representation as full professors continues to be characterised by slow progress in advancing to the highest academic rank in most countries (Subbaye & Vithal, 2017). Gender parity in the professoriate is important because the numerical distribution of women alongside recognition of their contributions as knowledge producers and their representation as full professors can influence how knowledge is generated and shared in the academy (Subbaye, 2017a).…”

Section: Introductionmentioning

confidence: 99%

“…The barriers to the advancement of women are not just above women, they are all around them … Some studies in South Africa argue that not enough is being done to transform institutional culture; and, while universities have implemented recruitment, retention and reward policies to increase the number of women in academia, these endeavours have had limited success (Bhana & Pillay, 2012;Dlamini & Adams, 2014). Women continue to be overrepresented in the lower academic ranks (lecturer and senior lecturer) and under-represented in senior positions and the professoriate (associate professor and full professor) (Subbaye & Vithal, 2017).…”

Section: Introductionmentioning

confidence: 99%

Views from below the glass ceiling: Women’s intentions to become full professors

Singh¹,

Subbaye²

2021

Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education

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Section III | Academic staff development and the knowledge question epistemological transformation, "a re-orientation away from the apartheid knowledge system, in which curriculum was used as a tool of exclusion, to a democratic curriculum that is inclusive of all human thought" (Soudien, 2008:89). While it is a commonly held perception that academics generally determine or inform curriculum decisions, Subbaye's (2018) analysis of academic promotion policies at South African universities reveals that full professors, in particular, have often been charged with curriculum design. Therefore, it can be argued that increasing the number of women in the professoriate is one way of achieving both representational and epistemological transformation while working towards curriculum reform. Thus, this chapter considers transformation in a broad sense, going beyond race and gender to encapsulate epistemological transformation through academic staff development. We explore women's experiences on the road to full professorship, their intentions to become full professors and the challenges that limit or prevent them from achieving this rank. Gendered constructions of barriers to academic career advancementNumerous studies have investigated why women are less frequently promoted to highlevel positions within universities and the professoriate (Baker, 2010;Ortega-Liston & Soto, 2014). Research findings show several influences that may prevent them from applying for these positions or being promoted within universities:

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Gender, teaching and academic promotions in higher education

Cited by 35 publications

References 38 publications

Mapping open knowledge institutions: an exploratory analysis of Australian universities

Mapping open knowledge institutions: an exploratory analysis of Australian universities

A Qualitative Study of Female Academics: The Case Associate Senior Lecturers

Views from below the glass ceiling: Women’s intentions to become full professors

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