What are the barriers and facilitators to success for female academics in UK HEIs? A narrative review

Westoby, Christopher; Dyson, Judith; Cowdell, Fiona; Buescher, Timothy

doi:10.1080/09540253.2021.1884198

Cited by 30 publications

(20 citation statements)

References 52 publications

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“…This study reports the positive use of student evaluations to inform teacher inquiry. It is however, important to highlight that other studies (e.g., Hornstein;Heffernan, 2021;Westoby et al, 2021) have reported the negative impact of such evaluations, whereby educators have been subject to discriminatory evaluations based on their gender, race and age, and the impact of such discrimination on their workload and mental health.…”

Section: Implications For Teacher Inquirymentioning

confidence: 99%

Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda

2021

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Understanding student sentiment plays a vital role in understanding the changes that could or should be made in curriculum design at university. Learning Analytics (LA) has shown potential for improving student learning experiences and supporting teacher inquiry. Yet, there is limited research that reports on the adoption and actual use of LA to support teacher inquiry. This four-year longitudinal study captures sentiment of postgraduate students at a university in Ireland, by integrating LA with the steps of teacher inquiry. This study makes three important contributions to teaching and learning literature. First, it reports on the use of LA to support teacher inquiry over four one-year cycles of a Master of Science in Business Analytics programme between 2016 and 2020. Second, it provides evidence-based recommendations on how to optimise LA to support teacher inquiry, with specific attention as to how these can improve the assimilation of LA into the curriculum design and delivery. Third, the paper concludes with a research agenda to help improve the adoption and integration of LA in the future.

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Section: Implications For Teacher Inquirymentioning

confidence: 99%

Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda

2021

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“…Christopher Westoby with a team of fellow scholars (Westoby et al, 2021) also considered the barriers to and facilitators of success for female academics. This work was based in UK Higher Education Institutions and applied a narrative review approach.…”

Section: What Does the Wider Literature Have To Say?mentioning

confidence: 99%

Women Academics in Theological and Mission Organisations

Moseley

Oxbrow

2023

Transformation: An International Journal of Holistic Mission St

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This paper reports on a small-scale inquiry into the experience of female scholars undertaking post-graduate research in a British mission research centre working primarily with students from international backgrounds. Drawing on previous research literature, survey and interview data is used to identify social, financial, gendered and theological factors that impact women in terms of their entry into academia, flourishing and advancement in that contact. It suggests that academic institutions, systemic processes and measures of achievement are currently largely ‘designed by men for men’ and act to exclude women who do not approach research within male structures. It suggests that measures of achievement are different for men and women and that there are systemic issues in an academic system designed by men which are restrictive for men as well as women. A healthy academic institution needs to value mutual support, accomplishment and belonging, providing mentors, role models and networks of support.

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“…For instance, scholars have found that the decision of disseminating the job call exclusively through their networks has been treated as a common and accepted practice in some European countries (Brink & Benschop, 2014 in the Netherlands; Nielsen, 2015 in Denmark, Westoby et al, 2021 in England). Such recruitment strategy introduces a great source of bias that disproportionately favours the candidates who share similar sociodemographic characteristics with the academics in the department.…”

Section: Literature Reviewmentioning

confidence: 99%

Unpacking (un)conscious social class bias in faculty hiring processes in Chile: PhD prestige granting university and network

Chiappa

2023

Higher Education Quarterly

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Social class of origin is apparently an imperceptible attribute among doctorate holders seeking academic jobs. Yet, recent studies in different countries reveal that social class of origin may still be influencing the chances of PhD holders from low social class being hired at prestigious universities. Drawing from the theory of social and cultural reproduction, normative ‘fair’ academic hirings frameworks, and qualitative evidence collected in Chile, this research identifies the mechanisms that trigger (un)conscious social class bias in the stages of recruitment and selection of candidates in seven academic departments in economics and industrial engineering (46 interviews). Findings did not prove explicit classism manifestations, but practices of inclusion/exclusion of candidates based on the prestige of PhD‐granting universities, and networks. These reproduce the relationship between social class and unequal chances of being connected to prestigious universities. Recommendations to address (un)conscious social class bias in academic hiring are discussed.

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What are the barriers and facilitators to success for female academics in UK HEIs? A narrative review

Abstract: He is interested in narrative research, and how the stories of others can help shape future policies and practices.

Cited by 30 publications

References 52 publications

Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda

Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda

Women Academics in Theological and Mission Organisations

Unpacking (un)conscious social class bias in faculty hiring processes in Chile: PhD prestige granting university and network

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