Now showing items 41-56 of 56

    • GENOVATE: boosting gender equality in academia

      Wennberg, P.; Mattsson, C. (2015-06-30)
    • National learning circle

      Wennberg, P.; GENOVATE partner institutions (2015-06-10)
    • GENOVATE@UCC

      Field, S.M.; Maxwell, N. (2015-06-16)
    • Gender and gender equality in academia and at LTU

      Fältholm, Y.; Wennberg, P. (2015-03-25)
    • Naming the parts: a case-study of a gender equality initiative with academic women

      Ó Gráda, A.; Ní Laoire, C.; Linehan, C.; Boylan, G.; Connolly, L. (2015)
      This paper aims to seek to contribute to current debates about the effectiveness of different types of gender equality interventions in the academic context. This paper presents an argument for the need to move beyond an individual-structural dichotomy in how such interventions are perceived. The paper draws on an action-research case-study, the Through the Glass Ceiling project, to challenge the idea that “individual”/single-actor interventions serve only to reinforce underlying inequalities by attempting to “fix the women”.It is suggested that actions that support women in their careers have the potential to achieve a degree of transformation at individual, cultural and structural levels when such actions are designed with an understanding of how individuals embody the gendered and gendering social structures and values that are constantly being produced and reproduced within society and academia. The case study highlights the benefits of supporting individuals as gendered actors in gendering institutions and of facilitating the development of critical gender awareness, suggesting that such interventions are most effective when undertaken as part of an integrated institutional equality agenda. By calling attention to the ongoing mutual construction of actors and practices in organizations, this paper seeks to make both a conceptual contribution to how we understand the (re)production and potential transformation of gender relations in academia and to influence wider policy dialogues on diversity at work.
    • Primo Bilancio di Genere dell'Ateneo Fridericiano

      Liccardo, A.; Agodi, M.C.; Gargano, A.; Masullo, M.R.; Picardi, I.; Pisanti, O. (2016)
      The first annual report on Gender at the Federico II University.
    • Guided reflection as an organisational learning and data collection tool in a gender equality change management programme

      Archibong, Uduak E.; O'Mullane, M.; Kallayova, D.; Karodia, Nazira; Ni Laoire, C.; Picardi, I. (2016-03)
      This paper presents a guided reflection (GR) framework compiled and used specifically in a gender equality change management programme. The programme involves seven partners (one being an evaluation partner) from across Europe, each partner implementing a change management programme in their university setting. A guided reflection framework, including verbal reflective discussions and written reflections, was devised and deployed to enable and facilitate the collection of narratives and stories on the experience of gender transformation within the university institutions. The resulting outcome so far has been a successful application of the GR framework, with emerging findings suggesting that participants found the opportunity to share and reflect useful. Both written and verbal reflection tools were effective within this programme, with lessons emerging around increasing and improving the journaling aspect of written reflections. The process findings illustrate how people in our organisations are very constrained for time for reflection within their busy work schedules, and therefore the applicability and usefulness of the GR framework has been in enabling a space for such reflection and thought, which in turn contributes to organizational learning and potential for change.
    • The Psychology of Transference: Gender and Access to Training—the Mechanisms of Disadvantage

      McIntosh, Bryan; Prowse, Julie M.; Archibong, Uduak E. (2015-07-17)
      Within nursing, career breaks have an impact on women's career outcomes. However, the causal mechanisms that explain the transfer of women's relative reduced career outcomes remain unclear. This article examines the relationships between career breaks, part-time working, and access to training/updating skills in determining nurses' career outcomes. We consider this to be a mechanism of transferring disadvantage both within and between genders within nursing. This qualitative research involved in-depth interviews with 32 registered female nurses with and without children. They were employed in “acute” nursing and worked as registered Band 4 to “senior nurse managers” and were between 25 and 60 years old. They worked or had worked under a variety of employment conditions. Some, but not all, had taken career breaks or requested or attained postregistration training. We found that restricted access to training for part-time nurses and limited opportunity to update their skills following a return from a career break are determining factors affecting the career outcomes of nurses. The findings suggest that it is related to rationing of training for those returning from career breaks, based on the availability of a supply of newly qualified nurses meeting the numerical demand, financial constraints, operational imperatives, and organizational values.