Guidelines for sex/gender analysis. How are we doing in Europe?

The third benchmarking analysis conducted by GENDERACTOINplus looks into the existing policies and measures for integrating the gender dimension into the content of R&I and teaching in 21 countries across the ERA. It highlights promising practices and recommends actions for policy development. Building on the survey responses from 20 RFOs and 15 national authorities responsible for research andinnovation and higher education, the benchmark analysis shows that: You can find more, including recommendations on how to improve the situation, in the Benchmarking and assessment report on guidelines for sex/gender analysis – yet to be approved.

National authorities and RFOs on gender-based violence

Our second benchmark report presents a state-of-the-art analysis of the current policy development on gender-based violence in the European Research Area. It provides a comprehensive research review and policy analysis. The research described in the global section is heavily dominated by the USA, and the research described in the ERA differs in terms of content and thematic focus. For instance, bystander initiatives are frequently examined in the research review but are addressed only in one of the articles addressing the ERA. Another thematic difference is the focus on prevention and prevalence whereas the ERA articles focus, to a higher degree, on relationship violence between students. There is also a strong focus on students’ experiences of gender-based violence and its weak relation to the development of higher education infrastructure for the prevention of gender-based violence. Samples predominantly consist of majority group students, and lack diversity and intersectional perspectives. Also, research on...

Being Black in the academy

A collection of Campus resources and views provides actions that can be taken to improve diversity and belonging for Black staff and students, advice for Black academics on navigating the career ladder, tips for creating an anti-racist university and more. Navigating higher education as a racial minority can be fraught. Still, for Black men and women, often the least represented minority group in an institution, the academy can be especially isolating and unwelcoming. Students, staff and academics at every career level report suffering impostor syndrome, have seen their careers stalled by conscious or unconscious bias and are often overburdened with unpaid labour on EDI initiatives. Be inspired by what can be done to improve the situation by

LGBTQ friendly academy

Check the collection of resources created by the focusing on what steps can be taken, on an institutional and individual levels, to ensure that LGBTQ+ scholars, students, and staff can flourish, whether in the classroom, research lab or while simply relaxing on campus. The rainbow university: Advice on creating a higher education system in which LGBTQ+ students, staff and faculty can thrive.

Intersectionality and inclusion in European R&I

The 1st GENDERACTIONplus benchmarking deliverable report was published on the project website. The results from a benchmark survey of 15 national authorities and 20 RFOs indicate that they include many equality dimensions in their legislation and policies. However, when analysing the documents provided (laws and policies), these dimensions are not clearly articulated or discussed at any length. According to the authors of the report, Heidi Holt Zachariassen and Ella Ghosh from Committee for Gender Balance and Diversity in Research (KIF), Norway, there was a leap from inclusive legislation and policy to references to the intersections between different equality dimensions in documents and which groups are particularly vulnerable in academia. Where several equality dimensions are included, they are included in introductory statements and an additive approach is taken. The lack of a unified understanding of concepts and uncertainty about terminology are obstacles for national authorities and RFOs to develop inclusive policies....

News about GE in R&I from Slovakia

On the 9th of May 2023 – Europe Day, Marcela Linková delivered a keynote presentation at the Fair Academy conference, organised by the Slovak Centre for Scientific and Technical Information and Žijem vedu (We live science) organisation in Bratislava. Marcela informed about key developments in EU gender equality policies for research and innovation (including project actions of GENDERACTION(plus) as well as about the Czech Center for Gender & Science as an inspiration for a possible model in Slovakia. “It was a great opportunity to connect Czech and Slovak actions and to compare the progress achieved. We must continue to work closer together again! Thank you, Marcela, ” adds Alexandra Bitušíková from Matej Bel University in Banská Bystrica and our GENDERACTIONplus colleague who has long been working to advance gender equality in R&I in Slovakia. The key topics for further discussion included gender-based violence in academia; the use of inclusive gender-sensitive language;...

WP4: Benchmarking data visualisation

In the autumn of 2022, WP4 (Gender dimension in R&I) implemented a benchmarking survey that focused, among other things, on initiatives to promote sex/gender analysis among research funding organizations. To learn more about the benchmarking report, follow this link (available soon). The most important findings include: See the detailed quantitative information provided by RFOs in the dashboard below.

GEPs in the public sector of the Czech Republic mapped

A new analysis by the Centre for Gender and Science shows that, as of January 2023, 70 public sector research organisations (i.e., 66%) had a gender equality plan (GEP). Specifically, 71% of higher education institutions and 64% of public research institutions. The GEPs tend to follow the mandatory minimum requirements the European Commission sets. However, only 34% of organisations conducting research in the Czech Republic’s public sector meet all the mandatory requirements. Although the plans of the higher education institutions are more consistent than those produced by research institutions, they meet the mandatory requirements set by the European Commission with a slightly lower success rate than the research institutions. The largest increase in the number of GEPs occurred in 2022: while 11 institutions had a GEP in 2021, 69 did in 2022. At the Czech national level, GEPs are now also required by the Czech Science Foundation, which has significantly...

The higher education funding system can support gender equality and inclusion

A new study released by EC analyses the implementation of performance-based funding systems in the 27 EU Member States and evaluates their impact. One of the findings is that performance agreements and other funding instruments can promote gender equality and inclusion. In these cases, inclusion is translated into targets that refer to accessibility of higher education for students from minorities, mentoring and supporting disadvantaged students, encouraging equal opportunities, gender equality, innovations in teaching and learning and improvements in the quality of teaching and learning. The study mentions the Netherlands, Germany-Berlin, Croatia, Luxembourg and Denmark as an example of this approach. To learn more, go here.

GENDERACTIONplus presented at Impact of GEPs across the ERA event

On 15 March, the European Commission organised an event to present and discuss key findings of a study of impacts that the EU and national policies and programmes supporting or requiring Gender Equality Plans (GEPs) have had in research organisations across the ERA. In addition to mentioning the outputs of our project, our coordinator Marcela Linková commented on the future challenges in this area. The day before, she was elected as a MS Co-chair of on ERA Forum Sub-group on Inclusive Gender Equality. A video recording of the event is available on youtube: