PRAGES PRActising Gender Equality in Science - PowerPoint PPT Presentation


PPT – PRAGES PRActising Gender Equality in Science PowerPoint presentation | free to download - id: 57fd20-NzViM


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation

PRAGES PRActising Gender Equality in Science


PRAGES PRActising Gender Equality in Science Guidelines presentation Manchester, November 9 2009 Marina Cacace - ASDO Institutional framework Co-ordinating Action ... – PowerPoint PPT presentation

Number of Views:112
Avg rating:3.0/5.0
Slides: 68
Provided by: xxxx5
Learn more at:


Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: PRAGES PRActising Gender Equality in Science

PRAGES PRActising Gender Equality in Science
  • Guidelines presentation
  • Manchester, November 9 2009
  • Marina Cacace - ASDO

Institutional framework
  • Co-ordinating Action Practising Gender Equality
    in Science/PRAGES
  • A survey of positive actions schemes in the area
    of research decision-making
  • Work programme Capacities
  • part Science in Society
  • Activity Gender and Research
  • Area Strengthening the role of women in
    scientific research
  • Co-financed by the Italian General Inspectorate
    for Financial Relations with the EU/Ministry for
    Economy and Finance

  • Department for Equal Opportunities
    (co-ordinator)/ ITALY
  • TETALAP - Hungarian Science and Technology
    Foundation/ HUNGARY
  • University of Milan - Centre for Study and
    Research Women and Gender Difference/ITALY
  • Manchester University - Centre for Equality and
    Diversity at Work/UK
  • The European University Institute/ITALY
  • University of Milan Bicocca - Sociology and
    Social Research Department/ITALY
  • Aarhus University - The Danish Centre for Studies
    in Research and Research Policies/ DENMARK
  • The Chancellor, Masters, and Scholars of the
    University of Cambridge/UK
  • University of Southern Queensland (AUSTRALIA)
  • Simmons College School of Management - Center for
    Gender Organization/USA

Countries represented
  • EU
  • Denmark
  • Hungary
  • Italy
  • United Kingdom
  • NON EU
  • Australia
  • Canada
  • United States
  • Country represented in the ASDO équipe

A knowledge management perspective
  • After a decade of efforts from EC, to try and
    take stock of the situation
  • meta-analysis on gender and science research
  • benchmarking of positive action schemes (PRAGES)
  • Request to go and see what is being promoted in
    support of gender equality in ST. Targeted
    countries USA, Canada, Australia
  • Analysing the programmes not to produce new
    knowledge to be generalised about them, but to
    co-ordinate existing one, supporting the
    dissemination of effective social technologies

Some more features
  • General approach
  • micro and not macro-policies
  • diversity of schemes and promoters
  • qualitative methodology
  • (analysed programmes do not constitute a
    representative sample!)
  • Expected outputs
  • database of programmes ? intensive approach
  • guidelines ? extensive approach

Benchmarking as a KM approach
  • Origin management studies (1970s)
  • Definitions
  • process of identification, understanding and
    adaptation of practices of other organisations,
    to improve ones own performance (Cook S., 1995)
  • permanent process of learning and continuous
    quality improvement (Benchmarking Centre, 1997)
  • Procedure identification of benchmarks,
    structural and procedural enablers, assessment of
    transferability potential
  • Key task Choosing the relevant process/impact

What and how to benchmark?
  • In our case programmes are the most diverse need
    to identify a common ground (WHAT)
  • In our case it is impossible to provide a
    traditional impact assessment of so many
    programmes, at different stages of
    implementation, in the projects time-frame.
    Moreover, some impacts are particularly difficult
    to quantify (common use of indirect or proxy
    indicators) need to agree on an operational
    concept of impact, to the aim of this project

WHAT three impact areas
  • Reducing the diversity of programmes to three
    main impact areas to benchmark
  • Friendliness of the environment to women in ST
  • Awareness of the gender dimension in ST in the
  • Support to womens leadership in the new social
    context for ST

HOW operational concept of impact
  • On the basis of a standardised qualitative
    assessment, an impact has been recorded on one of
    the three areas when a plausible connection has
    emerged between an orientation towards change and
    consistent implemented actions in that area
  • The notion is hybrid it takes into account both
    cognitive orientation and concrete action, and
    identifies, more precisely, conditions for

Good practices?
  • Convention to include programmes in the database
  • explicit aim of producing an impact on one of the
    three areas identified
  • prima facie existence of consistent measures
  • Convention to attribute programmes an impact on
    one of the areas
  • actual consistency of measures
  • good quality of programme
  • As impacts, good practices are hybrid social
    phenomena, including both cognitive and
    operational elements. As impacts, they are
    probabilistic good practices

Project design
1 Networking (Milan Statale) PROMOTERS (1,112 )
2 Collection of information on the programmes (Milan Bicocca) QUESTIONNAIRES (125 )
2 Collection of information on the programmes (Milan Bicocca) 1 PROGRAMMES DATABASE (109)
3 Benchmarking (ASDO/Aarhus) 2 PROGRAMMES DATABASE (109)
4 Co-ordinating information (ASDO) GUIDELINES (71 PROGRAMMES)
Respondents by country - 1
Australia 23
United States 18
Canada 11
Germany 8
Italy 7
Spain 7
United Kingdom 7
Denmark 4
France 4
Austria 3
European programmes 3
Respondents by country - 2
Finland 2
Norway 2
Slovenia 2
Belgium 1
Czech Republic 1
Estonia 1
Greece 1
Malta 1
The Netherlands 1
Sweden 1
Switzerland 1
Respondents by geographical area
Respondents by institutional sector
Types of actions implemented - 1
Type n.
Networking 81 75.7
Support to career-development 68 63.6
Dissemination of information material 64 59.8
Mentoring 61 57
Training courses 49 45.8
Empowerment schemes 37 34.6
Mainstreaming actions 33 30.8
Gender-sensitive assessment 22 20.6
Monitoring hiring, promotions, tasks 22 20.6
Types of actions implemented - 2
Type n.
Reserved awards for women 22 20.6
Policy revision about promotions 19 17.8
Policy revision about hiring 18 16.8
Support during leaves 18 16.8
Gender-sensitive attribution of tasks 15 14
Targeted funding practices 14 13.1
Schemes for women returners 14 13.1
Care services 12 11.2
Targets for balance in decision-making 12 11.2
Types of actions implemented - 3
Type n.
Support to mobility/spouse relocation 10 9.3
Reserved chairs for women 9 8.4
Revision of curricula and textbooks 9 8.4
Targets for balance in research groups 9 8.4
Institution of quotas 5 4.7
Single-sex degrees and courses 4 3.7
Average of 5 actions per programme
Quality and transferability
  • Conditions for impact of the programmes on one
    of the three areas
  • actual implementation of consistent measures
  • sufficient quality of programme
  • (relevance, effectiveness, efficiency,
  • Transferability potential
  • assessment of structural enablers (economic,
    technical and human resources, general context
    elements, etc.)
  • assessment of procedural enablers (methods for
    good practice implementation)

Impact and quality
Golden and silver benchmarks
  • Criteria to award golden benchmarks (42)
  • Excellent quality (IQ 8.1 and superior)
  • Excellent or good impact in at least 1 area (IIMP
    6.1 and superior)
  • Criteria to award silver benchmarks (29)
  • Excellent or good impact in 1 area (IIMP 6.1 and
  • (all accepted programmes at least medium in
  • Golden benchmarks may have 1, 2 or 3 silver
    benchmarks (a total of 110 silver benchmarks)

Silver benchmarks by impact area
Transferability descriptors
  1. Information disclosure
  2. Replication occurred
  3. Enablers structural factors
  4. Enablers process factors
  5. Obstacles
  6. Tips from the promoters

Online database (web page) - 1
Online database (web page) - 2
Online database (web page) - 3
Online database (web page) - 4
Online database (web page) - 5
Online database (web page) - 6
Online database (web page) - 7
Online database (web page) - 8
Online database (web page) - 9
Online database (web page) - 10
Online database (web page) - 11
Online database (web page) - 12
The guidelines
  • Practical aim not a scientific report, but
    addressing scientists
  • Not discussing theory, but using theory to frame
    practice and help understand its significance
  • A lot of ideas in short examples, but linkage to
    tools allowing to go more in depth (database and
    specific links)
  • Not to be read from cover to cover organised by
    problems to address

Structure of the guidelines
  • Introduction
  • Part A. Women and science Problems and issues at
  • Part B. A friendly environment for women
  • Part C. Gender-aware science
  • Part D. Womens leadership of science in a
    changing society
  • Part E. Programmes that work
  • Bibliography
  • Appendix one Summary charts of the three
  • Appendix two Summary charts of the tools, the
    action patterns and the methodological

More contents
  • 3 members of the international Board of Advisors
  • 20 international experts
  • 71 respondents
  • Executive summary
  • How to use the guidelines
  • Methodological note (Appendix three)
  • Linguistic edits
  • Specific amendments

Strategy 1 Fighting the chilly climate
  • Friendliness of the environment to women in ST
  • Awareness of the gender dimension in ST in the
  • Support to womens leadership in the new social
    context for ST
  • Actions promoting change in organisational
    culture and formal/informal behaviours
  • Actions promoting work-life balance
  • Actions supporting early-stage career-development

Strategy 2 Fighting gender-blind science
  • Friendliness of the environment to women in ST
  • Awareness of the gender dimension in ST in the
  • Support to womens leadership in the new social
    context for ST
  • Actions challenging gender stereotypes
  • Actions fighting horizontal segregation
  • Actions aimed at gendering ST contents and

Strategy 3 Fighting women under-representation
  • Friendliness of the environment to women in ST
  • Awareness of the gender dimension in ST in the
  • Support to womens leadership in the new social
    context for ST
  • Actions promoting womens leadership in the
    practice of research
  • Actions promoting womens leadership in the
    management of research
  • Actions promoting womens leadership in
    scientific communication
  • Actions promoting womens leadership in
    innovation processes and science-society

From the database to the guidelines
  • Part A. Women and science Problems and issues at
  • Impact assessment Part B A friendly
    environment for women
  • Impact assessment Part C Gender- aware science
  • Impact assessment Part D Womens leadership of
    science in a changing society
  • Trasferability quality assessmentt Part
    E Programmes that work

Part A Women and science
  • Chapter One
  • From figures to risks
  • Looking at the numbers
  • Three areas of risks
  • Chapter two
  • From risks to strategies
  • Finding solutions
  • Three strategies

Structure of parts B, C and D
  • Each part is devoted to one of the three
  • Each strategy comprises a variable number of
  • Each objective is broken down in recommendations
  • For each recommendation concrete lines of actions
    are reported
  • Lines of actions are illustrated by examples from
    the database

Part B STRATEGY A friendly environment for
  • Objective 1 Changing culture and behaviours
  • Objective 2 Promoting work-life balance
  • Objective 3 Supporting early-stage

Obj. 3 Early-stage career-development
  • Rec. 9 Sustaining early-career researchers
    through policy and regulation
  • Rec. 10 Providing personal assistance and
    training for early-career researchers
  • Rec. 11 Increasing candidate pool diversity for
    hiring and promotions
  • Rec. 12 Providing additional resources for
    womens professional development

Obj. 3 Early-stage career-development
  • Recommendation 12 Providing additional resources
    for womens professional development
  • Line of action Establish dedicated funds
  • Five examples
  • New Mexico State University/USA
  • Kansas State University/USA
  • VINMER/Sweden
  • UW-Madison, WISELI programme/USA
  • CSIRO/Australia

CSIRO grants for women returners
  • Some universities established programmes
    specifically aimed at preventing the attrition of
    women who have already started a scientific
    career because of lack of support for life course
    events. The strategy adopted by CSIRO
    (Australias Commonwealth Scientific and
    Industrial Research Organisation) is providing
    grants to women returners. It consists of the
    delivery of grants of up to AUS 35,000 each to
    support researchers to re-establish themselves
    and re-connect with research underway in their
    field. Several awards are offered each year.
  • http//

Part C STRATEGY Gender-aware science
  • Objective 1 Overcoming stereotypes of women and
  • Objective 2 Affecting scientific contents and

Obj. 2 Affecting scientific contents and methods
  • Rec. 15 Dismantling the myth of gender-neutral
  • Rec. 16 Incorporating gender in ST education
  • Rec. 17 Gendering research design
  • Rec. 18 Acknowledging womens vision and

Obj. 2 Affecting scientific contents and methods
  • Recommendation 17 Gendering research design
  • Line of action Devise practical or institutional
    tools to insert gender in research design
  • Four examples
  • Fraunhofer Gesellschaft (Gemany)
  • Austrian Research Promotion Agency
  • European Commission

Check-list for product design
  • The above-mentioned German public research agency
    Fraunhofer Gesellschaft has developed a
    questionnaire addressing engineers working in the
    field of technological development. The
    questionnaire is structured in the form of a
    check-list finalised at verifying if gender
    aspects were included in product design, thus
    adopting a tool engineers are familiar with.
    Examples are also provided about the negative
    impact on product development and success of not
    integrating gender.
  • http//

Part D STRATEGY Womens leadership
  • Objective 1 Supporting women in attaining key
    positions in the practice of research
  • Objective 2 Supporting women in attaining key
    positions in the management of research
  • Objective 3 Strengthening womens visibility and
    their role in communication
  • Objective 4 Increasing womens influence in
    innovation and science-society relationships

Obj. 4 Womens leadership of innovation
processes and science-society relationship
  • Rec. 31 Strengthening womens orientation and
    skills connected with innovation and the social
    management of technology
  • Rec. 32 Providing women with resources and
    opportunities to approach top positions in

Obj. 4 Womens leadership of innovation
processes and science-society relationship
  • Recommendation 31 Strengthening womens
    orientation and skills connected with innovation
    and the social management of technology
  • Line of action Promote new research environments
    linking innovation and diversity
  • Two examples
  • Austrian Research Promotion Agency
  • Trentino School of management (Italy)

Laura Bassi Centres of Expertise
  • The publicly-funded w-fForte Laura Bassi
    Centres of Expertise programme, promoted by the
    Austrian Research Promotion Agency, established
    new innovation-oriented research centres. The
    core strategy is that of pursuing innovation
    through diversity, emphasising trans-disciplinarit
    y, advanced forms of knowledge transfer,
    public-private partnership, cultural and gender
    diversity of the work environment and
    project-oriented management. All the research
    centres (six in all) are led by women and their
    research teams have a gender balanced
    composition. The programme is conceived as a
    learning initiative, to be subjected to
    transparent evaluation procedures, the results of
    which should provide important information on how
    to better link innovation and gender equality.
  • http//

Part E Programmes that work
  • Map of tools (31)
  • Action patterns (30, distributed in the 4 quality
    dimensions considered)
  • Methodological orientations (7)

  1. Awards and recognition
  2. Best practice collection
  3. Books and reports
  4. Charters
  5. Childcare services
  6. Coaching
  7. Committees
  8. Consultations
  9. Databases
  10. Direct contact
  11. Dissemination and guidance packages
  12. Expressive and artistic tools
  13. Grants, loans and subsidies
  14. Information desks
  15. Institutional arrangements
  1. Lobbying
  2. Media campaigns
  3. Meetings
  4. Mentoring
  5. Monitoring and evaluation tools
  6. Networks and networking
  7. On-demand services
  8. Organisational arrangements
  9. Planning
  10. Public communication tools
  11. Regulations
  12. Research tools
  13. Social events
  14. Training courses, lessons and seminars
  15. Web based discussion spaces
  16. Websites

Action patterns/relevance
  1. Knowledge/Generating knowledge about the problem
  2. Participation/Using participatory approaches in
    programme planning
  3. Diversity/Framing gender issues in the broader
    context of diversity issues
  4. Lessons learned/Capitalising local past
    experiences and the experiences of others
  5. Social capital/Using and enlarging the social
    capital of the programme
  6. Organisation leaders/Bringing organisations
    leaders on one own side
  7. Organisational culture and structure/Aligning the
    programme to the organisations culture and
  8. Scope and target/Keeping a unitary approach while
    addressing a broad target
  9. Awareness/Supporting all programmes with
    awareness raising and sensitisation activities

Action patterns/effectiveness
  1. Staff/Tightening the programme to a motivated,
    experienced, diversified and active core of
  2. Voluntary action/Promoting voluntary action in
    support to the programme
  3. Programme leadership/Ensuring continuity in the
    programme leadership
  4. Planning/Developing public, long-term and
    realistic action plans
  5. Monitoring and assessment/Endowing programmes
    with effective monitoring and assessments systems
  6. Partnerships/Promoting inclusive partnerships
    involving key actors
  7. Transparency and transferability/Making programme
    transparent and transferable to external actors
  8. Diversification/Diversifying actors and tools

Action patterns/efficiency
  1. Funding mix/Diversifying financing sources as far
    as possible
  2. Adherence to plans/Keeping a flexible but close
    adherence to the established action plans
  3. Accounting and management/Providing programme
    with professional accounting and resource
    management systems
  4. Scenarios/Timely developing scenarios for future
    resource needs and sources
  5. Co-operation/Widening co-operation networks to
    increase access to resources
  6. Staff capacities/Reinforcing staff capacities on
    resource raising and management

Action patterns/sustainability
  1. Sustainability planning/Plan sustainability from
    the very beginning
  2. Fund-raising/Developing sustainability-oriented
    initiatives while the programme is still running
  3. Mens involvement/Involving men in the promotion
    and implementation of the programme
  4. Programme visibility/Making the programme as
    visible as possible
  5. Partners commitment/Promoting a direct
    engagement of partners
  6. Organisational flexibility/Envisaging flexible
    organisational solutions
  7. Institutional embeddedness/Shooting for
    progressive embeddedness of the programme in the

Methodological orientations
  • Linking action to knowledge
  • Creating institutional places for gender issues
  • Looking for alliances and support
  • Adopting an integrated approach
  • Connecting gender and diversity issues to science
  • Promoting a community of practices
  • Protecting programmes vitality

Different use of the parts
  • Parts B, C and D providing ideas and examples
    already implemented and reasonably reliable,
    linking them not to the tools used (f.i.
    mentoring), but to the general objectives pursued
  • Part E cross-cutting through the strategies,
    providing hints on the basic features needed to
    implement successful programmes, and showing the
    different strategic orientations that tools can

  • Many examples, not described in detail, but
    sketching a wealth of ideas for the different
    strategies and objectives
  • To get more information and access the resources
    many make available
  • specific links of the different initiatives on
    the programmes web pages
  • the database, to search for the most successful
    initiatives of a kind and learn about
    transferability issues, specific enablers and
  • Breaking programmes to pieces

In conclusion
  • The guidelines co-ordinate information about
    existing programmes to help implement integrated
  • as for the strategies
  • as for the tools
  • Integration may be pursued even in small
  • The structure of the guidelines has been devised
    to show the variety of approaches that can be
    adopted, and at the same time help manage
    problems of adaptation to different national,
    institutional and organisational contexts, by its
    analytic approach and setup