GEARING ROLES Final Conference

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• Promoting female leadership in HEIs of the Americas.
  This mission revolves around the following strategic objectives:
  To contribute to the strengthening of the leadership and participation of
  women in decision-making in higher education;
• To promote the construction of HEIs that are more and more democratic,
  inclusive and socially responsible;
• To provide rigorous information and updates on the status of women within
  HEIs; and
• To influence higher education policies in favour of gender equality.

EURAXESS

The Botanic Garden has included “respect for diversity” as one of its values and wants to structurally anchor diversity in its personnel policy. To this end, the Botanic Garden has included actions related to diversity in the business plan and in the culture plan (“diversity”):

• Recruiting young or not yet graduated students as part of the Agency’s core tasks to implement the objectives of the target groups (ongoing action)
• Raising awareness among staff members and managers about diversity issues and diversity actions
• Include diversity in training plan
• Querying diversity in staff satisfaction surveys
• Developing the role of coach (colleague female/ male) in the workplace
• Being open to and capturing suggestions from staff members about diversity
• Measures in the event of adjustments to work equipment / working conditions for people with a disability.

Additionally the Garden is part of the Science4Refugees program via EURAXESS.

Pakistan

PELP is a project funded by the US Department of State which is designed to contribute to the growth and development of the educational system in Pakistan through the introduction of teacher-trainers, educational administrators and other educational leaders to new methods and ideas. Among its goals and actions, the project provides science educators with leadership skills to effect change at the grassroots through the development of trainings primarily focused on educational leadership, environmental stewardship, and cultural heritage preservation.

Norway

The programme is part of a strategic initiative to develop and strengthen leadership training in higher education institutions, operating in conjunction with institution’s own research management and institutional leadership programmes. Dean School is focused on university and university college deans, as well as on department heads of the largest institutions and is aimed at enhancing participant’s skills and developing their leadership role.

Poland

Training

Training

This programme is an outcome of the Tempus project “Leadership in Higher Education Management”. It provides different programmes and activities aimed at building bridges among universities in the region and implementing capacity building. Among the developed initiatives are the “Leadership for Performance in HE: Building and Leading High Performance Teams”, “‘Lean Thinking’ for Performance in HE”, and “Research Leadership and Creating Capacity in Research”.

Ghent University, Göttingen University, Groningen University, and Uppsala University

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The programme is aimed at strengthening the capacities and generating relational skills of young people from different regions of the country, with profiles of social, cultural, political, business and student action.

Participants are selected annually among young people between the ages of 18 and 30 from all states of the country, who have a leadership profile and potential to teamwork and networking.

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With the goal of tackling the underrepresentation of women in leadership positions in academia and the sciences, AcademiaNet is a tool that provides numerous profiles of excellent women academics from every discipline, making them more visible and easily accessible. Initially exposing profiles of German-speaking women academics, the portal has been gradually internationalised and expanded, containing now information both in German and in English. Since 2012, the portal has become a European database for those searching for suitable female candidates for influential academic and scientific positions.

EWORA

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The association was established in 2015 with the aim of promoting the role of women in leadership positions in the academic sector and to advocate gender equality in higher education and research at European and international scales. Its focuses revolve, among others, around the development of strategies and policies that encourage women academics to target leadership positions, the creation of opportunities for increasing women’s representation in higher education, research and decision-making positions, and the balanced participation of women and men in academic leadership.

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Founded in a joint initiative between Universities UK and GuildHE, AdvanceHE is a company aimed at improving the management, governance and leadership skills of existing and future higher education leaders in the UK. It promotes research and practical initiatives on equality in the academic sector and, based on the analysis of the unequal status of women and men in academic positions, positive actions have been taken to address this imbalance in staff recruitment, selection and promotion processes. Among others, actions involve the possibility of appointing women over men in tie-break situations where there is an underrepresentation of women, as well as measures to avoid the distinction between male and female candidates in interviews. Moreover, also aimed at addressing the gender imbalance in higher education institutions, formal mentoring programmes have been implemented to support the progress of women’s careers in the sector.

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The Gender, Leadership and Inclusion Centre (GLIC) bridges research and practice in the areas of gender, leadership and inclusion at work. It is aimed at ensuring an evidence-based approach to attaining every woman’s full and effective participation and equal opportunities for leadership at all levels in professional life. The program develops actions such as:

• International and applied research agenda in contemporary developments on gender diversity,including intersectionality, privilege and inclusive leadership.
• Produceing academic research in partnership with organisations, policy partners and research councils.
• Collaborating with industry to identify and analyse gender diversity issues pertinent to industry and practitioners.

To achieve the goals of the programme, GLIC provides a variety of projects such as the Female FTSE Index, the Female FTSE Board Report, the Women to Watch, among others.

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Aimed at transforming the University’s promotion processes to make them more appealing to women and inclusive, in addition to recognising the central importance of research and teaching, the Leicester Academic Career Map gives a special attention to the explicit recognition of contributions to enterprise, engagement, citizenship and leadership – areas that are often undertaken by women but had not been clearly rewarded through the University’s promotion routes in the past. The map specifies what individuals need to achieve in order to be considered for promotion and focuses upon the impact that achievement has had upon others. In order to sustain change, the institution continuously provides a pipeline to progression through development opportunities including leadership training, return- to-career fellowships, mentoring and coaching. Finally, as a HeForShe Champion, the University became an attractive employer for women, providing on site childcare, promoting flexible working options and tackling a gender pay gap.

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Created from a cooperative effort between several national institutions, the IDAS was a leadership development project aimed at increasing the number of women in leadership positions at universities and university colleges in Sweden. By launching measures such as the establishment of local, regional and national networks, competence-building seminars, leadership development and mentoring programmes, surveys and reports, the programme encouraged and supported women academics to pursue leadership and administrative careers in higher education institutions.

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EURAXESS

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Launched in 2004, the AKKA is a gender-integrated leadership programme that aims at raising gender knowledge and awareness and providing methods and tools for structural change to achieve sustainable gender equality. Providing short and long-term goals, the programme initially focused on encouraging female researchers working at Lund University to apply for deans and vice- deans, in order to further achieve the final goal of increasing the number of female leaders at the institution.

In addition to focusing on the number of women in leadership roles, the programme also implemented awareness campaigns and provided methods and tools to pursue structural changes, involving both women and men in such actions. To this end, seminars, workshops and a project work were designed and serve as discussion forums where participants exchange experiences and knowledge. Precisely in the project work, the purpose is to identify and analyse particular discriminatory practices from an integrated gender and diversity perspective, pursuing possibilities for change through constructive solutions.

Since its launch the programme has been offered annually for senior scholars at the university and, among other positive impacts, it has increased the number of women in leading positions, contributed to their visibility as potential leaders, increased willingness of both genders to undertake leadership positions, and developed tools to deal with resistance to gender issues and for change management.

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Established in 2004, the KIF Committee is focused on the improvement of gender balance at universities, university colleges and research institutes, and provides support and recommendations on measures contributing to gender balance and diversity in the Norwegian research sector. Among its priorities, the actions are focused on including gender perspectives in research, developing recruitment measures that encourage gender-balanced processes, fostering career- promoting measures with attention to how to lay a foundation for gender equality in academia, enhancing diversity in the sector and compiling measures targeted towards students in order to achieve a more gender-balanced student body.

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EURAXESS

The University of Stavanger had 45.2% women in associate professorships, but only 21.2% female professors at the beginning of 2015. Through “Women towards the top – UiS in movement and balance”, the university started a long-term commitment with a focus on awareness and accountability of the line management to increase the numbers of females in top research positions. This was the starting point for the University of Stavanger to implement a number of organisational and personal measures to improve its gender statistics, and especially focus on how the university could lift already employed female associated professor-to-professor level competency. It has been an important part of the project to include leaders, allocate funds to the selected groups of women participating in the project and to have this as part of the internal Leader development program to ensure these differences are top of mind in appraisal interview and when hiring. At the starting point of the project, the percentage of female professors was as low as 20 percent, three years later this number had increased to 35 percent. UiS continued to support the project after the 3-year project period with economic support from the Norwegian Research Council was over in 2018, the goal for the next period is to have 45 % female professors in 2022.

EURAXESS

EURAXESS

The NHH Action Plan for gender balance bases itself on the need to integrate gender equality focus into the School’s core activities in research, teaching and dissemination. General objectives include: promoting an organisational culture and a working environment that is inclusive and fair for both genders; organising research, teaching and dissemination actions that are attractive to both men and women and gives employees of both genders equal opportunities; and implementing an active recruitment policy that equalises a skewed gender selection and prevents indirect discrimination. Measures such as ensuring the presence of women and men in lectures in all programmes and at all levels, using both genders in the media, balancing the composition of decision- making boards, councils and committees, and using the School’s salary policy as a means to achieve the targets for the recruitment of women make part of the plan.

EURAXESS

• Peer mentoring for women Principal Investigators (PIs): Women PIs of 3 different research Institutes meet 2-3 hours every 2 months for peer mentoring. They are guided by an expert in mentoring schemes.
• Increasing the number of women in decision making bodies: Every year on when someone drops off from the International Scientific Committee (ISC), IBEC will propose the names of different women. 2 Women scientists have joined recently the ISC.

EURAXESS

Institutional & Enterprises Chairs (Cátedras) are a tool to stablish a permanent collaboration between the University of Zaragoza (UZ) and Enterprises and Organisations to obtain research, development and innovation results.

The Cátedra on Equal Gender UZ was created on 21/07/2007 in collaboration with the Aragonian Woman Institute (Aragon Government). Its teaching and education activities are aimed at university students but also at the teaching and administration staff. These are implemented mainly in the Faculty of Social Sciences and Employment and in the Faculty of Philosophy and Literature and include:

• Master degree on Gender Equality
• Courses:
  • Gender equality in at the Public Adminstration
  • Enterpreunership, leadership and equal gender on the 21st Century
  • Teaching Staff on equal gender
• Workshops:
  • Feministstudies
  • Congresses:
  • On violence against women
  • On Work-life balance
  • On Maternity and professional environment

• Prizes and contests:
  • Feminist research for equality
  • Publicity contest in recognition of responsibility and gender equality
  • Womenentrepreneurs

EURAXESS

The University of Copenhagen has an international work and study environment based on values such as democracy, openness and equal opportunities. The University is an inclusive workplace that wishes to attract the most talented students and staff regardless of personal background. The University is keen to create a tolerant culture where everyone is treated equally, and where diversity is a strength, not a challenge. Based on the University’s overall strategy, Talent and collaboration – Strategy 2023, the University puts focus on equality and diversity. The strategy focuses on ensuring that the University of Copenhagen can continue to attract, develop and retain scientific talents. The University wants to provide a diverse and inclusive working and study environment, where critical thinking and diversity go hand in hand. As part of this goal a “diversity officer” has been hired last year.

EURAXESS

The plan includes a first review on the University’s gender balance focusing on students, researcher, and administrative staff. Then it underlines relevant actions to be implemented in order to systematically monitor the organisation.

These includes promoting pilot projects to push the women empowerment in research as well as the presentation of role model supporting the younger research in being involved on STEM activities. Last but not least, the use of Italian language has to be pushed to refer in both male and female the roles. Documents have to be revised and reconsidered to balance language use.

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Kenyatta University has joint the UN Women’s HeForShe movement to address critical policy issues and look for changes in the course of leadership. Aligning with the existing priorities of the IMPACT Universities that compose the movement, Kenyatta University has contributed with a new global view and committed itself to achieving a gender-balanced leadership. Moreover, the University proposed itself to embed gender equality into the very DNA of the institution and to address gender-based violence across its campuses.

EURAXESS