Promoting gender equality and structural change in academia through gender equality plans: Harmonising EU and national initiatives

Bencivenga, Rita; Drew, Eileen

doi:10.3224/gender.v13i1.03

Cited by 9 publications

(7 citation statements)

References 34 publications

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“…This volume provides reflections from academics and practitioners who have been involved in the implementation of structural change and thereby operates at the nexus of knowledge production and practice. It also contributes to the growing body of literature generated from structural change projects (see Bencivenga & Drew, 2021;Ferguson, 2021;Kalpazidou Schmidt & Cacace, 2019). Some elements of the TARGET approach are useful for all structural change projects regardless of the political context, that is, taking a reflexive, evidencebased approach that encompasses the following elements:…”

Section: Introductionmentioning

confidence: 83%

Conclusions

Palmén¹,

Wroblewski²

2022

Overcoming the Challenge of Structural Change in Research Organisations – A Reflexive Approach to Gender Equality

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This chapter provides some concluding reflections on the different experiences of structural change encountered by the TARGET partners. The various TARGET partners had different roles in the structural change processes: seven organisations designed, implemented and monitored gender equality plans (GEPs) for the first time, two organisations provided tailored support to implementing institutions and one organisation evaluated GEP implementation. This edited volume provides an account of these diverse experiences of engaging with and catalysing structural change in very different research organisations operating in extremely different contexts both within the EU and beyond. The volume thus contributes to the growing body of literature generated from structural change projects by offering a specific focus on the TARGET approach. The TARGET process of structural change -undertaken through the development and implementation of tailored, evidence-based GEPs -was found to be strengthened through formal top management commitment and by taking a reflexive approach that was powered by communities of practice and supported by financial resources, gender expertise as well as gender and organisational change competences. Engaged institutions thus managed to overcome unfavourable conditions and implement tailor-made, context-specific interventions, some of them in areas at the cutting edge of topics and issues linked to gender equality in research and innovation such as tackling sexual harassment, sustainability and integrating the gender dimension into research content and curricula.

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Section: Introductionmentioning

confidence: 83%

Conclusions

Palmén¹,

Wroblewski²

2022

Overcoming the Challenge of Structural Change in Research Organisations – A Reflexive Approach to Gender Equality

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“…Consequently, organisational culture plays a vital role in the perpetuation of these inequalities so it could attain continuous structural change through gender and diversity plans in higher education institutions (Clavero and Galligan, 2021). Furthermore, Bencivenga and Drew (2021) highlight the impact leaders play in enabling the change for gender equality in higher education institutions and they also encourage that future national and EU initiatives should aim to promote gender equality.…”

Section: Gender Equality In Higher Educationmentioning

confidence: 99%

Towards Gender Equality in Hungarian Universities

Abusalha

2023

Period. Polytech. Soc. Man. Sci.

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Women's participation in higher positions in education, particularly in higher education, is a critical issue. Governments are working toward improving gender equality in education, as well as other aspects of the issue such as economics, social issues, and work. This study aims to investigate the factors that influence gender equality at the Budapest University of Technology and Economics. To accomplish the aim, two research questions were set up: How do the employees perceive gender equality at BME, and what factors have an impact on gender equality? Plus, what does the BME Gender Equality Plan reveal about workplace equality and policies, and how is the university working towards achieving gender equality?The study relied on qualitative methods, such as interviews and data analysis of the gender equality plan 2022-2025 and its intervention areas. The study explored the university background and experiences toward achieving gender equality, and the challenges encountered. The interviews revealed some of the challenges that the participants have faced regarding equal pay, promotion, and research opportunities. The evidence indicates that there is an underrepresentation of women in managerial and teaching positions, while there is an overrepresentation in administration positions. This can be attributed to the lack of formal policies that aim to promote gender equality, culture, and the lack of appropriate communication channels. However, based on the Gender Equality Plan 2022-2025, the university aims towards achieving gender equality within all faculties.

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“…So, “starting from the self, here and now” means that academics should bring their intersectionality and multiple belongings into play in their agency, in everyday life contexts, including workplaces, from now. A first step in this direction is to question their identity as a traditional academics and to become agents of change in their work and professionalism, actively promoting structural changes (Bencivenga and Drew, 2021) and new ways of doing science and academia (see Bisaillon et al, 2020).…”

Section: Action: Starting From the Self Here And Nowmentioning

confidence: 99%

Gender and professionalism: Still a black box a call for research, debate and action. Suggestions from and beyond the pandemic crisis

Cataldi

Tomatis

2022

Organization

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The gender-professionalism nexus is the source of persistent inequalities in our society. Its continuing relevance emerges even more in the pandemic crisis as a revealing context of social dynamics, showing a “differential in visibility” among welfare professionals, associated with gender, status and power. The attribution of “masculine” and “feminine” connotations (re)produces structures of inequality: there are male/dominant and female/subordinate professions. The exploration of this nexus reveals the existence of two polar meanings of care and body work, as well as two conceptions of professionalism and citizenship. Caring as “therapy” is related to “work on the body” and reflects a classical conception of professionalism aimed at client-citizens; whereas caring as “to care for” is related to “work with and between bodies” and meets better new professionalism aimed at active citizens. Considering gender as professional practice ideology highlights how “gender commonality” is not a solution to inequalities. Furthermore, it can contribute to the deconstruction of the dominance structures. In a such research agenda, narratives of professionals are the key to open the black box. Taking up the challenge to open the gender-professionalism black box is not just a matter of research, but of political action, starting from academia itself.

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Promoting gender equality and structural change in academia through gender equality plans: Harmonising EU and national initiatives

Cited by 9 publications

References 34 publications

Conclusions

Conclusions

Towards Gender Equality in Hungarian Universities

Gender and professionalism: Still a black box a call for research, debate and action. Suggestions from and beyond the pandemic crisis

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