… ( GEP) includes awareness-raising and training measures on gender equality and unconscious gender biases for staff … cultures and unconscious gender biases that disadvantage women, and in implementing more inclusive approaches. The … research. Other gender equality training activities that focuson specific topics or address specific target groups …
… also includes the evolving impact of the COVID-19 pandemic on practices and operations. Most human organisations, … family caring and education responsibilities falling onwomen that, in turn, has undermined their own work, including … find recent and ongoing projects and initiatives with a focuson the COVID-19 pandemic. Get inspired by what other …
… in research and teaching. Our knowledge is the basis on which future generations will build their societies. It is … it can be expected that its findings affect (groups of) women and men, or girls and boys, differently. Integrating … that they will open in a new window). Some of the examples focuson research funding but may also be relevant to …
… Area and Innovation Committee (ERAC) Standing Working Groupon Gender in Research and Innovation, various studies have … performance. Different gender roles are associated with women and men, and a different value is given to each: …
… despite the policies and measures taken, data shows that women remain under-represented in academic and administrative … for measures to consider in your GEP, additional tips on what to think of and examples from other organisations. … a list of best-practice examples across Europe, with a focus specifically on leadership and decision-making; these …
… respectful organisational culture, and that it is not ‘a women’s issue’. Improving organisational cultures also … and retaining the best talent. See below for tips on what to consider when implementing measures and to view … departmental processes, procedures and practices impact on staff with caring responsibilities or part-time workers, …
… involvement, which can be direct or indirect (depending on the stakeholder profile), will create a sense of belonging … phase, stakeholders can be involved through, for example, focus groups, workshops, group discussions, seminars, … sessions on gender in research and teaching. Supporting women’s contribution to knowledge production Example: In a …
… that organisations collect and publish disaggregated data on the sex and/or gender of personnel (and students, where … . Ideally, you considered which areas you want to focuson in step 2 when analysing and assessing the status … for internal stakeholders are as follows: shares of women and men members of decision-making bodies; shares of …
… in a range of ways. It is important to state that work on gender equality does not usually happen rapidly and may … in this case it may be more productive and efficient to focuson institutional forms of resistance and/or to engage … a common perspective that gender equality is a job for women. In order to increase men’s participation, they must be …
… issues in your organisation. Therefore, GEPs should not focus only on promoting career opportunities and equal access to … one gender; rather, they should be inclusive and target women and men in all their diversity. Consequently, a GEP is …
… In March 2019, online public consultation began on “Towards a Gender Equality Mainstreaming Framework” [1] . … engineering, mathematics] Awards in 2021 [6] included a “ Women in STEM” category to recognise institutions and … been very limited, most likely because students prefer to focuson their own area of study rather than straddling two …
… IN RESEARCH Legal framework Spain’s legal framework on gender equality in higher education, science and research … The Organic Law for Effective Equality between Women and Men (3/2007) introduced gender equality as a basic … policies in the science, technology and innovation system focuson two main areas: (1) visibility and dissemination …
… Attracting more women into academic leadership positions In 2004, Lund … that can be learnt and developed, and that focuses on the individual´s competences, and not on personal … is not “born” leader, s/he “becomes” a leader. Hereby, the focus shifts from personal characteristics to competencies, …