<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Carina Jordão</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Where is Gender? A Missing Variable in Scientific Research</style></title><secondary-title><style face="normal" font="default" size="100%">15th International Technology, Education and Development Conference</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">european research area</style></keyword><keyword><style  face="normal" font="default" size="100%">gender dimension</style></keyword><keyword><style  face="normal" font="default" size="100%">Higher Education Institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">Portugal</style></keyword><keyword><style  face="normal" font="default" size="100%">research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">8-9 March, 2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://library.iated.org/view/JORDAO2021WHE</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">IATED Academy</style></publisher><pub-location><style face="normal" font="default" size="100%">Online Conference</style></pub-location><isbn><style face="normal" font="default" size="100%">978-84-09-27666-0</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Gender Equality in science and research has become increasingly relevant within the European Union (EU) and within the European Research Area (ERA). In recent years, significant efforts have been made to achieve the three objectives set by the ERA on gender equality: increasing gender balance in research teams, increasing gender balance in decision-making, and strengthening the gender dimension in research. The work that has been performed at EU level and across ERA countries has brought some improvements, but the objective of strengthening the gender dimension in research has received little attention in several countries and, overall, the number of publications that incorporate the gender dimension remains low (EC 2019). In some countries, such as Portugal, gender in/equality continues to be seen (and handled) as an issue of (under)representation of women in research; the gender dimension in research seems thus to be sidelined. This work, carried out as part of an international H2020 funded research project (CHANGE – CHalleNging Gender (In)Equality in science and research), seeks to bring this issue to the center of the debate. Through a comparative perspective, this study aims to explore, characterise and analyse, how a Portuguese university (University of Aveiro – UA) has been involving the gender perspective in their research outputs in the last decades. In order to achieve the purpose of the research, the annual percentage of SCOPUS publications incorporating a gender perspective in the UA (i.e. publications which have gender, women or sex in the title, abstract or keywords) is determined and its evolution along the last decades analysed. The analysis reveals that in each year analysed, the percentage of UA SCOPUS publications with a gender focus is always below 3.5%. The first UA publication that meets the requirements of our SCOPUS database search appeared in the year 2000 and – as with most Portuguese public HEIs analysed in the framework of this study – progress in recent years has been slow and oscillate between advancements and setbacks. Between 2000 and 2019 the percentage of UA SCOPUS publications incorporating the gender dimension increased only 1.91 percentage points. Taking that Gender Equality is one of the 17 Sustainable Development Goals, universities and academics need to reflect on the need to increase the integration of the gender perspective in research.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author><author><style face="normal" font="default" size="100%">Carina Jordão</style></author><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">Zélia Breda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Learning organisations: A case study of changes in gender equality in decision-making bodies</style></title><secondary-title><style face="normal" font="default" size="100%">14th International Technology, Education and Development Conference</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Decision-making bodies</style></keyword><keyword><style  face="normal" font="default" size="100%">gender equality</style></keyword><keyword><style  face="normal" font="default" size="100%">gender-equality plan</style></keyword><keyword><style  face="normal" font="default" size="100%">Higher Education Institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">Portugal</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2-4 March, 2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://library.iated.org/view/CARVALHO2020LEA</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">IATED Academy</style></publisher><pub-location><style face="normal" font="default" size="100%">Valencia, Spain</style></pub-location><isbn><style face="normal" font="default" size="100%">978-84-09-17939-8</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Despite the general legal and social environments in Europe and in Portugal being positive to the institutionalisation of equal opportunities in Higher Education Institutions (HEI), gender inequality seems to persist in stereotyped perceptions embedded within organisational cultures. The European Union (EU) has been developing several programmes to fund the promotion of Gender Equality Plans (GEP) in HEIs in the European context (European Commission, 2016; 2019).&lt;br /&gt;
It is encouraging to find that in some specific cases the implementation of these progresses has positive results (ERAC 2018). This is the case of the institution studied here, which committed to equality beyond rhetoric. The paper reports on a case study of best practices in promoting gender equality in decision-making bodies at the middle-management level in the University of Aveiro, in Portugal. Based on an international H2020 funded research project, the University of Aveiro has implemented GEPs resulting in an increase in the number of women in decision-making bodies. This paper seeks to explain the process of cultural change in general as well as in the rector team’s attitudes, in particular, to promote progress in pursuit of gender equality in decision-making bodies.&lt;br /&gt;
When the project started, women constitute only 5% of members in these middle management bodies (i.e. Deans of both university departments and polytechnic schools). One year after the implementation of the project, this percentage increased to 20%. The paper details the several steps taken to reach this result. First, the problem was identified based on a quantitative analysis of the gender composition of decision-making bodies at UA; then, the process through which members access these bodies was also analysed. In a second stage of the project, the rector was informed and instigated to be more proactive in increase women representativeness in the following elections. Without changing the regulations, it was possible to develop informal strategies. These related with the identification of women with competencies to perform the job and with personal empowerment for them to propose themselves to the election.&lt;br /&gt;
Although progresses have been made, it is important to acknowledge that these initiatives are not enough to promote structural changes and more needs to be done to accelerate the pace of progress as well as to change institutional practices and individual mentalities.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">S Diogo</style></author><author><style face="normal" font="default" size="100%">Milka Barbosa</style></author><author><style face="normal" font="default" size="100%">Teresa Carvalho</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">An International Comparative Perspective on Higher Education Institutions’ Governance and Management – Portugal, Finland, and Brazil</style></title><secondary-title><style face="normal" font="default" size="100%">Intercultural Studies in Higher Education</style></secondary-title><tertiary-title><style face="normal" font="default" size="100%">Intercultural Studies in Education</style></tertiary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Brazil</style></keyword><keyword><style  face="normal" font="default" size="100%">Finland</style></keyword><keyword><style  face="normal" font="default" size="100%">Globalization</style></keyword><keyword><style  face="normal" font="default" size="100%">Governance</style></keyword><keyword><style  face="normal" font="default" size="100%">Higher Education Institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">International organizations</style></keyword><keyword><style  face="normal" font="default" size="100%">Management</style></keyword><keyword><style  face="normal" font="default" size="100%">new public management</style></keyword><keyword><style  face="normal" font="default" size="100%">Portugal</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://link.springer.com/chapter/10.1007/978-3-030-15758-6_5</style></url></web-urls></urls><edition><style face="normal" font="default" size="100%">A. Moreira, P. Jen-Jacques, N. Bagnall </style></edition><publisher><style face="normal" font="default" size="100%">Palgrave Macmillan, Cham.</style></publisher><pages><style face="normal" font="default" size="100%">109–133</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Reforms in higher education (HE) in the last decades have been influenced by global and international trends associated with two parallel processes: questioning of the nation-state and the gradual decomposition of the welfare state (Carvalho and Santiago in&amp;nbsp;&lt;em&gt;Professionalism, Managerialism and Reform in Higher Education and the Health Services: The European Welfare State and the Rise of the Knowledge Society.&lt;/em&gt;&amp;nbsp;Palgrave Macmillan, 2015; Kwiek in&amp;nbsp;&lt;em&gt;Higher Education in Europe&lt;/em&gt;&amp;nbsp;26:27–38, 2001). These processes intersect with the influence of neo-liberal ideas, strongly diffused by international organizations (Amaral and Neave in&amp;nbsp;&lt;em&gt;International Organizations and Higher Education Policy: Thinking Globally, Acting Locally.&lt;/em&gt;&amp;nbsp;Routledge, London, pp. 82–98, 2009; Ball in&amp;nbsp;&lt;em&gt;Policy Futures in Education&lt;/em&gt;&amp;nbsp;14:1046–1059, 2016). According to Stephan Ball (&lt;em&gt;Policy Futures in Education&lt;/em&gt;&amp;nbsp;14:1046–1059, 2016), neo-liberal influences in HE can be summarized by three interrelated and interdependent technologies: market, management, and performance. These technologies were translated in the emergence of new management and governance models within higher education institutions (HEIs) in such a way that institutional governance became an international issue (Reed and Meek in&amp;nbsp;&lt;em&gt;Governing Higher Education: National Perspectives on Institutional Governance&lt;/em&gt;. Kluwer, Dordrecht, pp. xv–xxxi, 2002). It has been acknowledged that changes in governance and management structures in HE all over the world include transformations in the Humboldtian principles of organization along with changes in the collegial model of decision-making and a redefinition of power relations, where external stakeholders and new professionals assume a relevant role within academia (Capano in&amp;nbsp;&lt;em&gt;Public Administration&lt;/em&gt;&amp;nbsp;89:1622–1642, 2011; Reed and Meek in&amp;nbsp;&lt;em&gt;Governing Higher Education: National Perspectives on Institutional Governance&lt;/em&gt;. Kluwer, Dordrecht, pp. xv–xxxi, 2002; Welch in&amp;nbsp;&lt;em&gt;Higher Education in Southeast Asia: Blurring Borders, Changing Balance&lt;/em&gt;. Taylor &amp;amp; Francis, 2011), with implications on academics’ work (Blackmore et al. in&amp;nbsp;&lt;em&gt;Re-positioning University Governance and Academic Work&lt;/em&gt;. Sense Publishers, 2010; Carvalho and Santiago in&amp;nbsp;&lt;em&gt;Higher Education Policy&lt;/em&gt;&amp;nbsp;23:397–411, 2010; Marginson in&amp;nbsp;&lt;em&gt;Journal of Higher Education Policy and Management&lt;/em&gt;&amp;nbsp;22:23–35, 2000). Nevertheless, few comparative international perspectives have been developed, especially when considering the need to include countries with distinct historical processes of nation-state creation, different welfare state models and diverse levels of economic development, and social and cultural characteristics. There is, indeed, a study gap on New Public Management (NPM) constructs and their application “with little understanding of several important cultural dimensions” (Stromquist in&amp;nbsp;&lt;em&gt;Compare&lt;/em&gt;&amp;nbsp;30:261–264, 2000). This chapter compares the perceived changes in HEI management and its impact on academics in three countries: Brazil, Finland, and Portugal. Data analysis relies on a qualitative approach, empirically based on 70 interviews conducted in the 3 countries to top and middle academic managers, following the same interviewing guidelines. Despite significant differences in systems’ organization and funding, cultures’ governance and management, and professionals’ and students’ profiles, there are more similar views on changes in governance and management and its impact on academics than expected. In these countries, academics expressed similar views on the increased influence of a management culture within their institutions and a loss of professional autonomy.&lt;/p&gt;
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