Please use this identifier to cite or link to this item:

http://hdl.handle.net/10609/105166
Full metadata record
DC FieldValueLanguage
dc.contributor.authorPalmen, Rachel Louise-
dc.contributor.authorArroyo Prieto, Lídia-
dc.contributor.authorMüller, Jörg-
dc.contributor.authorReidl, Sybille-
dc.contributor.authorUnger, Maximillian-
dc.contributor.otherUniversitat Oberta de Catalunya (UOC)-
dc.date.accessioned2020-01-10T11:17:21Z-
dc.date.available2020-01-10T11:17:21Z-
dc.date.issued2020-04-02-
dc.identifier.citationPalmen, 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.2019.101751en
dc.identifier.issn0149-7189MIAR
-
dc.identifier.urihttp://hdl.handle.net/10609/105166-
dc.description.abstractGender 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.en
dc.format.mimetypeapplication/pdf-
dc.language.isoeng-
dc.publisherEvaluation and Program Planning-
dc.relation.urihttps://www.sciencedirect.com/science/article/pii/S0149718919302393?via%3Dihub-
dc.rightsCC BY-NC-ND-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/es/-
dc.subjectGender dimension in teaching and research contenten
dc.subjectGender dimension in knowledge and technology transferen
dc.subjectGender equality intervention in R&Ien
dc.subjectEvaluationen
dc.subjectPublic policyen
dc.subjectDesignen
dc.subjectImplementaionen
dc.subjectOutcomesen
dc.subjectImpacten
dc.subjectR&Ien
dc.titleIntegrating the gender dimension in teaching, research content & knowledge and technology transfer: Validating the EFFORTI evaluation framework through three case studies in Europe-
dc.typeinfo:eu-repo/semantics/article-
dc.typeinfo:eu-repo/semantics/publishedVersion-
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess-
dc.identifier.doi10.1016/j.evalprogplan.2019.101751-
Appears in Collections:Articles

Files in This Item:
File Description SizeFormat 
Palmen_EPP_integrating_gender.pdf298.98 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons