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2017 | Buch

Introduction: The Focus on Success Stories Kapitel lesen Erstes Kapitel lesen

Gendered Success in Higher Education

Global Perspectives

herausgegeben von: Kate White, Pat O'Connor

Verlag: Palgrave Macmillan UK

Enthalten in: Springer Professional "Wirtschaft+Technik" , Springer Professional "Wirtschaft"

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Über dieses Buch

This book examines higher education institutions that exemplify gendered success whether in terms of the presence of women in senior positions or attempts to change a gendered organisational culture. It reflects a global perspective, drawing on case studies from eleven countries: Australia, Austria, Ireland, India, New Zealand , Portugal, South Africa, Sweden, Turkey, United Arab Emirates, and the United Kingdom. In each country an organisation has been selected that demonstrate best practice in terms of gendered outcomes or processes. Gendered Success in Higher Education highlights both the importance and the limitations of indicators such as the proportion of women in senior positions. It proposes a new gender agenda, identifies the factors that need to be included in a model of gendered change, and provides important insights into the nature of gendered change globally and how it can be achieved.

Inhaltsverzeichnis

Frontmatter

Introduction

Frontmatter
1. Introduction: The Focus on Success Stories
Abstract
This chapter provides an introduction to the study, discusses various definitions of success in promoting a gendered agenda in higher education (HE) and outlines the methodology. It then examines gender indices and the national context, and the labour force participation of women. Next, it explores HE and gender equality, and both external and internal strategies for achieving gender equality in universities. Finally, it briefly outlines the structure of the book.
Kate White

Case Studies

Frontmatter
2. Gender Equality as a Core Academic Value: Undoing Gender in a ‘Non-Traditional’ Swedish University
Abstract
This chapter reports on a case study of a Swedish University, appointed the most gender equal university in Sweden. With the highest percentage of women professors in Swedish academia (35%) and a gender balance in senior academic management positions, it has received recognition for its achievements when it comes to quantitative gender equality. Drawing on interviews with key informants and official documents, the chapter explores how this university managed to establish and maintain a gendered agenda. The analysis uses a theoretical framework about gendered organizations and gender equality practices to explore how gender was undone in relation to structure, culture, interaction and identity.
Helen Peterson, Birgitta Jordansson
3. Feminist University Management: Precondition or Indicator for Success? A Case Study from Austria
Abstract
Austria has a long tradition of gender equality policies in academia. While female participation among students and staff has increased, leading positions have remained a man’s world. Consequently, specific initiatives were implemented like a quota regulation to integrate more women into university management. This chapter discusses the potential of feminist management to initiate cultural change and the challenges it faces in the context of the traditional ideal of a good scientist (Weber, Wissenschaft als Beruf [Science as profession], Duncker & Humbolt, Berlin, 1996 [1919]). Using documents and interviews, the analysis reveals a clear priority towards equality in strategic documents, and also that the main steering instruments are not adequate for a university which already exceeds equality targets formulated by higher education policy. The chapter examines possible strategies to deal with this dilemma.
Angela Wroblewski
4. Women Vice-Chancellors as Change Agents? An Australian Case Study
Abstract
This chapter investigates a newer university in Australia where the representation of women as academic staff, including full professors, is significantly above the national average. The chapter uses documentary analysis and interviews with several key stakeholders to explore the effectiveness of women vice-chancellors as change agents for gender equality through: implementation of a gender equality strategy; making managers of executive portfolios responsible for gender equality; improving opportunities for women in the organisation; and personally championing gender equality, thereby changing the culture of the organisation, assisted by front-line change agents at the local level.
Kate White
5. Changing the Gender Profile of the Professoriate: An Irish Case Study
Abstract
This chapter analyses the success of a new university in increasing the proportion of women professors from zero in 1997 to 34% in 2012, considerably above the average for Irish (21%) and European Union (21%) universities. This focus is an important symbolic indicator in the context of the entrenched male-dominated character of universities. Drawing on documentary and experiential evidence, the chapter highlights the importance of formal leaders and informal gender champions and the synergies between them. In the context of informal gender champions it stresses the importance of ‘managing management’, leveraging prestigious external funding, ‘perverse alignments’, cross-institutional ties, ‘provocative misbehaviour’ as well as the support of formal leaders and chance in facilitating this increase. It concludes that change in the gender profile of the professoriate is possible but not inevitable.
Pat O’Connor
6. The Exceptionalism of Women Rectors: A Case Study from Portugal
Abstract
Women’s participation in higher education in Portugal is usually presented as a successful case. Despite this increasing participation by women, horizontal and vertical segregation remains. Women are under-represented in top decision-making positions and only two of the 15 public universities have had, until now, a woman rector. This chapter presents a case study of a new university which has had two woman rectors in its 40 years’ existence. It analyses whether institutional reasons enabled these women to become rectors, if their presence in top positions fostered gender awareness, and the reasons for this exceptionalism and its effects on gender awareness. Using interviews and document analysis, it concludes that organisational and personal dimensions can explain this exceptionalism, but that having women in top positions is not enough to improve gender awareness.
Teresa Carvalho, Maria de Lourdes Machado-Taylor
7. Negotiating Space for Women’s Academic Leadership within the Arab Gulf States
Abstract
The case study university was established for women’s education by federal decree of the United Arab Emirates (UAE) in the 1990s. It was selected as it has a high percentage of women leaders. That situation is unusual, particularly in the male dominated socio-cultural environment of the Middle East. Regional statistics on women in academia are analysed in this chapter, and an interpretation of interviews with female leaders at the university is presented. Three themes of best practices were identified: women leading change within the specific academic context of the case study university (CSU); recruitment, retention, and promotion policies that support women’s leadership; and the mitigation of influences from the socio-cultural environment. These best practices in the CSU enabled the negotiation of space for women’s academic leadership.
Linzi J. Kemp, Christina Gitsaki, Wafa Zoghbor
8. The Athena SWAN Charter: Promoting Commitment to Gender Equality in Higher Education Institutions in the UK
Abstract
The chapter provides an overview of the Athena Scientific Women’s Academic Network (SWAN) Charter, how it has been adopted across a selection of different institutions in the UK, the impact it has had so far, with a reflection on what it means in practice for an institution aiming to address gender equality. It draws on an analysis of Gold Award Departments and a case study university to explore what is required to engage with the Charter and what is considered good practice. The chapter offers an insight into a very influential scheme to address gender equality in higher education institutions in the UK that has relevance to policy makers with an interest in promoting commitment to gender equality.
Sarah Barnard
9. Making a Difference: National and Local Initiatives for Gender Equity in New Zealand
Abstract
New Zealand (NZ) has eight universities and legislation that promotes employment equity. However, gender disparities in leadership and management positions across universities exist. Once articulated, a conscious effort has been made to address these imbalances. This chapter examines the circumstances that have led to one university retaining its top position in the Human Rights Commission censuses for the percentage of women at professorial level – at 28% compared to the NZ average of 19%. Strategies that promote diversity are canvassed to ascertain what combinations are deemed to influence the strong position of women at that university and the way in which their equal employment opportunity initiatives articulate with the national Women in Leadership development programme, established to address the identified inequalities in NZ universities.
Jenny Neale
10. Promoting Gender Transformation at a Higher Education Institution in South Africa
Abstract
South African universities are under pressure to demonstrate transformation, diversity and equity in their racial and gender composition and staffing profile. Documentary analysis, interviews and e-mail surveys utilised to gather information at the case study university revealed successful initiatives by this university to respond to gender transformation. One-third of its academic women are full professors, which is very high compared to one in five in the European Union. The university has the third highest representation of women (black and white) at senior management level, and a high representation of women in research rating by the National Research Foundation. However, race and gender intersect to affect the representation of black women in the professoriate but not in leadership positions.
Connie Zulu
11. Gendered Success and Strategies for Change in a Turkish University
Abstract
The high representation of women academics in Turkey is described in the literature as a success story, but women are under-represented in senior management. The case study is of large public university whose female vice-rector is responsible for gender equity. Seven of the 17 faculties have women deans, four vocational schools have women directors and two graduate schools have women directors. Currently, 41.9% of academics and 40.8% of professors are women. The chapter analyses the impact of the institution’s gender action plan on the high representation of senior women and the Women’s Studies Research Centre as a change agent. It concludes that strategies like mentoring for leadership roles, networking, academic mobility, improved childcare/elder care and quotas could increase the number of women managers.
Özlem Atay
12. Who Promotes a Gender Agenda? An Indian Case Study
Abstract
This case study is of a premier central university in India that is characterized by a notable increase in the representation of women at professorial and senior management levels. The focus is on the period 2001–2016 during which there have been three different vice-chancellors and the percentage of women professors increased from 16% (2001) to 30% (2015). This chapter seeks to deconstruct the factors contributing to this increase, including the role of senior university leadership in furthering the gender agenda. The chapter uses secondary data and reflections of a key informant to explore whether this increase in the proportion of senior women reflects a real transformation in the gendered nature of university culture and is a true indicator of gendered change.
Tanuja Agarwala

A New Gender Agenda

Frontmatter
13. Towards a New Gender Agenda and a Model for Change
Abstract
Diversity in higher education and research organisations is conducive to research innovation and economic growth Yet, male-dominated educational institutions have been remarkably resistant to change. Little attention has been paid to the identification of ‘best practice’: that is, universities which in their gender profile at senior academic and management level, their organisational culture, their formal and informal leadership and the embedding of gender in their purpose, curriculum and research agenda, exemplify a new gender agenda. Building on the case studies in this book, this chapter focuses on definitions of success and on a model of gendered change, including key external and internal factors as well as specific interventions. It provides important insights into a new gender agenda and how it can be created.
Pat O’Connor
Backmatter
Metadaten
Titel
Gendered Success in Higher Education
herausgegeben von
Kate White
Pat O'Connor
Copyright-Jahr
2017
Electronic ISBN
978-1-137-56659-1
Print ISBN
978-1-137-56658-4
DOI
https://doi.org/10.1057/978-1-137-56659-1

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