Between Knowledge and Power: Triggering Structural Change for Gender Equality from Inside in Higher Education Institutions

2016 ◽  
pp. 139-156
Author(s):  
Viviane Albenga
Keyword(s):  
Higher Education ◽  
Structural Change ◽  
Gender Equality ◽  
Higher Education Institutions

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

2021 ◽  
Vol 13 (1-2021) ◽  
pp. 27-42
Author(s):  
Rita Bencivenga ◽  
Eileen Drew
Keyword(s):  
Higher Education ◽  
Structural Change ◽  
Gender Equality ◽  
Higher Education Institutions ◽  
Structured Interviews ◽  
National Initiatives ◽  
Positive Action ◽  
Eu Project ◽  
Athena Swan ◽  
The Eu

Gender equality has been actively promoted in EU academic institutions by the European Commission’s Science with and for Society (SwafS) programme through the implementation of gender equality plans (GEP). GEP formulation and implementation was strongly influenced by involvement in EU projects in Irish as well as Italian higher education institutions. The paper draws upon experience of the EU project SAGE (H2020), in which Irish and Italian universities actively cooperated, the Athena SWAN Charter in Ireland, Positive Action Plans (PAP) in Italy, and semi structured interviews with gender experts in Irish and Italian higher education institutions to explore the degree to which participation in EU and national initiatives can promote similar outcomes by the adoption of positive actions. The paper concludes that a harmonised strategy, focusing on common priorities and respecting cultural, political and social diversity, could promote the internationalization of the higher education sector and accelerate the process towards gender equality in academia.

scholarly journals ENSURING GENDER EQUALITY AND DEMOCRATIC TRANSFORMATIONS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE ACCORDING TO THE OBJECTIVES OF SUSTAINABLE DEVELOPMENT : GENDER PORTRAIT OF PRYDNIPROVSKA STATE ACADEMY OF CIVIL ENGINEERING AND ARCHITECTURE

2021 ◽  
pp. 114-127
Author(s):  
M. V. SAVYTSKYI ◽  
H. P. YEVSIEIEVA ◽  
V.A. BABENKO ◽  
S.P. VOLKOVA ◽  
G.I. LYSENKO
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Gender Equality ◽  
Gender Discrimination ◽  
Civil Engineering ◽  
Higher Education Institutions ◽  
Teaching Staff ◽  
Equal Rights ◽  
The Sustainable Development ◽  
Gender Parity

Formulation of the problem. Ukraine's accession to the global democratic processes of recognition ofequal rights and opportunities for everyone within the global process of sustainable development has launched aninclusive process of adapting the Sustainable Development Goals and establishing strategic frameworks for Ukraine'snational development until 2030. The actualization of the policy of equal rights and opportunities for scientific andpedagogical community of higher education institutions of Ukraine has become especially important, in accordancewith the defined goals of sustainable development, contributed to updating gender portraits of educational institutions toassess the real situation in the institutions, priority issues, needs and interests of women and men, ways to ensure genderbalance and social justice. Higher education institutions of Ukraine form basic humanistic concepts, such as: genderculture, adherence to the principles of gender equality, prevention of gender discrimination in its various forms,involved in the development and implementation of promising programs to ensure gender equality, research on genderissues. The purpose. The aim is to study the observance of the principles of gender equality in education as a factor ofdemocratic transformation in higher education institutions of Ukraine, to create a gender portrait of Prydniprovska StateAcademy of Civil Engineering and Architecture, and on this basis to form the principles of gender equality and genderculture in PSACEA educational environment. Conclusions. Ukraine, which is developing inseparably from worlddevelopment and world political and gender thought, is approaching gender parity. The share of working women withhigher education and scientific degrees in the total number of employed in Ukraine is one of the largest in the world30.4% (3rd place). At the same time, although there are fewer and fewer purely male and purely female professions inUkraine and the world today, there are some gender distortions. In the field of education, medicine, culture, economy,mostly women work, and in industrial and technical fields − most men. The gender audit in the PSACEA confirms thistrend in some faculties, including economics, where women predominate among both students and teachers, in contrastto technical faculties, where men predominate. Among doctors of sciences, professors, especially in exact sciences, menstill prevail. The analysis of the gender portrait of PSACEA as a whole shows the relative gender parity, both in thestudent environment and among the teaching staff, in the leading structural units. As we can see, Ukraine, as ademocratic state, is gradually introducing the idea of egalitarianism in all spheres and, in particular, in the system ofhigher education, which characterizes the level of democratization of the state.

scholarly journals Protections for Marginalised Women in University Sexual Violence Policies

2020 ◽  
Vol 9 (1) ◽  
pp. 13-30
Author(s):  
Amelia Roskin-Frazee
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Sexual Violence ◽  
Gender Equality ◽  
Health Care Services ◽  
Higher Education Institutions ◽  
The United States ◽  
Complex Needs ◽  
Care Services ◽  
The United Kingdom

Higher education institutions in four of the top 20 wealthiest nations globally (measured by GDP per capita) undermine gender equality by failing to address sexual violence perpetrated against women with marginalised identities. By analysing student sexual violence policies from 80 higher education institutions in Australia, Canada, the United Kingdom, and the United States, I argue that these policies fail to account for the ways that race, sexuality, class and disability shape women’s experiences of sexual violence. Further, these deficiencies counteract efforts to achieve gender equality by tacitly denying women who experience violence access to education and health care. The conclusion proposes policy alterations designed to address the complex needs of women with marginalised identities who experience violence, including implementing cultural competency training and increasing institution-sponsored health care services for sexual violence survivors.

scholarly journals Queering and diversifying gender in equality work at European higher education institutions

2019 ◽  
Vol 11 (1-2019) ◽  
pp. 78-91
Author(s):  
Lisa Mense ◽  
Stephanie Sera ◽  
Sarah Vader
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Higher Education Institutions ◽  
Status Quo ◽  
Case Examples ◽  
Eu Legislation ◽  
Gendered Identities ◽  
Challenges And Opportunities ◽  
European Higher Education ◽  
Equality And Diversity

Against the background of recent changes to EU legislation to meet the demands and needs of LGBTIQ* communities, the authors seek to situate a queered and diversified understanding of gender firmly at the centre of the gender equality discourse in higher education (HE). Based on case examples, the legal and discursive status quo in German and Dutch HE institutions as well as actors’ motivations, challenges and opportunities are examined through a queer lens. The results highlight how differently EU legislation is transposed into national law. They also show that change is currently driven by highly motivated individual actors, be they students, gender equality and diversity officers, or individual institutions. We argue that queering and diversifying should be understood and used as modes to reflect on and analyse the processes that lead to heteronormative understandings of gender in HE and to develop strategies that take the complexities of gendered identities and discrimination into account.

Gender Equality in Higher Education Institutions: A Systematic Review

2021 ◽  
Vol 12 (1) ◽  
pp. 123-123
Author(s):  
Diana Viljoen Bezuidenhout
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Sustainable Development ◽  
Lived Experience ◽  
Gender Equality ◽  
Gender Inequality ◽  
Sustainable Development Goals ◽  
Higher Education Institutions ◽  
The Sustainable Development ◽  
Development Goals

Gender inequality has garnered much attention in the last few years. With the advent of the #MeToo movement, inequalities across genders, however subtle they may be, have been brought to the fore. As one of the Sustainable Development Goals (SDGs), gender equality is worked into the fabric of most constitutions worldwide (UNDP, 2015). However, pervasive gender inequality still exists in many industries, even in higher education institutions (HEIs). As no systematic review of studies related to gender equality in HEIs has been conducted, this study seeks to fulfil this gap. This paper seeks to critically evaluate research that has been conducted with regards to gender in academia and its associated dimensions. The purpose of the study is to i) identify barriers to achieving gender equality in HEIs, ii) analyse the outcomes of programmes intended to minimise gender inequality in HEIs, and iii) outline the lived experience of females in HEIs. Keywords: Gender, Higher Education Institutions, Inequality, Systematic Literature Review

scholarly journals The un-acknowledged relationship between shared parental leave, breastfeeding and workplace support in UK Universities

2021 ◽  
pp. 1-7
Author(s):  
Dr. Ernestine Gheyoh Ndzi ◽  
Dr. Anjali Raj Westwood
Keyword(s):  
Higher Education ◽  
Return To Work ◽  
Gender Equality ◽  
Causal Relationship ◽  
Parental Leave ◽  
Higher Education Institutions ◽  
Breastfeeding Support ◽  
Workplace Support ◽  
The Creation ◽  
Uk Higher Education

Gender equality is integral to a universities’ strategy and agenda. However, there is a gap when looking through the lens of shared parental leave (SPL) or breastfeeding. This research investigates the causal relationship between SPL, breastfeeding, and workplace support. A survey targeting women working in UK Higher Education Institutions was conducted between February and July 2021, and 49 completed responses were recorded. Women reported knowledge of SPL but not all workplaces were offering SPL, it wasn’t easily accessible and often too complex to understand. Breastfeeding policies and workplace resources were minimal. Lack of breastfeeding support on return to work affected women’s decision to take SPL. Recommendations include the creation of more accessible policies (SPL and breastfeeding), providing examples of parents who have utilized SPL, dissemination of information on SPL and breastfeeding when women announce their pregnancy and on return to work, and adequate resources in the workplace to support breastfeeding mothers.

scholarly journals Gender Equality within HR Practices in Higher Education Institutions

2016 ◽  
Vol 6 (7) ◽  
Author(s):  
Myriam Khalil
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Gender Role ◽  
Gender Equality ◽  
Selection Process ◽  
Higher Education Institutions ◽  
Role Stereotype ◽  
Gender Role Stereotype ◽  
Managerial Positions ◽  
Recruitment And Selection

Human Resource Management (HRM) may be considered as a tool to improve gender equality by citing equal opportunities as a key of Personnel policy focusing on developing people, valuing diversity, and enabling the promotion of equality to be linked to the achievement of organizational goals (Linda, 1998). The recruitment and selection process could be affected by several factors leading to inequality between men and women for occupying top managerial positions, such as the societal factors including gender role stereotype and the organizational factor including the male dominated organization and discriminatory organizational culture. This paper will focus on gender equality in recruitment and selection process mainly in the scope of top managerial opportunities based on the case study of USEK that benchmarks international best practices and that aims to be considered as the leader institution in Lebanon and region for enhancing the empowerment of women and improving women's career advancement.It will study to what extent gender role stereotype and organizational culture, policies and practices affect Women's career advancement for top managerial positions in Lebanese Higher Education Institutions. Through primary and secondary collected through surveys and interviews, the paper will demonstrate:first,if the recruitment and selection process for top managerial positions could be affected in advance by gender bias and organizational culture; second,if the existence of gender equality policy in the workplace could be an efficient solution to avoid gender discrimination and prejudgment within all HR practices.

scholarly journals Academic promotion and leadership: ‘moving the needle’ for the enhancement of gender equality in Tunisian higher education institutional members of the RMEI network following the TARGET framework

2021 ◽  
Vol 1 ◽  
pp. 14
Author(s):  
Monia Chouari ◽  
Moncef Ghiss ◽  
Anastasia Zabaniotou
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Gender Discrimination ◽  
Higher Education Institutions ◽  
Institutional Transformation ◽  
Academic Promotion ◽  
Representation Of Women ◽  
High Profile ◽  
Job Opportunities ◽  
Culture Of Gender

Although job opportunities, recruitment criteria, health insurance and social welfare are equally available regardless of sex, academic promotion at higher education institutions has so far been a challenging issue for women more than men. Even though there are not legislative policies or political strategies proscribing gender discrimination, the under-representation of women in high profile positions is thought-provoking as it was found by this study on collecting segregating data at the Faculty of Arts and Human Sciences of Sousse (FAHSS) and to a lesser degree at the National Engineering School of Sousse (ENISO). Given insufficient research in the area under investigation, and despite the shortage of data needed for examination, this study makes use of and analyses the available data collected from Sousse University. Built upon the findings, this paper sets forth to examine impediments as challenges to progress which are encountered by women. Despite the belief that gender parity has been acquired, it is still a challenge to progress to endorse the culture of gender equality at higher education institutions. The study entails the activities of the gender equality committee created at Sousse University in 2018 with the support of the Mediterranean Network of Engineering Schools (RMEI) and under the framework of the EU TARGET project entitled ‘Taking a reflexive approach to gender equality at Institutional transformation’.

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