All are equal, but some are more equal than others: managerialism and gender equality in higher education in comparative perspective

2013 ◽  
Vol 49 (4) ◽  
pp. 520-535 ◽  
Author(s):  
Christine Teelken ◽  
Rosemary Deem
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Comparative Perspective ◽  
And Gender

scholarly journals Quotas and Gender Competence: Independent or Complementary Approaches to Gender Equality?

2021 ◽  
Vol 6 ◽  
Author(s):  
Angela Wroblewski
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Cultural Change ◽  
Critical Discussion ◽  
Successful Implementation ◽  
Ministry Of Education ◽  
Female Representation ◽  
Paradoxical Situation ◽  
Short Period ◽  
And Gender

Austrian gender equality policy in higher education is characterized by the successful implementation of a comprehensive set of gender equality policies and persistent gender imbalances. After the introduction of a legal quota for university bodies, for instance, female representation in decision-making bodies increased significantly within a short period of time. However, this did not lead to a cultural change or the abolishment of barriers to women’s careers. Research has attributed this paradoxical situation to a lack of reflexivity because the current gender equality policies do not force institutions or individuals to challenge traditional practices, which are perceived to be merit-based and therefore gender neutral. To overcome this paradox, the Austrian Federal Ministry of Education, Science, and Research launched a policy process aimed at strengthening gender competence in all higher education processes—management, administration, teaching, and research. This paper provides a critical discussion of the Austrian quota regulation and its implementation. It also introduces the concept of gender competence and outlines the underlying assumptions as to why the new policy is expected to contribute to change. Following a critical reflection on these assumptions, the paper also discusses how existing steering instruments have to be adapted to support individual and institutional reflexivity.

scholarly journals MAKING GENDER A SUBJECT OF DISCUSSION - A MISSION (IM) POS-SIBLE IN THE 21TH CENTURY?! STUDENTS OF EDUCATIONAL STUDIES AS AN EXAMPLE WITHIN THE CONTEXT OF ACADEMIA

2014 ◽  
Vol 60 (1) ◽  
pp. 101-113
Author(s):  
Sabine Klinger ◽  
Ines Findenig
Keyword(s):  
Higher Education ◽  
University Students ◽  
Gender Equality ◽  
Gender Issues ◽  
Gender Inequalities ◽  
Educational Science ◽  
Empirical Survey ◽  
Wide Range ◽  
And Gender ◽  
Educational Studies

Higher education is supposed to create open-minded graduates within social topics. General assump-tions about educational science transfer a quiet sensitive picture across in particular gender issues and the awareness of gender inequalities. In contrast to other disciplines, scientific debates about gender issues do have a long tradition, even if not always thematised as such. The curriculum of educational science offers a wide range of so called gender-seminars, where students can spend time on gender related topics and the awareness of gender equality. Women are overrepresented among educational students and regarding to a “new deal for young women” (McRobbie 2009), which may influence the way young woman and men think about the importance of gender-related topics, the question about the relevance of gender and gender issues for the discipline of educational studies often remains vague. According to this following research questions arose: how do students of educational science discuss gender issues, how does a de-articulation form gender issues, and how is rhetoric equality produced among university students of educational science. The data are based on a qualitative empirical survey composed of four group discussions carried out with 14 university students of educational studies from German speaking universities. The aim was to reconstruct and analyse both - an individual and collective - understanding or interpretations regarding gender issues. The findings of this study have revealed that the reflection of gender issues and talking about gender is somehow caught between gender equality, difference and usurpation. This takes into account the mechanisms and masking effects of neoliberal activation. Deliberations about how educational studies can handle these challenges should imply a gender-reflected understanding of learning and educational processes. Key words: gender, de-examination of gender issues, higher education, university students

scholarly journals Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education

2021 ◽  
Vol 13 (9) ◽  
pp. 4994
Author(s):  
Marta Peña ◽  
Noelia Olmedo-Torre ◽  
Elisabet Mas de les Valls ◽  
Amaia Lusa
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Gender Equality ◽  
Assessment Tool ◽  
Central Element ◽  
Teaching Staff ◽  
The European Union ◽  
Master's Degrees ◽  
Effective Inclusion ◽  
And Gender

The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed.

scholarly journals Integrating SDGs in Higher Education—Case of Climate Change Awareness and Gender Equality in a Developing Country According to RMEI-TARGET Strategy

2021 ◽  
Vol 13 (6) ◽  
pp. 3101
Author(s):  
Mona Nabil Demaidi ◽  
Khaled Al-Sahili
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Gender Equality ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Female Students ◽  
Male Students ◽  
Active Member ◽  
The Mediterranean ◽  
And Gender

Universities play an essential role in spreading climate change awareness. However, slight information on climate change and environmental issues had been integrated into the curricula. Moreover, minimal research had been carried out to understand university role in spreading awareness, and students level of awareness and daily behaviour towards climate change, especially in developing countries. This paper aims to investigate the aforementioned issues. An experimental study was carried out on 448 undergraduate students enrolled at An-Najah National University Palestine. The study aimed to examine students’ knowledge and daily behaviour towards climate change, and the important role the university and students’ societies play in terms of spreading and enhancing awareness. The results revealed that female and male students had a non satisfactory interest level in environmental topics and activities, and gender equality did not seem to be an issue. Moreover, female students tend to have a significantly lower level of awareness on climate change compared to male students. On the other hand, being an engineering students or a member in students’ societies had a positive impact on students’ level of awareness and especially females. The results revealed that female students who are enrolled in the engineering faculty or members of students’ societies had a significantly higher level of awareness compared to female students who are enrolled in other faculties or not members of students’ societies. In general, students had a low level of awareness regardless of gender or faculty and universities should offer undergraduate students and especially female students’ opportunities to learn more about climate change by integrating climate change topics into higher education. Moreover, universities should support extracurricular activities held by student societies, and some of these activities should be directed towards environmental and climate change issues. This study entails the activities of the Mediterranean Gender Equality Community of Practice co-created by the Mediterranean Network of Engineering Schools (RMEI), where An-Najah University is an active member, with the support of the EU TARGET project entitled ’Taking a reflexive approach to gender equality at Institutional transformation’.

scholarly journals Gender Equality Policies and Gender Mindset in Kosovo

2021 ◽  
Vol 10 (1) ◽  
pp. 1-16
Author(s):  
Kimete Canaj
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Tertiary Education ◽  
Academic Staff ◽  
Gender Inequalities ◽  
Education Politics ◽  
Traditional Gender Roles ◽  
Management Positions ◽  
Vertical Segregation ◽  
And Gender

This paper discusses gender equality concerns within higher education, politics and examines the gender related policies introduced in Kosovo. Gender differences emerge in primary and secondary education partly because traditional gender roles and stereotypes tend to be reproduced in schools. These differences are then reflected in and further strengthened by the choices made and opportunities open to women and men at the higher levels of education and vocational training. Therefore, it is important to examine whether and how Kosovo attempt to combat these inequalities. Kosovo have designed policy and have supported projects targeting gender inequalities in education and incorporate specific gender equality provisions in legislation or in governmental strategies and make it compulsory for political parties to create their own gender equality policies. In politics are obliged 30% quotas for female places in Assembly, but in other Higher management positions are mostly males, for example in 6 public Universities all rectors and most deans are male. In Higher Education Institutions are two main concerns in Kosovo with respect to gender inequality in higher or tertiary education: horizontal and vertical segregation. Firstly, it is concerned about horizontal segregation, that is, the problem that women and men choose different fields of study in higher education, with women being under-represented in engineering and science. Secondly, it is also concerned about vertical segregation. This problem is related to the currently existing 'glass ceiling' in tertiary education: while women outnumber men amongst higher education graduates. They participation in Higher Education its slightly increased at the doctoral level, and there are even fewer women amongst academic staff in universities, or none of them as Rector but few of them as Vice-Rector at the managerial level in universities. These two issues and the policies intended to deal with them will be discussed in this paper. 1)University of Prishtina “Hasan Prishtina” since 1970, University “Ukshin Hoti” Prizren since 2010, University “Haxhi Zeka” Peja, University “Isa Boletini” Mitrovica, University “Kadri Zeka” Gjilan und University “Fehmi Agani” Gjakova since 2011

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