Improving Gender Imbalance among University Professors: Local Perspectives and Participatory Learning

• In Event: STS and Universities - I

Abstract

The lack of gender balance among university professors, in particular full professors, is considered to be a problem in most countries (see, e.g., She figures 2015, Elsevier 2017). While there have been improvements, the gender gap is persistent. We have addressed this challenge in an action research project where we have worked closely with 12 departments at our university (NTNU, the largest in Norway) to encourage them to plan and implement measures to improve their gender balance among full professors. The aim was to encourage departments at NTNU to implement local measures to improve the gender balance by working with their problem understanding to develop constructive local theory related to gender balance, ideas for measures and a processing of experience with implementing measures. This should result in a cultural change that improves the quality of the research and teaching environment and make this more inclusive by changing academic management. We used a method of participatory action research and a ‘Cogenerative Learning approach’. In this paper, we analyze how the project contributed to raising awareness about gender balance issue and thus contributing to a change in perspective among a majority of the participants. We also show how heads of department struggled with gender balance issues, complaining about lack of support from their dean, lack of time and resources, and lack of skills to carry through reforms at the level of their department.

Authors

• Vivian Anette Lagesen, NTNU

• Siri Øyslebø Sørensen, Norwegian University of Science & Technology (NTNU)

• Guro Korsnes Kristensen, Norwegian University of Science and Technology