Globalised re/gendering of the academy and leadership

Blackmore, Jill; Moreno, Marita Sánchez; Sawers, Naarah

doi:10.1080/09540253.2015.1028738

Cited by 16 publications

(21 citation statements)

References 2 publications

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“…Gender inequalities rooted in the distribution of family roles and the division of home labour have been captured in existing literature (Hughes et al 2007;Ramsay 2007;Blackmore et al 2015). This study adds some important evidence on universities being far from meeting the mandate of SDG5.4.…”

Section: Entangled Professional and Family Rolesmentioning

confidence: 52%

“…In HE, women are assigned to teaching and service roles, such as administrative tasks and committee work, and they find little time for research (Frechette 2009). This distribution of academic activities results in fewer opportunities for promotion and pay equity (Frechette 2009) and fewer leadership roles (Blackmore et al 2015). It is important to note that these roles manifest themselves differently depending on the country, region, or city where women conduct their work.…”

Section: The Impact Of Sdg5 In He and Women's Roles In Academiamentioning

confidence: 99%

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Moving SDG5 forward: women’s public engagement activities in higher education

2020

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Universities play a critical role in the delivery of the Sustainable Development Goals through the third mission, i.e. public engagement activities. However, female academics miss opportunities to be part of this mission because they are caught in many roles that prevent them from getting involved in the SDGs. In light of SDG5, Achieve gender equality and empower all women and girls, we conducted interviews with twenty female academics from Iran and the Philippines to investigate their aspirations, opportunities and experiences with public engagement activities. Our findings show that, while recent gender policies have enabled female academics to develop robust careers, their contributions beyond the walls of the university remain limited because of longstanding patriarchal structures, distrust in women’s professional expertise and unchanged systemic constraints. By bringing women’s engagement activities forward and supporting them in the delivery of the SDGs, we reframe current debates on women’s roles in academia. We argue that HE institutions may enhance their third mission and better achieve the targets of SDGs by valuing women’s work and facilitating their engagement activities that may lead to significant societal impact. We conclude our paper with a series of recommendations for policy and practice that support women’s journeys in academia.

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Section: Entangled Professional and Family Rolesmentioning

confidence: 52%

Section: The Impact Of Sdg5 In He and Women's Roles In Academiamentioning

confidence: 99%

Moving SDG5 forward: women’s public engagement activities in higher education

2020

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“…A masculine image-role: Certain writers argued that the mobility paradigm could be linked to the "masculine bourgeois subjectivity" (Skeggs, 2004, p.48). At the same time, studies demonstrated this as a masculine image, act and role (Blackmore et al, 2015;Lund, 2015). Furthermore, previous studies demonstrated that the perception of the success of female academics could be underlined by the view that it was only possible for female academicians because they adopted a masculine strategy.…”

Section: Barriers In Internationalization Of Female Academiciansmentioning

confidence: 96%

Reflections on women in internationalization

Taşçı

2021

CJES

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Today, internationalization is among the most important strategic goals of higher education. In this context, academicians hold a significant place in academic knowledge exchange since they constitute the key mechanism in internalization. Despite this fact, female academicians continue to be underrepresented in the internationalization of higher education. Considering the emphasis on Sustainable Development Goal 5, which states that gender equality is the basis of sustainable development for all individuals until 2030, it is clear that women faculty members should be supported more in the internationalization process of the higher education. Further studies are required to determine how much of the inequalities experienced by women academics in terms of international academic mobility, visibility, and international publication opportunities are being transferred to international academic environment. For this reason, the present article aims to investigate the representation of female academicians in the internationalization of higher education from a feminist theory approach. Results of our study clearly indicate that there is a need for new policies in terms of the "visibility" of female faculty members in higher education in the world. Keywords: Internationalization; female academicians; gender inequality.

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“…Futurity aligns differently with different bodies that have different habitus (Bourdieu 1990;Skeggs 2004). Performing oneself as 'world class' has been described as a masculine act which suits men better than women (Blackmore, Sánchez-Morano, and Sawers 2015;Lund 2015; see also Clegg 2008). For instance, Rebecca Lund (2015) states that men conceive of the language of excellencethat is, boastingas a legitimate resource for presenting oneself as an ideal academic, and that men also feel more comfortable utilising such language than women.…”

Section: Justification and Value As A Scholarmentioning

confidence: 99%

“…Callan 2000;Morano-Foadi 2005, 2006Stein et al 2016). These policies are implemented differently in specific cultural contexts, often relating to the existing gender order (Blackmore, Sánchez-Morano, and Sawers 2015).…”

Section: Introductionmentioning

confidence: 99%

Gendered strategies of mobility and academic career

Nikunen

Lempiäinen

2018

Gender and Education

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In universities, being mobile and international has become ever more important for academics' career prospects. This article explores junior and other insecurely employed researchers' experiences of geographical mobility in relation to their personal life, career, employability and value as scholars. The aim is to discover the gendered strategies researchers use to combine mobility with intimate relations and personal life. Furthermore, what gendered ideas of mobility, employability and career success do researchers themselves construct? These aspects of mobility, particularly focused on gender, are analysed in three cases: Finland, Italy and the United Kingdom. These states are all (currently) members of the European Union and have implemented its internationalisation policies. The data consists of qualitative interviews gathered in 2009 and 2010. We suggest that the value and capital of academic labour are evaluated differently in the three different locations. Additionally, gender, age, academic age and life situation motivate different mobility strategies.

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Globalised re/gendering of the academy and leadership

Cited by 16 publications

References 2 publications

Moving SDG5 forward: women’s public engagement activities in higher education

Moving SDG5 forward: women’s public engagement activities in higher education

Reflections on women in internationalization

Gendered strategies of mobility and academic career

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