From its inception in the proposal-drafting phase, GEARING Roles partners bet on achieving institutional change through knowledge exchange and “learning by doing”. The European Commission has been funding institutional change projects since FP7, and therefore, there were so many actions and initiatives, toolkits and resources to learn from...
Inter-American Organization for Higher Education
International
DA
Ministry of National Education
KIF Committee and The Norwegian Association of Higher Education Institutions
NTNU
University of Agder
University of Stavanger
Research Council of Norway
Norwegian School of Economics (NHH)
Universities Norway
Meise Botanic Garden
Ruhr University Bochum
Meise Botanic Garden
Positive Action / Direct Support
Belgium
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”):
Additionally the Garden is part of the Science4Refugees program via EURAXESS.
Plymouth State University
Training
Pakistan
DA
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.
Universities Norway
Training
Norway
DA
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.
Ministry of National Education
Positive Action / Direct Intervention
Poland
DA
Polish policy makers have developed a higher education reform in the country aimed at achieving greater university autonomy, strategic governance, leadership, management and operational efficiency. The new law is intended to provide higher education institutions with autonomy to determine their internal governance and organisation structures. Among the new practices, the policy strengths the role of the rector, provides a new funding model in which funds are awarded to universities rather than to their organisational units. In addition, universities will have more autonomy to allocate the combined subsidy they will receive for teaching and research. Finally, while maintaining its academic ethos, the policy creates new dynamics and stimulate innovation and entrepreneurship in universities, therefore opening more room for managerial decisions and stimulating innovation on business partnerships.
Heads of University Management and Administration Network in Europe – HUMANE
Training
International
DA
HUMANE consists of an international association whose aims are to build international networks to foster innovation in higher education services and to drive professional excellence in higher education management. Besides supporting the professional development of current executive leaders within the HE sector, it also provides programmes to promising senior staff such as seminars and conferences, study visits, residential schools and the design of professional pathways on research management, management of impact, human resources management, etc.
European Commission
Training
International
DA
The Guidelines are the result of ‘CEN ICT Skills Workshop’, following a formal process to become a CEN Workshop Agreement to be endorsed by the National Members of CEN. Open to education institutions, industry and associations, the initiative launched by the European Commission responds to the inadequacies in the skills market flagged by stakeholders across the EU. Precisely, the institution has begun commissioning studies and launching initiatives designed to foster a full range of skills relating to ICT, “e-skills” and skills gap in the ‘e-leadership’ domain.
Universities in the Arab Region
Networking
International
DA
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”.
European Consortium of Innovative Universities – ECIU
Training
International
DA
Launched in 2003, the programme intends to contribute to innovation and change in leadership development at the participating ECIU universities by providing leaders/potential leaders with the possibility to participate in seminars and develop skills such as identifying particular characteristics and challenges of leadership and strategic management in a university context, and developing personal leadership qualities and skills.
Ghent University, Göttingen University, Groningen University, and Uppsala University
Training
International
DA
The U4 Academic Leadership programme is a training course for top-level executives in university management which allows university leaders from academia and administration to strengthen their skills in leadership and to learn more about university management. Focusing on strategic leadership, creating international leadership networks and developing and sharing knowledge, skills and experiences of international trends, problems and solutions, the programme consists of sessions that deal with themes such as transparency and accountability in European universities.
Universidad Católica Andrés Bello, Instituto de Estudios Superior de Administración y Universidad Metropolitana
Training
Venezuela
DA
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.
Institute for Bioengineering of Catalonia (IBEC)
Barcelona Institute of Science & Technology (BIST) and Institute for Bioengineering of Catalonia (IBEC)
University of Zaragoza
University of the Basque Country (UPV)
Universities UK and GuildHE.
Cranfield School of Management
University of Leicester
Association of Swedish Higher Education Institutions
Chalmers University of Technology of Gothenburg
University of Karlstad
Lund University
University of Camerino
Fondazione Bruno Kessler
University of Copenhagen
University of Bern
Robert Bosch Stifung and Spektrum der Wissenschaft
Dataset
International
DA
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
Networking
International
DA
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.
Universities UK and GuildHE
Training
United Kingdom
DA
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.
Cranfield School of management
Research
United Kingdom
DA
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:
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.
University of Leicester
Training
United Kingdom
DA
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.
Association of Swedish Higher Education Institutions
Networking Training Mentoring
Sweden
DA
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.
Chalmers University of Technology of Gothenburg
Awareness Raising
Sweden
DA
Launched on 1 January 2019 as a strategic plan to address gender inequality in the faculty, GENIE is a long-term programme aimed at implementing concrete changes in academic culture, systems and processes. Holding the final goal of increasing the proportion of women professors from 17% today to 40% by 2029, it proposes a combination of bottom-up and top-down efforts to redress gender inequality and set up tailor-made activities for each department. Through such actions, the programme intends to remove obstacles that hamper women’s careers, creating working environments that are diverse and inclusive and support excellence in research and teaching. Priorities such as the direct recruitment of top female researchers are part of the strategic plan, as well as the incorporation of gender aspects into all statistics and a broader sharing of data concerning pay and qualifications in promotions at the institution.
Karlstad University
Awareness Raising Training
Sweden
EURAXESS
Following government directives in 2016, Karlstad University developed an ambitious plan to gender mainstream its operations. This plan focused on four areas: (1) Teaching, (2) Research, (3) Management and support processes, and (4) Regulation and overall governance. In the case of management and support processes, the aim was to have gender equality permeating routines and attitudes related to leadership, skills supply, working conditions, work environment and administrative support.
Several development needs were identified:
Furthermore a number of actions to be implemented were proposed, specifying what structures were responsible:
Training heads and chairs of boards receive in gender-equal communication, gender-equal meetings and norm-critical perspectives (Head of HR).
Lund University
Awareness Raising
Sweden
DA
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.
Norwegian University of Science and Technology
Positive Action / Direct Support
Norway
DA
NTNU has adopted an internal policy that encourages and promotes qualified women in academic and administrative positions. Female researchers can take advantage of a variety of programmes and services such as start packages for women in permanent scientific positions in male-dominated departments, stipends to aid women in associate professor positions to become full professors, and mentoring programmes for women who are in recruited and associate professor positions.
Kilden/Committee for Gender Balance and Diversity in Research and The Norwegian Association of Higher Education Institutions
Training
Norway
DA
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.
University of Agder
Positive Action / Direct Support
Norway
DA
Focusing on gender equal opportunities among staff members, the programme holds measures ranging from gender balance in all departments and positions, including in management roles, to equal salaries to both genders. By 2020, the goal of the action is to achieve at least 40% of each gender in all management groups at Faculty and department level. To this end, specific measures such as ensuring that both women and men are amongst the applicants for management positions, actively encouraging female department heads to apply to the dean trainee arrangement, are part of the actions.
University of Stavanger
Positive Action / Direct Support
Norway
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.
Research Council of Norway
Positive Action / Direct Support
Norway
EURAXESS
The Programme on Gender Balance in Senior Positions and Research Management (BALANSE) is a policy-oriented programme at the Research Council with a ten-year programme period (2012–2022). The main objective of the programme is to promote gender equality and gender balance in Norwegian research.
The gender imbalance is a systemic challenge that the institutions cannot solve individually. The BALANSE programme provides incentives to institutions to take on greater responsibility for improving gender balance.
The programme seeks to promote gender equality and gender balance in Norwegian research, with particular focus on increasing the proportion of women in senior academic and research management positions, helping to bring about structural and cultural change in the research system to facilitate this.
BALANSE funding may be sought by universities, university colleges, research institutes, and research-intensive trade and industry. An example of a project implemented in the University of Stavanger with partial support of this funding programme can be found in the inspiring practice 13 above.
Norwegian School of Economics (NHH)
Training
Norway
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.
Institute for Bioengineering of Catalonia, IBEC
Mentoring
Spain
EURAXESS
University of Zaragoza
Positive Action / Direct Support
Training
Spain
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:
A detailed list of recent activities can be found in the link provided (in Spanish).
University of Copenhagen
Positive Action / Direct Support
Denmark
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.
University of Camerino
Positive Action / Direct Support
Italy
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.
The School of Women and Gender Studies of Makerere University
Training
Uganda
DA
The School of Women and Gender Studies of Makerere University has implemented short and long-term strategies with focus on gender equality to improve the representation of women in senior and management level positions in the higher education sector in the country.
Thinking in how gender is being treated in the construction of this new leadership, and how this can help to promote the changes in higher education organisations, the project suggests: a) affirmative action programmes that can help change the organisational culture of a university to one that encourages women’s participation; b) a specific Task Group that identifies and lobbies for the necessary required changes on gender equality; c) a colloquium of senior women managers in higher education, including training and support network for senior women and; d) networks for women in universities to help tackle gender inequalities through the offer of several opportunities that can benefit women from different sectors such as peer mentoring.
Kenyatta University
Positive Action / Direct Support
Kenya
DA
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.
Ruhr University Bochum
Networking
Germany
EURAXESS
The Women Professors Forum (WPF), an association of around 140 female professors at the university, is an important forum that has made its voice heard on the campus on issues of gender equality. In the run-up to the last elections to the central university bodies, this network was very active in putting female candidates on the electoral lists. As a result, an average of 50% of all central bodies at the university are women. Half of all central bodies are chaired by a woman. Further information on the WPF can be found under the link below.
University of Bern
Positive Action / Direct Support
Switzerland
EURAXESS
To increase the number of female professors, the University of Bern has implemented a number of measures for recruitment procedures of future professors:
Fondazione Bruno Kessler
Positive Action / Direct Support
Italy
EURAXESS
Recruitment policies of the institution are aligned to the FESTA Handbook by:
University of the Basque Country (UPV/EHU)
Training
Networking
Spain
EURAXESS
AKADEME targets women in middle and top management at University of the Basque Country, with the aim of improving leadership abilities and promoting its participation in a network of support among participants to motivate and enhance collective empowerment to access or stay in responsibility positions.
It is designs as a practical programme that combines:
CODESRIA
Research
Training
Ghana, Kenya, Nigeria, South Africa, Tanzania and Uganda
DA
Launched in 2011, the HELP programme sought to support research networks, policy forums and publications to document and provide an understanding of transformations underway with regard to the governance and leadership of higher education institutions in Africa. The works were developed through the implementation of policy debates, research groups, methodological workshops and conferences revolving around themes such as gender aspects of governance transformations, emergent practices in the working of governance bodies-councils, senates and faculty boards, and the role of Faculty/academics in the engagement in the leadership and academic processes at the institutions.
The Higher Education Resource Services-East Africa (HERS-EA) Academy
Positive Action / Direct Support
East Africa (Burundi, Ethiopia, Kenya, Rwanda, South Sudan, Tanzania and Uganda)
DA
HERS-EA is a sister organisation of HERS, providing leadership and management training for women in Higher Education Institutions in East Africa (Burundi, Ethiopia, Kenya, Rwanda, South Sudan, Tanzania and Uganda) through an intensive training that is specifically tailored to strengthen the knowledge and skills of women, enabling them to assume institutional leadership roles competitively. Through the implementation projects such as “Developing Effective Partnerships in Higher Education for Women” and “The Power of Mentoring”, the project addresses issues such as personal development, leadership, fundraising for research and publication, and institutional awareness.
Higher Education Resource Services (HERS)
Awareness Raising
South Africa
DA
HERS-SA is an independent Chapter of HERS dedicated to the advancement and leadership development of women in the higher education sector. It contributes to the career and leadership development of women employed in the higher education sector by maintaining a flow of information between women in higher education, circulating information about development opportunities, advocacy, gender research and jobs in higher education, facilitating networking between women in higher education institutions, supporting research collaborations into, and advocacy for, gender equity in higher education.
Stanford University – School of Medicine
Mentoring
Training
United States of America
DA
Aimed at empowering women and building a community among women trainees and those who support them, the GME (Graduate Medical Education) Women in Medicine Leadership Council – a subcommittee of the GME Diversity Committee – acts on projects focused on women in medicine (residents, fellows and faculty members). Precisely, it develops workshops on career trajectory, negotiation and unconscious bias. In addition, it provides resources to staff such as support to deal with harassment, child care, back-up care, lactation rooms, and maternity and paternity leave.
Stanford University – School of Medicine
Mentoring
Training
United States of America
DA
Holding the goal of supporting and empowering women psychologists as leaders, the major focus of the institute is to ensure that leadership training opportunities are available for mid- career and senior women psychologists in all of their diversities. Its purpose is to provide women psychologists with the knowledge skills necessary to compete for leadership/senior management positions in academic, practice and other professional setting. Moreover, the institute pursues diversity amongst women psychologists in academia, practice and other leadership positions, creates networks of women psychologists in leadership/senior management positions in varied professional settings, and document the career movement, professional advancement and the perceived impact of the LIWP among participants.
Council for Christian Colleges & Universities (CCCU)
Training
United States of America
DA
The action is a year-long programme targeted toward women leaders across the CCCU campuses. The programme provides participants with individually-tailored shadowing experience with a senior-level leader on another CCCU campus and professional networking with other current and emerging leaders. In addition, participants receive an introduction to cutting-edge leadership literature and research and a one-to-one meeting with a Resource Team member to outline a year-long Professional Development Plan.
American Association for Women in Community Colleges (AAWCC)
Training
United States of America
DA
The LEADERS Institute is a five day experiential workshop that promotes the development of women’s leadership skills and qualities at every level in community college education and administration. The institute is designed to prepare women leaders for career opportunities, career advancement, and executive-level leadership positions, including the presidency.
University of Calgary
Awareness Raising
Canada
DA
The Association is aimed at advancing academic women’s career development from earliest stages to post-career, through advocacy and raising awareness of women’s issues in collaboration with other equity associations in the campus.
University of North Carolina at Chapel Hill
Training
Mentoring
United States of America
DA
BRIDGES is an inclusive professional development programme to strengthen the leadership capabilities of women in the academia. It is designed to help women to identify, understand and build their leadership roles in the academy. To this end, the programme provides actions for women to develop insights into leadership, with a particular focus on the special skills and attributes women bring to their leadership roles, refine and improve their cross- cultural communication skills, among others. Through such actions, BRIDGE aims to explore the exercise of leadership capacities to their fullest, in order to transform institutions and fields of expertise and provide models for transforming the understanding of leadership in higher education.
University of Manitoba
Training
Mentoring
Canada
DA
The programme consists of a five-day residential programme of workshops and mentorship from the Centre for Higher Education Research and Development (CHERD) to enhance participant’s executive leadership potential. It is designed for early to mid-level academic leaders and is led by facilitators and a group of mentors who guide interactive sections.
Asian University for Women
Networking
Bangladesh
DA
Asian University for Women is an independent, regional institution dedicated to women’s education and leadership development which focuses on building network and supporting the empowerment of current and future women leaders through liberal arts and sciences education.
The Department of Electrical Engineering, Jamia Millia Islamia
Training
India
DA
In 2006 the Department of Electrical Engineering, Jamia Millia Islamia, organised a UGC (University Grant Commission) workshop on Capacity Building of Women Managers in Higher Education and launched a programme for women in higher education in the academic and administrative stream that seeks to increase the percentage of women at decision-making levels in Indian universities and colleges. The program invites universities to nominate women at middle and high-level positions to undergo the programme.
Holon Institute for Technology
Israel
EURAXESS
The Institute’s 2015-2025 Strategic Plan includes as one its objectives “Promoting Women at the Institute”. This objective will be achieved by:
Barcelona Institute of Science & Technology (BIST) and Institute for Bioengineering of Catalonia (IBEC)
Positive Action / Direct Support
Spain
EURAXESS
BIST support women scientists who have the ambition and potential to reach a leading position in research and are fulfilling maternity responsibilities at the same time. This program aims to address the gap that exists between the number of women in the BIST Community who are research associates or senior post-doctoral researchers (41%) and the percentage of women who are group leaders (only 15%). The 10 Supporting grants and the coaching program recognize the value and excellent research done by these scientists and support them in their career transition.
University of Otago
Training
New Zealand
DA
The Women in Leadership at Otago Programme (WiLO) explores the qualities and skills associated with leadership and management for all women from all Otago campuses. To do so, the programme focuses on the context for leadership at the University of Otago, developing leadership skills and planning on-going professional development as a leader.
We use cookies to facilitate the use of our website.
Cookies allow us to know how our users navigate through our website and, in this way, to help them during the browsing process by showing them the
information of interest.
The cookies we use do not store personal data or any information that may identify you, as provided by the Organic Law on Data Protection.
If you do not wish to receive cookies from this website, you can change your web browser settings so that you can delete them from your computer's hard drive, block them or you will be notified when any website tries to send you a cookie.
If you continue to browse our website without changing your cookie settings, we will presume that you are happy to receive this cookie from our website.
What are cookies?
A cookie is a file that is downloaded to your computer when you access certain websites.
Cookies allow a website, among other things, to store and retrieve information about the browsing habits of a user’s device and, depending on the information they contain and the way they use their equipment, they can be used to recognise that user.
Cookies can only store text. It is usually anonymous and encrypted.
No personal information will be stored in a cookie. Cookies cannot be related to
personally identifiable information or even unique identifiers.
This website uses the following types of cookies:
1. Types of cookies according to the entity that manages them:
Depending on the entity that manages the device or domain that sends the cookies and processes the data obtained, the type of cookies that we use are:
2. Types of cookies according to the period of time they are activated:
According to the period of time they remain activated on the user’s device the cookies that we use are:
3. Types of cookies according to their purpose:
According to the purpose for which the data obtained through the cookies are processed, cookies can be grouped as follows:
4. Collection of pseudo-anonymous identifiers
A pseudo-anonymous identifier is one that, although it does not show users’ personal information, allows to identify them through a match in an external data source. An analytical implementation can include the following:
This website uses its own and/or third-party cookies:
| Type of Cookie | Duration | Purpose |
|---|---|---|
| It is activated during login and saves the authentication details. | ||
| wordpress_logged_in_ | It is activated during login and saves the authentication details. | |
| wordpress_test_cookie | It is activated during login and saves the authentication details. | |
| wp-settings- | Up to 1 year | Used to customize the User Interface. |
| wp-settings-time- | Used to customize the User Interface. | |
| vchideactivationmsg_vc11 | Session end | Used to manage forms in website |
| moove_gdpr_popup | Up to 1 year | Used to show cookies compliance messages |
This website uses Google Analytics.
Google Analytics is a free Google website analysis tool that helps website owners measure how users interact with their website. It also enables cookies in the domain of the site where you are and uses a set of cookies called "__utma" and "__utmz" to collect information anonymously and reports website trends without identifying individual users.
We use cookies to compile statistics of website use to know how often our visitors visit our website and which pages they find most interesting.
In this way, we can focus on improving the most visited pages and help users to find what they are looking for more easily.
This website can use the information on your visit to make assessments and statistical calculations on anonymous data as well as to ensure continuity of the service or make website improvements.
Please click on the following link to view the privacy policy [http://www.google.com/intl/es/policies/privacy/]
All Internet browsers allow you to limit cookie behaviour or disable cookies within the browser settings or options.
The steps to do it are different on each browser. You can find instructions on the help menu on your browser.
If you do not accept the use of cookies, you can reject them using the preference or settings menus on your browser. This website will continue working properly without them.
You can allow, block or delete the cookies installed on your computer by changing the settings on your computer browser.
You can see the cookies stored on your computer on your browser and delete them if you wish so.
Cookies are text files; you can open them and see their content. The data contained in them are nearly always encrypted with a numeric key corresponding to an Internet session.
The use of this website implies that you give your express and unequivocal consent to the use of cookies, under the terms and conditions set forth in this Cookies Policy, without prejudice to the measures to disable and eliminate cookies you may take and that are mentioned in the previous section.
Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.
If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.
More information about our Cookie Policy
