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  • Gender mainstreaming
    • What is Gender mainstreaming
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    • Toolkits
      • Gender Equality Training
        • Back to toolkit page
        • What is Gender Equality Training
        • Why invest in Gender Equality Training
        • Who should use Gender Equality Training
        • Step-by-step guide to Gender Equality Training
            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
            • 3. Ensure sufficient resources
            • 4. Write good terms of reference
            • 5. Select a trainer
            • 6. Engage in the needs assessment
            • 7. Actively participate in the initiative
            • 8. Invite others to join in
            • 9. Monitoring framework and procedures
            • 10. Set up an evaluation framework
            • 11. Assess long-term impacts
            • 12. Give space and support others
        • Designing effective Gender Equality Training
        • Gender Equality Training in the EU
        • Good Practices on Gender Equality Training
        • More resources on Gender Equality Training
        • More on EIGE's work on Gender Equality Training
      • Gender Impact Assessment
        • Back to toolkit page
        • What is Gender Impact Assessment
        • Why use Gender Impact Assessment
        • Who should use Gender Impact Assessment
        • When to use Gender Impact Assessment
        • Guide to Gender Impact Assessment
          • Step 1: Definition of policy purpose
          • Step 2: Checking gender relevance
          • Step 3: Gender-sensitive analysis
          • Step 4: Weighing gender impact
          • Step 5: Findings and proposals for improvement
        • Following up on gender impact assessment
        • General considerations
        • Examples from the EU
            • European Commission
            • Austria
            • Belgium
            • Denmark
            • Finland
            • Sweden
            • Basque country
            • Catalonia
            • Lower Saxony
            • Swedish municipalities
      • Institutional Transformation
        • Back to toolkit page
        • What is Institutional Transformation
          • Institutional transformation and gender: Key points
          • Gender organisations
          • Types of institutions
          • Gender mainstreaming and institutional transformation
          • Dimensions of gender mainstreaming in institutions: The SPO model
        • Why focus on Institutional Transformation
          • Motivation model
        • Who the guide is for
        • Guide to Institutional Transformation
            • 1. Creating accountability and strengthening commitment
            • 2. Allocating resources
            • 3. Conducting an organisational analysis
            • 4. Developing a strategy and work plan
            • 5. Establishing a support structure
            • 6. Setting gender equality objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing gender mainstreaming
            • 9. Developing gender equality competence
            • 10. Establishing a gender information management system
            • 11. Launching gender equality action plans
            • 12. Promotional equal opportunities
            • 13. Monitoring and steering organisational change
        • Dealing with resistance
          • Discourse level
          • Individual level
          • Organisational level
          • Statements and reactions
        • Checklist: Key questions for change
        • Examples from the EU
            • 1. Strengthening accountability
            • 2. Allocating resources
            • 3. Organisational analysis
            • 4. Developing a strategy and working plan
            • 5. Establishing a support structure
            • 6. Setting objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing methods and tools
            • 9. Developing Competence
            • 10. Establishing a gender information management system
            • 11. Launching action plans
            • 12. Promoting within an organisation
            • 13. Monitoring and evaluating
      • Gender Equality in Academia and Research
        • Back to toolkit page
        • WHAT
          • What is a Gender Equality Plan?
          • Terms and definitions
          • Which stakeholders need to be engaged into a GEP
          • About the Gear Tool
        • WHY
          • Horizon Europe GEP criterion
          • Gender Equality in Research and Innovation
          • Why change must be structural
          • Rationale for gender equality change in research and innovation
          • GEAR step-by-step guide for research organisations, universities and public bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR step-by-step guide for research funding bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR action toolbox
            • Work-life balance and organisational culture
            • Gender balance in leadership and decision making
            • Gender equality in recruitment and career progression
            • Integration of the sex/gender dimension into research and teaching content
            • Measures against gender-based violence including sexual harassment
            • Measures mitigating the effect of COVID-19
            • Data collection and monitoring
            • Training: awareness-raising and capacity building
            • GEP development and implementation
            • Gender-sensitive research funding procedures
          • Success factors for GEP development and implementation
          • Challenges & resistance
        • WHERE
          • Austria
          • Belgium
          • Bulgaria
          • Croatia
          • Cyprus
          • Czechia
          • Denmark
          • Estonia
          • Finland
          • France
          • Germany
          • Greece
          • Hungary
          • Ireland
          • Italy
          • Latvia
          • Lithuania
          • Luxembourg
          • Malta
          • Netherlands
          • Poland
          • Portugal
          • Romania
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          • Slovenia
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      • Gender-sensitive Parliaments
        • Back to toolkit page
        • What is the tool for?
        • Who is the tool for?
        • How to use the tool
        • Self-assessment, scoring and interpretation of parliament gender-sensitivity
          • AREA 1 – Women and men have equal opportunities to ENTER the parliament
            • Domain 1 – Electoral system and gender quotas
            • Domain 2 - Political party/group procedures
            • Domain 3 – Recruitment of parliamentary employees
          • AREA 2 – Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
            • Domain 1 – Parliamentarians’ presence and capacity in a parliament
            • Domain 2 – Structure and organisation
            • Domain 3 – Staff organisation and procedures
          • AREA 3 – Women’s interests and concerns have adequate SPACE on parliamentary agenda
            • Domain 1 – Gender mainstreaming structures
            • Domain 2 – Gender mainstreaming tools in parliamentary work
            • Domain 3 – Gender mainstreaming tools for staff
          • AREA 4 – The parliament produces gender-sensitive LEGISLATION
            • Domain 1 – Gender equality laws and policies
            • Domain 2 – Gender mainstreaming in laws
            • Domain 3 – Oversight of gender equality
          • AREA 5 – The parliament complies with its SYMBOLIC function
            • Domain 1 – Symbolic meanings of spaces
            • Domain 2 – Gender equality in external communication and representation
        • How gender-sensitive are parliaments in the EU?
        • Examples of gender-sensitive practices in parliaments
          • Women and men have equal opportunities to ENTER the parliament
          • Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
          • Women’s interests and concerns have adequate SPACE on parliamentary agenda
          • The parliament produces gender-sensitive LEGISLATION
          • The parliament complies with its SYMBOLIC function
        • Glossary of terms
        • References and resources
      • Gender Budgeting
        • Back to toolkit page
        • Who is this toolkit for?
        • What is gender budgeting?
          • Introducing gender budgeting
          • Gender budgeting in women’s and men’s lived realities
          • What does gender budgeting involve in practice?
          • Gender budgeting in the EU Funds
            • Gender budgeting as a way of complying with EU legal requirements
            • Gender budgeting as a way of promoting accountability and transparency
            • Gender budgeting as a way of increasing participation in budget processes
            • Gender budgeting as a way of advancing gender equality
        • Why is gender budgeting important in the EU Funds?
          • Three reasons why gender budgeting is crucial in the EU Funds
        • How can we apply gender budgeting in the EU Funds? Practical tools and Member State examples
          • Tool 1: Connecting the EU Funds with the EU’s regulatory framework on gender equality
            • Legislative and regulatory basis for EU policies on gender equality
            • Concrete requirements for considering gender equality within the EU Funds
            • EU Funds’ enabling conditions
            • Additional resources
          • Tool 2: Analysing gender inequalities and gender needs at the national and sub-national levels
            • Steps to assess and analyse gender inequalities and needs
            • Step 1. Collect information and disaggregated data on the target group
            • Step 2. Identify existing gender inequalities and their underlying causes
            • Step 3. Consult directly with the target groups
            • Step 4. Draw conclusions
            • Additional resources
          • Tool 3: Operationalising gender equality in policy objectives and specific objectives/measures
            • Steps for operationalising gender equality in Partnership Agreements and Operational Programmes
            • General guidance on operationalising gender equality when developing policy objectives, specific objectives and measures
            • Checklist for putting the horizontal principle of gender equality into practice in Partnership Agreements
            • Checklist for putting the horizontal principle of gender equality into practice in Operational Programmes
            • Examples of integrating gender equality as a horizontal principle in policy objectives and specific objectives
          • Tool 4: Coordination and complementarities between the EU Funds to advance work-life balance
            • Steps for enhancing coordination and complementarities between the funds
            • Step 1. Alignment with the EU’s strategic engagement goals for gender equality and national gender equality goals
            • Steps 2 and 3. Identifying and developing possible work-life balance interventions
            • Step 4. Following-up through the use of indicators within M&E systems
            • Fictional case study 1: reconciling paid work and childcare
            • Fictional case study 2: reconciling shift work and childcare
            • Fictional case study 3: balancing care for oneself and others
            • Fictional case study 4: reconciling care for children and older persons with shift work
            • Additional resources
          • Tool 5: Defining partnerships and multi-level governance
            • Steps for defining partnerships and multi-level governance
            • Additional resources
          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
            • Steps to develop quantitative and qualitative indicators
            • ERDF and Cohesion Fund
            • ESF+
            • EMFF
            • Additional resources
          • Tool 7: Defining gender-sensitive project selection criteria
            • Steps to support gender-sensitive project development and selection
            • Checklist to guide the preparation of calls for project proposals
            • Checklist for project selection criteria
            • Supplementary tool 7.a: Gender-responsive agreements with project implementers
          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
            • Ensuring gender relevance in EU Funds
            • The tracking system
            • Steps for tracking resource allocations on gender equality
            • Step 1: Ex ante approach
            • Step 2: Ex post approach
            • Examples of Step 2a
            • Annex 1: Ex ante assignment of intervention fields to the gender equality dimension codes
            • Annex 2: The EU’s gender equality legal and policy framework
          • Tool 9: Mainstreaming gender equality in project design
            • Steps to mainstream gender equality in project design
            • Step 1. Alignment with partnership agreements’ and Operational Programmes’ gender objectives and indicators
            • Step 2. Project development and application
            • Step 3. Project implementation
            • Step 4. Project assessment
          • Tool 10: Integrating a gender perspective in monitoring and evaluation processes
            • Steps to integrate a gender perspective in M&E processes
            • Additional resources
          • Tool 11: Reporting on resource spending for gender equality in the EU Funds
            • Tracking expenditures for gender equality
            • Additional resources
          • References
          • Abbreviations
          • Acknowledgements
      • Gender-responsive Public Procurement
        • Back to toolkit page
        • Who is this toolkit for?
          • Guiding you through the toolkit
        • What is gender-responsive public procurement?
          • How is gender-responsive public procurement linked to gender equality?
          • How is gender-responsive public procurement linked to gender budgeting?
          • Five reasons why gender-responsive public procurement
          • Why was this toolkit produced
        • Gender-responsive public procurement in practice
          • Legal framework cross-references gender equality and public procurement
          • Public procurement strategies cover GRPP
          • Gender equality action plans or strategies mention public procurement
          • Capacity-building programmes, support structures
          • Regular collaboration between gender equality bodies
          • Effective monitoring and reporting systems on the use of GRPP
          • Tool 1:Self-assessment questionnaire about the legal
          • Tool 2: Overview of the legislative, regulatory and policy frameworks
        • How to include gender aspects in tendering procedures
          • Pre-procurement stage
            • Needs assessment
            • Tool 3: Decision tree to assess the gender relevance
            • Preliminary market consultation
            • Tool 4: Guiding questions for needs assessment
            • Defining the subject matter of the contract
            • Choosing the procedure
            • Tool 5: Decision tree for the choice of procedure for GRPP
            • Dividing the contract into lots
            • Tool 6: Guiding questions for dividing contracts into lots for GRPP
            • Light regime for social, health and other specific services
            • Tool 7: Guiding questions for applying GRPP under the light regime
            • Tool 8: Guiding questions for applying GRPP under the light regime
            • Reserved contracts
            • Preparing tender documents
          • Procurement stage
            • Exclusion grounds
            • Selection criteria
            • Technical specifications
            • Tool 9: Decision tree for setting GRPP selection criteria
            • Award criteria
            • Tool 10: Formulating GRPP award criteria
            • Tool 11: Bidders’ concepts to ensure the integration of gender aspects
            • Use of labels/certifications
          • Post-procurement stage
            • Tool 12: Checklist for including GRPP contract performance conditions
            • Subcontracting
            • Monitoring
            • Reporting
            • Tool 13: Template for a GRPP monitoring and reporting plan
        • References
        • Additional resources
    • Methods and tools
      • Browse
      • About EIGE's methods and tools
      • Gender analysis
      • Gender audit
      • Gender awareness-raising
      • Gender budgeting
      • Gender impact assessment
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      • Examples of methods and tools
      • Resources
    • Good practices
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      • Belgium
        • Overview
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    • EIGE’s publications on Gender mainstreaming
    • Concepts and definitions
    • Power Up conference 2019
  • Gender-based violence
    • What is gender-based violence?
    • Forms of violence
    • EIGE’s work on gender-based violence
    • Administrative data collection
      • Data collection on violence against women
        • The need to improve data collection
        • Advancing administrative data collection on Intimate partner violence and gender-related killings of women
        • Improving police and justice data on intimate partner violence against women in the European Union
        • Developing EU-wide terminology and indicators for data collection on violence against women
        • Mapping the current status and potential of administrative data sources on gender-based violence in the EU
      • About the tool
      • Administrative data sources
      • Advanced search
    • Analysis of EU directives from a gendered perspective
    • Costs of gender-based violence
    • Cyber violence against women
    • Femicide
    • Intimate partner violence and witness intervention
    • Female genital mutilation
      • Risk estimations
    • Risk assessment and risk management by police
      • Risk assessment principles and steps
          • Principle 1: Prioritising victim safety
          • Principle 2: Adopting a victim-centred approach
          • Principle 3: Taking a gender-specific approach
          • Principle 4: Adopting an intersectional approach
          • Principle 5: Considering children’s experiences
          • Step 1: Define the purpose and objectives of police risk assessment
          • Step 2: Identify the most appropriate approach to police risk assessment
          • Step 3: Identify the most relevant risk factors for police risk assessment
          • Step 4: Implement systematic police training and capacity development
          • Step 5: Embed police risk assessment in a multiagency framework
          • Step 6: Develop procedures for information management and confidentiality
          • Step 7: Monitor and evaluate risk assessment practices and outcomes
      • Risk management principles and recommendations
        • Principle 1. Adopting a gender-specific approach
        • Principle 2. Introducing an individualised approach to risk management
        • Principle 3. Establishing an evidence-based approach
        • Principle 4. Underpinning the processes with an outcome-focused approach
        • Principle 5. Delivering a coordinated, multiagency response
      • Legal and policy framework
      • Tools and approaches
      • Areas for improvement
      • References
    • Good practices in EU Member States
    • Methods and tools in EU Member States
    • White Ribbon Campaign
      • About the White Ribbon Campaign
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    • Regulatory and legal framework
      • International regulations
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          • Avoid gendered pronouns (he or she) when the person’s gender is unknown
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      • Back to toolkit page
      • EU policies on work-life balance
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      • The argument for work-life balance measures
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      • Step-by-step approach to building a compelling business case
        • Step 1: Identify national work-life balance initiatives and partners
        • Step 2: Identify potential resistance and find solutions
        • Step 3: Maximise buy-in from stakeholders
        • Step 4: Design a solid implementation plan
        • Step 5: Carefully measure progress
        • Step 6: Highlight benefits and celebrate early wins
      • Toolbox for planning work-life balance measures in ICT companies
      • Work–life balance checklist
    • Gender Equality Index 2019. Work-life balance
      • Back to toolkit page
      • Foreword
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      • Introduction
        • Still far from the finish line
        • Snail’s-pace progress on gender equality in the EU continues
        • More women in decision-making drives progress
        • Convergence on gender equality in the EU
      • 2. Domain of work
        • Gender equality inching slowly forward in a fast-changing world of work
        • Women dominate part-time employment, consigning them to jobs with poorer career progression
        • Motherhood, low education and migration are particular barriers to work for women
      • 3. Domain of money
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      • 4. Domain of knowledge
        • Gender equality in education standing still even as women graduates outnumber men graduates
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      • 5. Domain of time
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      • 6. Domain of power
        • More women in decision-making but still a long way to go
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        • Limited opportunities for women to influence social and cultural decision-making
      • 7. Domain of health
        • Behavioural change in health is key to tackling gender inequalities
        • Women live longer but in poorer health
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      • Part 2. Test yourself
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        • Eradicating sexism to change the face of the EU
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Gender Equality in Academia and Research

PrintDownload as PDF
  • Back to toolkit page
  • WHAT
    • What is a Gender Equality Plan?
    • Terms and definitions
    • Which stakeholders need to be engaged into a GEP
    • About the Gear Tool
  • WHY
    • Horizon Europe GEP criterion
    • Gender Equality in Research and Innovation
    • Why change must be structural
    • Rationale for gender equality change in research and innovation
  • HOW
    • GEAR step-by-step guide for research organisations, universities and public bodies
      • Step 1: Getting started
      • Step 2: Analysing and assessing the state-of-play in the institution
      • Step 3: Setting up a Gender Equality Plan
      • Step 4: Implementing a Gender Equality Plan
      • Step 5: Monitoring progress and evaluating a Gender Equality Plan
      • Step 6: What comes after the Gender Equality Plan?
    • GEAR step-by-step guide for research funding bodies
      • Step 1: Getting started
      • Step 2: Analysing and assessing the state-of-play in the institution
      • Step 3: Setting up a Gender Equality Plan
      • Step 4: Implementing a Gender Equality Plan
      • Step 5: Monitoring progress and evaluating a Gender Equality Plan
      • Step 6: What comes after the Gender Equality Plan?
    • GEAR action toolbox
      • Work-life balance and organisational culture
      • Gender balance in leadership and decision making
      • Gender equality in recruitment and career progression
      • Integration of the sex/gender dimension into research and teaching content
      • Measures against gender-based violence including sexual harassment
      • Measures mitigating the effect of COVID-19
      • Data collection and monitoring
      • Training: awareness-raising and capacity building
      • GEP development and implementation
      • Gender-sensitive research funding procedures
    • Success factors for GEP development and implementation
    • Challenges & resistance
  • WHERE
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  • Gender Equality in Academia and Research
  • WHERE

Denmark

Country: 
Denmark

PROMOTING GENDER EQUALITY IN RESEARCH

Legal framework

The Gender Equality Act[1] entered into force in 2000. It states that public authorities (including universities and other research organisations) shall seek to promote gender equality and incorporate gender equality in all planning and administration within their scope. It also stipulates that boards, assemblies of representatives or similar collective management bodies within universities must work towards achieving equal gender balance, for example by requiring balanced representation of both sexes on councils and committees. In principle, the Gender Equality Act does not allow preferential treatment, but organisations can apply for a derogation on the basis of skewed gender representation where they wish to promote equality by favouring the underrepresented gender. Some Danish universities and research councils have used this exception to implement specific initiatives in recent years.

The Gender Equality Act aims to promote equality between women and men through equal participation, equal influence and equal opportunities in all functions of society, based on the equal value of women and men. Denmark’s Equal Treatment Act stipulates that companies and employers may not discriminate against employees on the basis of gender.

Denmark has a Ministerial Order on the content of job advertisements for state officials (Bekendtgørelse om opslag af tjenestemandsstillinger i staten) to ensure that positions that may be performed by women and men alike are advertised so as not to distinguish between women’s and men’s labour. Denmark’s legislation on job structure for academic employees (Lov om stillingsstruktur) ensures that the maximum length of a given type of employment will be extended to accommodate parental or adoption leave. Denmark’s whistleblower legislation from 2021 mandates that all employers with 50 or more employees must introduce a whistleblower practice to process incidents such as fraud, abuse of funds or sexual harassment.

All public institutions at all levels are required to report on their gender equality initiatives to the Department of Gender Equality every three years. Gender equality is outlined in the legislation as no less than a 60/40 divide between men and women. All state companies and state institutions (including universities and other research organisations) are also required to report: (1) the gender composition in the highest management body (the board) and all employee categories; (2) whether the institution has set specific targets for the underrepresented sex on their boards and other collective management bodies and if so, the nature of these and when the university expects to achieve these targets; and (3) other conditions that may affect the institution’s gender equality initiatives.

The board of any institution primarily funded by the State must report target numbers for gender equality. In addition, the central management body of any institution with more than 50 employees must develop a policy for balanced gender representation if the management of the institution does not have a gender-balanced composition.

In early 2020, five of the eight Danish university boards met the criteria for equal gender balance. When examining the distribution of women and men in university management, numbers of women had generally increased in recent years, but the percentage of women in top university management remained low, at only 24 % (including rectors, vice-rectors, university directors, deans and heads of department). Only two universities had more than 40 % women in top management, with women making up 25 % or less in the other institutions[2].

The Act on Universities entered into force in 2003 and was amended in 2011, 2014 and 2015. Since 2011, the Ministry of Higher Education and Science has entered into three-year agreements with the universities, known as Development Contracts (Strategiske Rammekontrakter). These Contracts define clear targets and objectives for the universities’ activities. Gender equality may be included in the Contracts, but it is not mandatory. The Development Contracts for the period 2018–2021 included gender equality objectives for some of the institutions with skewed gender distributions. For example, the Technical University of Denmark (DTU) refers to attracting more women engineering students, while the IT University of Copenhagen (ITU) has chosen to train more women IT specialists and to monitor the dropout rate of women students. In recent years, the focus on the leaky pipeline has shifted towards diversity and inclusion more broadly, also emphasising student life[3].

Policy framework

In 2015, the Ministry for Higher Education and Science published a leaflet[4] of best practice initiatives and experiences at Danish universities.

In 2014, the Minister for Higher Education and Science appointed the Task Force on More Women in Research to evaluate and make recommendations on fostering more equal gender distribution among researchers at Danish research organisations. The Task Force completed its work in May 2015 and published a report[5] with recommendations and potential initiatives.

The Danish Council for Research and Innovation Policy contributes to furthering the development of Danish research, technology and innovation to the benefit of society. One of its primary roles is to advise the Minister for Higher Education and Science and the Danish Parliament on research, technology and innovation generally. Some years ago, it initiated a comparative study to identify best practice initiatives and framework conditions in other countries. A report[6]  was prepared by an external contractor and published in 2015.

In 2017, the Danish Ministry of Higher Education and Science published the first of its annual reports on the distribution of women and men employed at Danish universities. The Talentbarometer[7] is based on the pioneering statistical work by senior researcher Bertel Ståhle (who has published several reports on gender inequality in academia). That same year, the Danish Agency for Higher Education and Science published a report[8] on funding streams in Danish academia. Finally, in 2017, Rambøll Consulting published the Gender Equality Statements[9] on behalf of the Danish Minister for Equal Opportunities, compiling recent gender equality statements from all public institutions.

The Damvad Analytic report, “Career Paths of Academic Staff”[10], contributed to the Danish Council for Research and Innovation Policy project on career paths, recruitment and advancement processes. The Council published a brief[11] confirming the leaky pipeline challenge and highlighting the increasing difficulties related to establishing and furthering an academic career, particularly for mothers. The Council‘s latest report, “Careers in Research”[12], concludes the Council’s project[13] on research careers. It makes six recommendations to improve imbalances in researchers' career paths, including that career guidance for younger researchers should be directed more towards employment in the private sector and that these career paths should be clearly described at universities. Universities should also phase out professor positions with special responsibilities (MSO), introduce tenure-track programmes and recruit broadly, openly and internationally.  Funding models should enable wider externally funded research by permanent scientific staff at universities to avoid extensive post-doctoral funding leading to dead-end careers.

Finally, in 2020, the Danish Accreditation Institution published a report[14] on Danish and European perspectives on the interfaces between gender, equality, educational quality and quality assurance.

Other stimulatory initiatives

In 2013, the Danish Independent Research Council published the report “Gender and Research in the Danish Independent Research Council”[15]. The report provides an overview of key topics and relevant data on gender distribution in Danish academia. It also takes a closer look at gender in the practices of the Council itself.

In 2014, an international evaluation panel assessed the Danish National Research Foundation and found a less-than-satisfactory gender balance among centre leaders and senior researchers at its Centres of Excellence. The panel recommended that the Foundation, Centre leaders and universities took active steps to address the challenges, such as developing a pipeline for future women leaders. These efforts resulted in the report “Getting All Talents in Play”[16].

The 2018 McKinsey report, “Bridging the talent gap in Denmark: Insights from female representation in STEM”[17], and the 2019 Boston Consulting Group report, “Wake up Denmark: Denmark is Forfeiting the Value of Workplace Diversity”[18], also helped to raise awareness especially among men.

A closer look at the Danish policy framework requires accounting for developments in research funding mechanisms. Starting in 1999 and the early 2000s, the Danish Parliament and the Ministry of Higher Education and Science initiated (via the Danish Council for Independent Research) affirmative action programmes, such as Younger women Devoted to a UNiversity career (YDUN). That programme was discontinued following accusations of unfairness.

The Independent Research Fund and the Independent Research Council support specific research activities undertaken at researchers' own initiative. The Council advises the Danish Minister for Higher Education and Science, the Danish Parliament, the government and others on request. It monitors the gender distribution among its applicants and grant owners, the gender distribution of the Council itself, and the members of its external review panels. It also asks applicants to justify the gender composition of their team. The Fund factors parental leave (times 2) into their determination of an applicant’s doctoral age (number of productive years since acquiring the degree). In 2013, the Fund published the report “Gender and Research in the Independent Research Council”[19] on key challenges to gender equality in the research sector. Their Inge Lehman funding programme exemplifies attempts to expand the talent pool in Danish research and to address gender inequality. It does not, however, exclusively target women.

Each year, a partnership between the L’Oréal Foundation Denmark and the national UNESCO Commission, together with the Danish Royal Academy of Sciences, announces a “For Women in Science” programme call to recognise and promote talented Danish early stage women researchers to pursue their research projects within the natural sciences.

Most other national research organisations include gender equality measures to counter the leaky pipeline, such as accounting for how grantees will address diversity and gender balance, or monitoring and reporting gender distribution and/or diversity across its applicants, grantees, evaluation panels and committees. Generally, research organisations are moving away from a focus on representation towards greater inclusion and diversity. Other initiatives include: 

  • Anonymous international peer review ensures that the focus is on the research idea, allowing researchers to think beyond their past research and try new things (Villum Foundation)[20];
  • Potentially adjusting the length of an uninterrupted two-year period abroad to accommodate family and personal reasons[21] (Carlsberg Foundation, in its latest report “Gender Diversity in Danish Research”[22]); 
  • Eliminating financial obstacles to career advancement for pregnant women and women on maternity leave by covering the difference between their usual salary and the reimbursement received from the State (Carlsberg Foundation);
  • Joining Diversity Commitment[23] with partners from other research organisations and the private sector to integrate a diversity focus in funding grants (Innovation Fund Denmark);
  • Inviting former grantees and political stakeholders to share their knowledge of diversity in research[24] (Danish National Research Foundation);
  • Two-stage evaluation process, where the first stage consists of the proposed scientific project description and the second includes a CV and publication list (Novo Nordisk Foundation);
  • Ensuring diversity in internal processes, e.g. clinical trials (Lundbeck Foundation)[25].

Key actors

The department of gender equality in the Ministry of Employment is responsible for the government's activities on gender equality and coordinates the equality work of other ministries. It also advises the Minister of Employment and the Danish Parliament in matters of gender equality.

The Danish Ministry of Higher Education and Science is responsible for research, innovation and higher education. It is responsible for monitoring the status and gender equality activities at the eight Danish universities.

Universities Denmark is an umbrella organisation that seeks to enhance cooperation, visibility and impact among the eight Danish universities. Here, management and staff come together to discuss issues of common interest, undertake joint initiatives, and communicate with politicians, ministries and partners. The Danish Rectors’ Conference constitutes the board for Universities Denmark and each university is represented by its rector. The topic of gender equality in research has been discussed a number of times in the framework of the Rectors’ Conference. Universities Denmark has recently established a task force (2021-2023) to exchange knowledge and experiences of institutional measures on gender diversity and equality in research. The task force will also develop suggestions for new measures and statements to elevate the universities individually or collectively.

Other national and local networks include:

  • Danish Centre for Research and Information on Gender, Equality and Diversity (KVINFO);
  • Network for Women in Physics (KIF);
  • Danish Society for Women in Science (DANWISE) is a non-profit organisation and national network for gender studies and research. It is committed to bridging the gender gap in Science, Technology, Education and Maths (STEM), the Humanities and Social Sciences in Denmark, by increasing gender inequality awareness, reducing gender bias and improving the hiring and promotion of women;
  • University of Southern Denmark (SDU) Centre for Gender and Diversity (KØD) is a platform for research, teaching and dissemination. Taking a contemporary and cultural analytical approach, the Centre deals with current issues related to gender and diversity at local and global level. It invites interdisciplinary dialogue on topics such as health, reproduction and climate;
  • Society for Gender Research in Denmark (Foreningen for Kønsforskning i Danmark);
  • GEAR:DK is a network for gender equality and diversity practitioners at Danish universities. 

INITIATIVES FOR GENDER EQUALITY BY RESEARCH PERFORMING ORGANISATIONS

In line with the requirements of the Danish Gender Equality Act, the eight Danish universities are preparing Gender Equality Statements (Ligestillingsredegørelser). The Statements are intended to take stock of gender equality efforts and collect examples of good practice across all public authorities and institutions. They will be reviewed every two years.

Each of the universities has a policy for working with gender equality, and some universities have specific targets for gender equality. In recent years, numerous universities have strengthened their overall efforts to promoting gender equality, often in combination with a focus on increasing diversity in other areas. Some have established special units that report directly to the principal or executive board, while another has a council that advises management on initiatives to promote diversity and inclusion[26]. Some initiatives include student diversity and learning environments, while others focus on academic staff or staff in general.

Based on the Horizon 2020 Europe requirement, all Danish universities have recently stepped up their efforts in respect of Gender Equality Plans (GEPs). For most, this task builds on previous gender diversity and inclusion initiatives, with the Horizon Europe requirements serving to build momentum.

All universities base their gender diversity and equality measures on data. Those data include gender differences in workplace assessment (APV), focus group interviews with scientific staff or heads of department, exit analyses, additional analyses of specific gender equality issues, gender-disaggregated data on illness, absence and pay differences, or search committees. 

All universities focus on recruitment procedures, with initiatives to ensure participants of both sexes on assessment and recruitment committees, qualified applicants of both sexes, software solutions or training to ensure gender neutrality and inclusive job advertisements, transparency in recruitment procedures and training to avoid unconscious bias in decision-making.

Unconscious bias training is integral to gender equality measures at Danish universities. In addition to recruitment, it is a focus in management training, in workshops on sexism and sexual harassment, in communications (including expert lists) and in meeting notes[27].

RELEVANT EXAMPLES OF PRACTICES

GenderLAB combines design thinking and norm criticism to create innovative, concrete and sustainable solutions to complex challenges and problems. The method was developed by Copenhagen Business School (CBS) and KVINFO, among others, and benefits large and small companies, organisations and institutions.

The Villum Foundation employs blind assessment to ensure that research funding is distributed across genders, nationalities, research fields and academic hierarchies, and to avoid assessment committee consensus based on academic profiles. Reviewers are asked to prioritise the ideas they perceive as real breakthroughs and are invited to flag one idea they judge to be genuinely extraordinary, regardless of the Board of Directors’ rejection of the idea.

The SDU’s GEP focuses on implementation, documentation and quality assurance of the university’s collected equality endeavours for students and employees. It structures and supports ongoing initiatives, and provides a perspective on prevailing equality and inclusion issues. That focus ensures that initiatives and measures respond and reflect local and specific challenges. The GEP also seeks to further career opportunities and promote inclusive work, research and study environments.

SDU’s GEP includes a new quality assurance model. Equality efforts will now be more firmly anchored across departmental and faculty levels, with a continued focus on local efforts, cross-cutting collaboration and collective annual reporting. These efforts will be documented in annual faculty and central administration-specific Gender Equality Action Plans, as well as in SDU's overall annual Gender Equality Action Plan.

Footnotes

[1] https://www.legislationline.org/documents/id/5765

[2] https://ufm.dk/publikationer/2020/filer/talentbarometer-2019.pdf   

[3] ibid.

[4] https://ufm.dk/en/publications/2015/filer-2015/publikation-kvinder-i-for...

[5] https://ufm.dk/en/publications/2015/filer-2015/recommendations-from-the-...

[6] https://ufm.dk/publikationer/2015/filer/international-study-on-gender-eq...

[7] https://ufm.dk/publikationer/2020/filer/talentbarometer-2019.pdf

[8] https://www.sdu.dk/-/media/files/om_sdu/gender_equality/tal-om-forskning...

[9] https://www.sdu.dk/-/media/files/om_sdu/gender_equality/hovedrapportlige...

[10] https://www.sdu.dk/-/media/files/om_sdu/gender_equality/damvad-analytics...

[11] https://www.sdu.dk/-/media/files/om_sdu/gender_equality/dfir-brief-13-de...

[12] https://www.sdu.dk/-/media/files/om_sdu/gender_equality/dfir_karrierer-i...

[13] https://ufm.dk/forskning-og-innovation/rad-og-udvalg/danmarks-forsknings...

[14] https://akkr.dk/wp-content/filer/akkr/Til-web_ny-fil-marts-21-m.-korrige...

[15] https://dff.dk/aktuelt/publikationer/kon-og-forskning-i-det-frie-forskni...

[16] https://dg.dk/en/other-publications/

[17] https://www.mckinsey.com/featured-insights/europe/bridging-the-talent-ga...

[18] https://image-src.bcg.com/Images/Wake-Up-Denmark_tcm9-215573.pdf

[19] https://www.sdu.dk/-/media/files/om_sdu/gender_equality/kon-og-forskning...

[20] https://veluxfoundations.dk/en/content/significance-anonymous-application

[21] https://www.carlsbergfondet.dk/en/Om%20fondet/God%20fondsledelse/Mission...

[22] https://www.carlsbergfondet.dk/da/Om-fondet/God-fondsledelse/Mission-sta...

[23] https://diversity-commitment.com/

[24] https://dg.dk/en/newsroom/meetings/dnrf-annual-meeting-2018/

[25] https://www.lundbeck.com/global/our-science/clinical-trials/clinical-tri...

[26] https://ufm.dk/publikationer/2019/filer/maend-og-kvinder-pa-de-danske-un...

[27] ibid.

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