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http://hdl.handle.net/10609/105166
Title: Integrating the gender dimension in teaching, research content & knowledge and technology transfer: Validating the EFFORTI evaluation framework through three case studies in Europe
Author: Palmen, Rachel Louise
Arroyo Prieto, Lídia  
Müller, Jörg  
Reidl, Sybille
Unger, Maximillian
Others: Universitat Oberta de Catalunya (UOC)
Keywords: Gender dimension in teaching and research content
Gender dimension in knowledge and technology transfer
Gender equality intervention in R&I
Evaluation
Public policy
Design
Implementaion
Outcomes
Impact
R&I
Issue Date: 2-Apr-2020
Publisher: Evaluation and Program Planning
Citation: Palmen, R., Arroyo, L., Müller, J., Reidl, S., Caprile, M., Unger, M. (2020). Integrating the gender dimension in teaching, research content & knowledge and technology transfer: Validating the EFFORTI evaluation framework through three case studies in Europe, Evaluation and Program Planning, (79). doi: 10.1016/j.evalprogplan.2019.101751
Also see: https://www.sciencedirect.com/science/article/pii/S0149718919302393?via%3Dihub
Abstract: Gender equality and gender mainstreaming in research is one of the six European Research Area (ERA) priorities. Integrating the gender dimension in research content and teaching is one of its three objectives. It is arguably the objective where least progress has been made. In this article we contribute to the evidence base by applying the EFFORTI evaluation framework to three empirical case study interventions that aim to integrate the gender dimension in tertiary education and research content. Comparison is based on an evaluation of the design of the intervention, those factors that have enabled/hindered its implementation as well as an assessment of outcomesand impacts. The findings of the case studies highlight the importance of design, specifically regarding resources, legal status and the definition and operationalisation of the gender concept. Implementation hinges on top-level institutional commitment and mainstreaming gender studies with support of a central unit and crucially gender competence. A lack of recognition and status of gender studies and subsequent innovations was seen to hamper implementation. Outcomes and impacts included an increased awareness and interest in gender, increased gender competence, a push towards gender equality regarding representation and organisational change as well as an improved accreditation process and more and better research.
Language: English
URI: http://hdl.handle.net/10609/105166
ISSN: 0149-7189MIAR
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