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Gender Equality in HE&R: Sustainable Change and Resistance

Prof. Dr. Gülsün SAĞLAMERIstanbul Technical University

3 December 2015, Brussels

STAGESFinal conference

STRUCTURAL TRANSFORMATION TO ACHIEVEGENDER EQUALİTY IN SCIENCE

Third Session: Gender Equality in Science as a Sustainability Policy Effort: Round Table

Chair : Gulsun Saglamer, Former Rector of Istanbul Technical UniversityPresident, European Women Rectors Association (EWORA)

Speakers:

• UDUAK ARCHIBONG, University of Bradford, GENOVATE project

• ALICE HOGAN, STAGES International Advisor, Higher Education Consultant, Inaugural NSF ADVANCE Program Director (retired)

• MYRA MARX FERREE, Alice H. Cook Professor of Sociology, University of Madison Wisconsin

• LUT MERGAERT, Yellow Window

• THERESE MURPHY, Head of operations of the European Institute for Gender Equality (EIGE)

• ROSSELLA PALOMBA, CNR

• ANNE PÉPIN, INTEGER, GENDERNET-ERANET

• VIVIANE WILLIS-MAZZICHI, Head of Sector Gender, European Commission

Date: 3rd December 2015

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Content

The main aim of the Gender oriented projectsNeed for ChangeChange ProcessResistanceRoles of the Projects in this Change Process?Role of LeadershipRecommendations

What is the main aim of the Gender Equality Projects in HE&R

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Four key questions for makingchanges;

What are we trying to do?

How are we trying to do it?

What proves that it works?

How are we going to makeit sustainable?

To achieve gender equalityin HE&R

Strategies for change-GAPsimplementation-monitoring

Evaluation-Indicators-feedback

Designing continuousimprovement processes

SCALE of CHANGE-CONTENT of CHANGE-INSTITUTIONAL CAPABILITY for CHANGE

Need for Change

FESTA aims to see

1. female researchers

encouraged to staying and making a career in Academia,

2. organizational environments where the competence of all employees are valued and fostered and

3. a well-functioning working environment that welcomes a diverse group of employees at all levels.

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STAGES was conceived with

the general aim of leavingthe logic of pilot projectsbehind and launchingStructural change strategiesaddressing the many andinterconnected layers of theproblem of gender inequalityin science from an integratedprespective, deeply involvinghuman resourcingmanagement in researchinstitutions, modifying andgendering its basic tenants

Change process

• Change processes and change projects have become major milestones in many organizations’ history.

• Due to the dynamics in the external environment, many organizations find themselves in nearly continuous change.

• Unfortunately, not every change process leads to the expected results. There are multiple reasons for potential failure: Typical barriers to change are – unexpected changes in the external conditions,

– a lack of commitment in implementation,

– resistance of people involved, – a lack of resources.

The implications of failed change projects go beyond missed objectives. More important is the negative symbolism and the de-motivation of people involved.

Dagmar Recklies «What Makes a Good Change Agent?»,

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Sustainable Change

A Model for sustainable Change

Build Awareness:

Awareness of issues, expectations, perceptions, need for change

Check for motivation/Desire:

Motivation or desire to address issues, self development and change

Skills and Abilities:

Skills and abilities involved in performance, development andleadership

Create Opportunities:

Opportunity to stretch and try new behavior, skills and abilities

Feedback:

Regarding all, especially new developments, behaviors andperformance

William Valutis, «The Secrets to Creating Sustainable Change, www.simplicityhr.com

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Change process

Improvements in terms of gender equality in HE&R is slow too slow.

This create negative impact on the academics who are committed toimplement certain strategies to achieve better representation of women at all levels.

o People within the change team may become dissatisfied with their own performance or with the lack of support they received.

o In the result, some of them will probably never again be willing to commit themselves to change initiatives.

o Similarly, people affected by the (failed) change effort will develop growing skepticism.

o They might perceive future change projects as “another fancy idea from management”, which brings a lot of work and few benefits.

Dagmar Recklies «What Makes a Good Change Agent?»

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Change and Resistance

• Change projects involve a great variety of factors and forces.

• These factors do not only comprise the reasons and objectives for change, but also the existing state of the organization, values, beliefs and routines of the people there.

• Many change projects challenge the existing cultural framework of an organization. Efforts to change such lasting values, however, lead to resistance and denial.

Levels of Change Leadership Skills, derived from Jim Canterucci

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Framework for Resistance

Definitions:

A phenomenon that emerges during processes of change—such as when gender equality policies are implemented —

and that is aimed at maintaining the status quo and opposing change.This interpretation of the concept is different from the meaning ofresistance that refers to the questioning of a particular dominant socialorder, which is the most common understanding. Both concepts, though,

define resistance as a form of opposition, in this case togender equality. (Lombardo and Mergeart,2013)

Resistance viewed as part of a four-stage reaction process ofthose faced with change: initial denial, resistance, gradualexploration, and eventual commitment (Hendrickson and Gray,2012)

Why Does Resistance occur?

• Resistance is viewed as being a natural and inevitable part of the change process and as something that exists within the individual.

• Resistance may occur when people distrust or have past resentments toward those leading the change and when they have different understandings or assessments of the situation (Block , 1993)

• Resistance occurs because it threatens the status quo or increases the fear of and anxiety about real or imagined consequences (Spector 1989, Morris and Raben, 1995).

• Change threatens personal security and confidence in an ability to perform (Bryant ,2006).

• Moreover, change may also be resisted because it threatens the way people make sense of the world, calling into question their values and rationality and prompting some form of self-justification or defensive reasoning.

Strategies for Overcoming Resistance(Mooketsi, 2009)

Education and Communication

This method could be used when resistance is noted to have arisen from lack of information and analysis

Open Communication:

Open communication minimizes speculations, wrong perceptions and rumors.

Participation and Involvement:

People who participate in fostering a change will be committed to its implementation. Useful information is usually provided that will be integrated to improve and ease the process of implementation of desired change.

Facilitation and Support:

This may be useful when there is resistance because of adjustment problems. They should be guided to ease the transition.

Negotiation and Agreement:

This is desirable when dealing with any group that has power to influence.

Manipulation and Co-optation:

This can be used when other methods have failed or expensive.

Implicit and Explicit Coercion:

This may be used when there is time constraint. When the change must be implemented within a short period of time to save the organization

What could be the roles of the projectsin this change process

Questions for Thought

o What are the main functions of these projects?

o Change agents?

o Facilitators ?

o Doing Research/Publishing Reports and Papers?

– ……

What are the main resistances-obstacles-barriers that we face?

o Structuralo Culturalo Financialo Social…..

How are we going to integrate efforts to make the things happened?

o Knowledge exchange among projects

o Integrating top down-bottom up approaches

o Organizing common action plans

What are the Challenges for SustainableImprovement?

Uncertainities in sustainability of

Top Level Engagement

Bottom up Committement

Institutionsionalisation

Opportunities

Successful Change Agents

Funding

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FESTA ProjectWP7: Dealing with resistance

• to gain a deeper understanding of resistance against structural change towards gender equality.

• to study levels, forms, directions, and aspects of resistance coming from men and women as well as the organisations, and the ways resistance operates.

• to explore different ways of dealing with resistance. (FESTA-DOW)

Methodology of the analysis

FORMS OF RESISTANCE

Active

Passive

Gender Specific

Explicit

Implicit

Individual

Institional/organizational

Group Resistance

CAUSES OF RESISTANCE

Poor communication(i.e . Silence)

Lack of engagement/interest

Time burdens (i.e. Busy schedules/bad timing,

other priorities)

Limited resources

Mistrust / fear of the unknown/confidentiality

Negative attitude (i.e Lack of respect)

Inconvenience/ threat to job status/discomfort

Legal or Administrative Limitations

Low motivation

Gender Blindness/Lack of gender awareness

Uncomfortable with gender

STAGES Guidelines

• Collecting data and monitoring gender equality

• Engaging Leadership

• Policy Making and Institutionalisation

• Networking and Empowering women to take action

• Integrating gender in education and research

• Communication and visibility

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Leader and Leadership

‘Progress on gender equality at universities is criticallydependent on visible committment from the top. It is crucial that the ultimate responsibility for achievingchange is steadfastly shouldered by the university’shighest leadership and that those responsible forimplementing policy throughout the university havedirect Access to and leverage with the university rectorand / vice rector with a specific responsibility for genderequality’

LERU, 2012

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Role of leadership in Structural Changes for Gender Equality

Leaders of higher education institutions play crucial role in all change processes along with their leadership teams. We need leaders (men and women) who are ready to take the initiative for gender equality to create capacity for change in their institutions.

In this change process it is very important

o to understand the relationship between the forces of change and the resistance that leaders observe in their institutions.

o to learn from good practices and set suitable strategies for making structural changes to achieve gender equality in their institution.

o to design integrated but flexible approaches for making structural changes to provide equal opportunities for women and men.

o to combine top down and bottom up strategies to realise the structuraland cultural changes together.

Saglamer,G., 2014

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Role of leadership in Recruitment and PromotionFESTA 5.1

Leader and Leadership may play a crucial role here by

Securing Transparency at all levels of the process

Securing gender bias free criteria for appointment

promotion at different levels

Achieving gender balance at all decision making levels

Creating gender perpective and gender awareness

Building Trust & Encouraging women academics to apply

Improving Work-Life Balance

Role Models and Mentoring

Implementing and Monitoring Gender Equality Actionplans

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ITU Experience

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Actions taken for improving gender balance in ITU (1996-2004)

First female rector, for two cycles:

Setting a role model

Improvement in work-life balance

In campus housing

Nursery-Primary and high schools

Flexible working hours

Providing fund for mobility

More women in recruitment and promotion committees

Achieving transparency in recruitment and promotion processes

Encouraging women academics for promotions

Inviting more women advisors than men and increasing the visibility

of women academic staff

Appointing 3 women vice rectors in 8 years

Appointing more women deans and directors for graduate schools

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ITU Case: Proportion of Female Academics/Students %

94-95 99-00 04-05 09-10 14-15

•Professor 16 20 29 32 37

•Assoc.Prof 31 35 36 42 45

•Assist.Prof. 28 38 46 39 40

•Research Assist. 20 35 37 45 47

•Total 28 31 36 39 42

Female Students 34% Total, 38% Master, 42% PhD (2012)

Proportion of Women Academics in Turkey 2003-2012 %Prof. Assoc.Prof Asst. Prof

•2003-2004 25.64 32.82 30.20•2004-2005 26.54 31.67 31.15•2005-2006 26.59 31.43 32.13•2006-2007 27.12 30.99 33.15•2009-2010 28.00 34.00 34.00•2011-2012 29.00 31.00 35.00

•2014 47% Research Assistant, 46% Total Students are female

Turkish Higher Education

European Women Rectors’ ConferencesEuropean Women Rectors Association 2015

“Women Academics Beyond the Glass Ceiling: Women Rectors Across Europe” (11 th November 2008)

20 participant from 9 countries.

II. European Women Rectors’ Conference Women Rectors Across Europe, Women Leadership in Higher Education : (12-14 April 2010, Istanbul) ; 42 participants were registered (12 Turkish and 30 international) 49 participants were present (28 international and 21 Turkish)

III. European Women Rectors’ Conference: Beyond the Glass CeilingAchievements, Challenges and Opportunities (21-23May 2012)In this third meeting we will have 79 participants, with some 60 of these comingfrom 29 countries in Europe and Asia, and also from Africa. This conference alsohosted the sub-conference of the 6th Conference of WWUPF in China in 2012.

IV. European Women Rectors’Conference 15-17 May 2014, IstanbulOver 80 participants with some 60 participants from 28 countries in Europe andAsia. This Conference hosted the sub-coneference of the 7th Conference of WWUPF held in Beijing China in 7-9 September 2014

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ISTANBUL RecommendationsFor Academic Leaders / Leadership

o Creating awareness among decision makers to make them recognize, observe, analyze and understand the mechanisms of horizontal and vertical segregation in their institutions, and forms of resistance against removing this segregation and other inequalities

o Making visible the external and internal constraints for gender equality and giving them priority according to their impact on the problem and also the institution’s and leadership’s capabilities to remove these constraints.

o Showing leadership in making the university community aware of the importance of this problem and persuading them to foster the idea of gender equality

o Planning and preparing a social environment for change

to remove cultural barriers for gender equality by the

participation of all constituencies

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ISTANBUL RecommendationsFor Academic Leaders / Leadership

o Developing innovative and creative approaches for designing and crafting a new legal environment to speed up the change process

o Monitoring the change process,

– measuring the impact of the strategy applied for structural changes to improve the conditions for gender equality and making the necessary adjustment for further steps.

– Clarifying and specifying the responsibilities and division of tasks in gender equality promotion within the institution.

o Preparing proposals for national and supra-national organizations to remove the external constraints and establishing strong networks to be influential on these authorities

www.beyondtheglassceiling2014.com

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Thank You

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References

Saglamer,G., 2014, «Role of leadership in Structural Changes for Gender Equality», IAUP2014 Creating the Future of Higher Education , 11-14 June 2014, Yokohama

•Saglamer,G., 2013, “ Leadership in Higher Education with Special Reference to Women Leadersin Academia” in Decision-makers and Administrators Leadership and Governance Handbook, suppl. volume 1, 2013 , V02 Dr. Josef Raabe Verlags-GmbH•Saglamer,G., 2008,” Increase Sutainability and Attract Resources to Engineering Education”, 2nd Engineering Deans’Conference of European Universities of Technology, Technical University of Berlin, 24-26 February 2008,•SHE Figures, 2012, Gender in Research and Innovation, EC•UNICAFE Project: Survey of the University Career of Female Scientists at Life Sciences versus Technical UniversitiesUNICAFE Project was funded under FP6 of the European Union SAS6-CT-2006-036695 (2006-2008).• Meta-analysis of Gender and Science Research Project This project was funded under the FP7 (FP7 RTD–PP–L4–2007–1) (2008-2010).The final report forms part of the overall effort to produce a meta-analysis of gender and science research across Europe (FP7 RTD–PP–L4–2007–1).• “Beyond the Glass Ceiling: European Women Rectors Conferences” , Istanbul Technical University Center for WomenStudies in Science, Engineering and Technology has been organizing European Women Rectors Conferences since 2008 (2008-2010-2012)• Network for Women Academics Project (KAAG) (2011-2013) National Project NETFA (National) ITU has been leadinga project on Network of Female Academicans in Turkey•CoHE, Council of Higher Education, 2010, Higher Education in Turkey (www.yok.gov.tr)•“THE GENDER CHALLENGE IN RESEARCH FUNDING: Assessing the European National Scenes”, 2009 EC,DG forResearch,Science, Economy and Society EUR23721EN•INITIATING AND SUSTAINING STRUCTURAL CHANGE Reflection on the outcomes of the workshop on STRUCTURAL CHANGE in order to improve Gender Equality in Research Organisations in Europe Towards a Recommendation to the Member States 30 June – 1 July 2011, Dragana Avramov•Lombardo and Mergeart, 2013, Gender Mainstreaming and Resistance to Gender Training: A Framework for Studying Implementation,2013)Dagmar Recklies «What Makes a Good Change Agent?», www.themanager.org/Strategy/change-agent.htmWilliam Valutis, «The Secrets to Creating Sustainable Change, www.simplicityhr.com