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.
Inhoudsopgave
Chapter 1. Introduction: the focus on success stories; Kate White.- Chapter 2. Gender equality as a core academic value: Undoing gender in a “non-traditional” Swedish University; Helen Peterson and Birgitta Jordansson.- Chapter 3. Feminist university management – precondition or indicator for success? An Austrian case study; Angela Wroblewski.- Chapter 4. Women Vice-Chancellors as change agents? An Australian case study; Kate White.- Chapter 5. Changing the gender profile of the professoriate: An Irish case study; Pat O’Connor.- Chapter 6. The exceptionalism of women rectors: a case study from Portugal; Teresa Carvalho and Maria de Lourdes Machado-Taylor.- Chapter 7. Negotiating space for women’s academic leadership within the Arab Gulf states; Linzi J Kemp, Christina Gitsaki and Wafa Zoghbor.- Chapter 8. The Athena SWAN Charter: promoting commitment to gender equality in Higher Education Institutions in the UK; Sarah Barnard.- Chapter 9. Making a difference: national and local initiatives for gender equity in New Zealand; Jenny Neale.- Chapter 10. Promoting gender transformation at a higher education institution in South Africa; Connie Zulu.- Chapter 11. Gendered Success and Strategies for Change in a Turkish University; Özlem Atay.- Chapter 12. Who promotes a gender agenda?: an Indian case study; Tanuja Argawala.- Chapter 13. Towards a new gender agenda and a model for change; Pat O’Connor.
Over de auteur
Kate White is Adjunct Associate Professor in the Faculty of Education and Arts at Federation University Australia, and co-Director of the Women in Higher Education Management Network. Her research focuses on gender and higher education and women’s academic careers. She is the author/editor of 16 books. Her latest book is Keeping Women in Science (2015). She has been a visiting researcher at the Universities of Limerick, Linkoping, Porto and Uppsala,
Pat O’Connor is Professor Emeritus of Sociology and Social Policy at the University of Limerick, Ireland, and Visiting Professor at Geary Institute, University College Dublin, Ireland. Her research focuses on gender and higher education, particularly leadership, organisational culture, careers, excellence and masculinities/femininities. Her 100 publications include six books, most recently Management and Gender in Higher Education (2014), and over 70 peer reviewed journal articles. A member of the EU Framework 7 FESTA project (2012-17) and the National Review on Gender Equality in Higher Education (2016), Pat O’Connor has held visiting professorships at Universities of Aveiro, Linkoping, London, Deakin and Melbourne.
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