Integrating the gender dimension in teaching, research content &amp; knowledge and technology transfer: Validating the EFFORTI evaluation framework through three case studies in Europe

Palmén, Rachel; Arroyo, Lídia; Müller, Jörg; Reidl, Sybille; Caprile, Maria; Unger, Maximillian

doi:10.1016/j.evalprogplan.2019.101751

Cited by 22 publications

(13 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this sense, the work done by female researchers to get girls interested in science and STEM matters in general does not generate direct economic value to compete with the high-priced projects presented mostly by the male scientific community. A number of studies demonstrate that one of the concluding points about girls' reduced interest in STEM subjects is not only the lack of role models [9,[25][26][27] but also the lack of knowledge of the social utility of these disciplines; i.e., TOK to society. If the work of female researchers promoting STEM areas (e.g., conferences, workshops, specific publications and other activities dedicated to girls and STEM) is not valued, and TOK-generating social value is trivialized, women's interest in these subjects will decline and girls' perception on the role of women in STEM areas will further deteriorate.…”

Section: Discussionmentioning

confidence: 99%

“…They observed that the laws and the regulations, funding policies, and cultural stereotypes were found to be highly inflexible and maleoriented, with an overrepresentation of men in all organizational structures. Palmén et al [9] applied the protocol of a European study framework to three cases in Europe: Austria, Spain, and Catalonia. The authors concluded that, although there was a clear understanding that the gender dimension should be included in all steps of a research project in all of their three case studies, building researcher competences in the gender dimension is still a long-term process, and working on this aspect may eventually lead to a more inclusive way of producing and transferring science, which would correct the current loss of human capital in both the public and private sectors.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Value of Transfer of Knowledge in Bridging the Gender Gap in STEM

Díaz

Pereira

2021

Sustainability

View full text Add to dashboard Cite

Spanish researchers’ recent evaluations regarding the transfer of knowledge have shown that activities that could help close the gender gap in STEM areas are penalized upon evaluation. The results were very disappointing and, upon inspection, could lead readers to reach certain conclusions: first, Spanish researchers transfer research to society in a mediocre way; second, female researchers are even less capable of transferring knowledge in a profitable, beneficial way; and third, activities without a high economic impact for either society or research institutions are not promoted and do not boost the prestige of researchers in this research area. With the help of an ad hoc questionnaire responded to by 513 researchers (both male and female), we examined the causes of the low scores received by female researchers and whether transfer of knowledge activities focused on promoting STEM among female students end up penalizing the female researchers dedicated to those activities. This issue is compounded by the problem of the low visibility of female role models for young female students. The conscientious analysis of the results of the questionnaire may help to improve the fairness of future application rounds, avoiding subsequent disastrous results and encouraging researchers and administrators to work toward fostering an equal society, even if no economic value is directly derived from female-led research.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Value of Transfer of Knowledge in Bridging the Gender Gap in STEM

Díaz

Pereira

2021

Sustainability

View full text Add to dashboard Cite

show abstract

“…Gender equality and gender consideration in research are one of the six priorities of the European Research Area (ERA). The integration of the gender aspect in the content of research and teaching is one of its three goals, which is by far the least realized [6].…”

Section: Discussionmentioning

confidence: 99%

Design of The Learning Environment Considering the Gender Characteristics of Students

et al. 2020

View full text Add to dashboard Cite

In this study, the motivation and cognitive characteristics of students in the implementation of a gender-based approach to teaching and their consideration in the educational process of boys and girls are presented. The purpose of the study is to verify empirically the effectiveness of the design of the learning environment considering the gender characteristics of students by analyzing the cognitive characteristics of children studying in different types of classes. In the study, the following methods were used: “Amthauer Intelligence Structure Test” adapted by L. A. Yasyukova , “Test for assessing the formation of reading skills”, “Test for assessing the independence of thinking”, test “Determining the level of school motivation and emotional attitude to learning (Spilberg-Andreeva)”, as well as observation, comparison and assessment. It is shown that children studying in same-sex classes show a higher motivation for learning; their cognitive abilities manifest themselves differently than in mixed classes.

show abstract

“…The interview itself was conducted to determine how gender perspectives play a role in management schools' leadership styles. The data findings were discussed in a focus group discussion (Palmén et al, 2020). Documents, such as research, evaluation, scientific and previous non-scientific publications regarding the same 'site' or location under study, newspaper clippings and other articles, appear in the mass media or social bulletins.…”

Section: Data Collection Techniquesmentioning

confidence: 99%

Women and leadership style in school management: Study of gender perspective

Mulawarman

Komariyah

Suryaningsi

2021

CJES

View full text Add to dashboard Cite

Women’s representation in leadership positions is still low because there is still an opinion that women are not worthy of being leaders and only men are worthy of being leaders. This condition proves women’s low participation in leadership roles because the patriarchal culture still strongly influences people’s perspective. This paper aims to describe the roles and positions of women in school management. The research data are in the form of observations and interviews with female school principals and four male vice principals. The qualitative method with a gender perspective is used to identify women’s leadership style in Elementary School 002, Muara Badak District. The results showed that the principal in Muara Badak District prefers masculine characters and maintains a feminine character. It has an impact on assertiveness in controlling the school management process. Second, in carrying out school management functions, the principal’s leadership style applies a democratic leadership style. As a leader, participation seeks to provide trust and establish good communication by prioritising teamwork in decision-making. Keywords: Women’s leadership, school management, gender perspective.

show abstract

Integrating the gender dimension in teaching, research content & knowledge and technology transfer: Validating the EFFORTI evaluation framework through three case studies in Europe

Cited by 22 publications

References 11 publications

The Value of Transfer of Knowledge in Bridging the Gender Gap in STEM

The Value of Transfer of Knowledge in Bridging the Gender Gap in STEM

Design of The Learning Environment Considering the Gender Characteristics of Students

Women and leadership style in school management: Study of gender perspective

Contact Info

Product

Resources

About