Certifying Gender Equality in Research: Lessons Learnt From Athena SWAN and Total E-Quality Award Schemes

In the past 2 decades, many Certification and Award schemes (CAS) related to gender equality, diversity and inclusion have emerged in the higher education, research and industry sectors. According to a recent report, there are as many as 113 CAS which have been identified across Europe and beyond. These CAS aim at addressing inequalities in relation to the grounds of sex, gender, race, sexual orientation, and disability among others. The high number of CAS, and their continued growth, has taken place in parallel to the shift of policies and efforts from “fixing individuals” to “fixing the system.” In these schemes, gender equality is often understood as a structural, systemic challenge, with a recognition that advancing gender equality is complex and requires drivers and interventions at micro, meso and macro level. Studies focused on analysing and evaluating gender equality initiatives in higher education have been scarce, and often limited to specific schemes. This paper aims to fill this gap by providing a better understanding of the CAS landscape through comparing two of the main gender equality schemes used by research-performing organisations in Europe Athena SWAN (in the UK) and Total E-Quality Award (in Germany). Based on qualitative interviews with stakeholders across Europe and document analysis, this paper focuses on strengths, challenges faced by and the impact of these CAS. This comparative exercise highlights particular learning points that can inform potential reviews of existing schemes and/or the development of new schemes such as a Europe-wide scheme. The latter is the focus of a Horizon 2020 project entitled CASPER (Certification-Award Systems to Promote Gender Equality in Research), which aims at making recommendations to the European Commission as to the feasibility of a Europe-wide CAS for gender equality in research organisations.

SAGE Ltd: Continuing the Journey to Transform Gender Equity, Diversity and Inclusion in Australia’s Higher Education and Research Sector

Science in Australia Gender Equity (SAGE) began as a Pilot program in 2015. It was modelled on the UK’s Athena Swan Charter (Advance HE), a framework for improving gender equity and diversity in science, technology, engineering, mathematics and medicine (STEMM); specifically, within higher education and research.

Perceptions of gender equity and markers of achievement in a National Institute for Health Research (NIHR) Biomedical Research Centre (BRC): A qualitative study.

ABSTRACT Background The need to improve gender equity (GE) in academic medicine is well documented. Biomedical Research Centres (BRCs), partnerships between leading National Health Service (NHS) organisations and universities in England, conduct world-class translational research funded by the National Institute for Health Research (NIHR). In 2011, eligibility for BRC funding was restricted to universities demonstrating sustained GE success recognised by the Athena SWAN Charter for Women in Science Silver awards. Despite this structural change, GE research in BRC settings is underdeveloped, yet critical to the acceleration of womens advancement and leadership. Objectives To explore both women's and men's perceptions of GE and current markers of achievement in a BRC setting. Methods Thematic analysis of data from two discrete research projects: 53 GE survey respondents free text comments (34 women, 16 men), and 16 semi structured interviews with women affiliated to the NIHR Oxford BRC. Results Four major themes emerged from the analysis: perceptions of the Athena Swan Charter for Women in Science (GE policy); views on monitoring GE in BRCs; views on current markers of achievement in academia and GE; and recommendations for actions to improve GE in BRC settings. Monitoring of GE in BRCs was deemed to be important, but complex. Participants felt current markers of achievement were not equitable to women as they did not take contextual factors into account such as maternity leave and caring responsibilities. BRC specific organisational policies and metrics are required to monitor and catalyse GE. Conclusions Markers of achievement for monitoring GE in BRCs should take into account contextual factors specific to BRCs and women's career progression and professional advancement. GE markers of achievement should be complimented with broader aspects of equality, diversity and inclusion.

Do UK Universities Care about Hedgehogs More Than People of Colour?

This article asks whether UK universities care about hedgehogs more than they care about people of colour. This absurd question is based on an analysis which shows that UK universities have had much greater engagement with the Hedgehog Friendly Campus initiative than the Race Equality Charter. A comparison with UK universities’ Athena Swan accreditation also highlights that UK universities appear to have taken much more action in tackling gender inequality than racial inequality. This article is purposefully concise to emphasise the need for more action and less discussion in achieving racial equality in UK universities.

Male allyship in institutional STEMM gender equity initiatives

This article examines men’s involvement in an institutional gender equity award scheme and how their self-concept as allies develops over time. It draws specifically on a subset of qualitative data from the four men participating in a study involving in-depth interviews with university staff involved in the self-assessment team of one Australian institution’s Science in Australia Gender Equality (SAGE) Athena SWAN pilot. Data related to the men’s experiences is the article’s focus. Key themes from the data include: 1) men’s motivations for engagement; 2) men’s self-understandings as ‘champions for change’ 3) the barriers/risks associated with male championship; and 4) men’s evolving perceptions and critiques of the male champions model. Findings show that men demonstrated personal growth and increased awareness through their participation in the pilot. Yet, their frustration with how equity and diversity was managed in their organisational context highlights pitfalls in the concept of a male ‘champion’. This article provides timely guidance for institutions seeking to engage allies in gender equity initiatives.

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

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.

Developing a theoretical framework for exploring the institutional responses to the Athena SWAN Charter in higher education institutions—A feminist institutionalist perspective

Why does the institutional response of higher education institutions to a ‘potentially institutionally transformative’ gender equality programme such as the Athena SWAN (AS) Charter matter? If a higher education institution seeks and attains the AS award, then the institutional response would be to embed the Charter’s action plans thoroughly without resistance or variation across higher education institutional contexts? These are the initial and broader reflective questions underpinning and inspiring this article. The reality is that the Athena SWAN Charter actions and commitments are not simply installed into the technical rules and procedures of higher education institutions, resulting in the organisational and cultural change it seeks. It is argued in this article that applying a feminist institutionalist lens, which deals with the exchange between formal and informal rules, norms and practices, and the roles played by actors working with the rules – the micro-foundations of gendered institutions – will inform our understanding of how a change programme such as Athena SWAN can instil institutional change- if any change. This article details a theoretical framework, drawing from the FI perspective, which will be applied to an empirical study exploring the institutional responses of higher education institutions to the Athena SWAN process in Ireland.

Gender Inequalities and Academic Journal Publishing: The View from the Journal of American Studies

This virtual special issue is the outcome of a project entitled Women and JAS, which was launched by the coeditors of the Journal of American Studies in October 2019 to document the involvement of women in the journal's day-to-day business from its inception in 1956 as the Bulletin of the British Association for American Studies. The project arises out of – and will hopefully contribute to – larger conversations about the progression of women scholars in academia. While the UK and US higher-education contexts (the contexts most pertinent to this discussion) differ, there are notable similarities in terms of the relationship between gender and career advancement. Both witness attrition of women from academia as they progress from undergraduate studies to PhD and beyond; both see disproportionate numbers of women scholars employed in precarious, part-time and/or teaching-only roles; both see a very low proportion of women in senior professorial roles; fewer women in both locations apply for (and are, therefore, awarded) major grants. In the UK, specifically, recent conversations around gender inequality in higher education have revolved around issues (and initiatives) such as the gender pay gap, Athena SWAN, sexual harassment and the effects of nondisclosure agreements (NDAs), caring responsibilities and affective labour.