Kjønnsbalanse gjennom aksjonsforskning og lokal kunnskaping

Abstract

This paper argues that local making of knowledge about gender balance dynamics is needed to motivate for concrete action and develop inclusion actors. Gender balance in academia has been a political and scholarly topic since the 1970s. Nevertheless, change is slow. Research aiming to explain the lack of women in academia has mainly understood this in terms of general features of research and higher education. However, there are large variations between departments at the same faculties, not easily explained in this way. Therefore, we carried out an action research project with a focus on departments to study what may be achieved at this level. Through analysis of data generated by the project, with 12 participating departments at the Norwegian University of Science and Technology, we discuss what motivates and limits head of departments and other departmental actors in improving the gender balance among faculty. Three main features are critical for local achievements and for developing inclusion actors conscious of and engaged in gender balance: (1) Competence, tools and motivation for local making of knowledge about gender balance and action alternatives, (2) access to scholarly knowledge to legitimise and embed action, and (3) resources to implement relevant measures.

Gender Inequalities in Tech-driven Research and Innovation

“…The research participants were recruited from departments at NTNU with different levels of gender balance and gender balance change patterns, representing a broad range of academic disciplines, including both human and social sciences and the STEM disciplines (Sørensen et al, 2019). The interviews were conducted by two, sometimes three, researchers taking part.…”

Bruk av nettverk i kvinners karriereutvikling mot professor og dosentstillinger i akademia

“…Vi vet fra mange studier at ledere spiller en rolle i kvinners karriereutvikling gjen nom hvordan de påvirker arbeidsforhold og fordeler arbeidsoppgaver og ressurser (Bolden et al, 2012;Brandser & Sümer, 2016;Sørensen et al, 2019;Teigen & Reisel, 2017). Hvordan nettverksdeltakere støttes av sine ledere, vet vi mindre om (O'Meara & Stromquist, 2015).…”

“…Utsagn fra våre deltakere viser at de fikk tro på at de kunne klare å tilfredsstille opprykkskravene, men i tråd med annen forskning finner vi at lederne har betydning for kvinners karriereutvikling (Bolden et al, 2012;Sørensen et al, 2019;Teigen & Reisel, 2017). Lederne får sentrale roller når de skal forholde seg til karriereutviklings strategier og karrieretiltak som nettverk, arbeids og ressursfordelinger på instituttet og fakultet, kulturelle hierarkier når det gjelder hvordan forskning og undervisning forstås, og i tillegg den enkelte kvinnes karrierebehov.…”