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Women Enrich our future
through Science, Engineering and Technology
WE SETWomen Enrich our future
through Science, Engineering and Technology
WE SET
Edited by Heisook Lee and Mi-Ock Mun
ISBN 978-89-97520-29-9
Center for Women in Science,Engineering and Technology, Korea
The Korea Science and Technology Center, 3F-309, Teheran-ro 7-gil, 22, Gangnam-gu, Seoul, KoreaTel: 82-2-6411-1000 Fax: 82-2-6411-1001E-mail: [email protected] Web: www.wiset.re.kr
WISET is a comprehensive support center for women scientists and engineers, commissioned by the Ministry of Science, ICT and Future Planning, and is financed by lottery funding.
Center for Women in Science, Engineering & Technology, Korea
Center for Wom
en in Science, Engineering & Technology, Korea
WE SET
While we enjoy the benefits of science and of technological advancements in our ev-
eryday lives, we also face multiple and growing challenges such as the threat of global
warming, global health epidemics, and widening social inequality and conflict. We must
fully equip our societies with the best possible human resources in Science, Technology,
Engineering and Mathematics (STEM) in order to ensure smart, inclusive and sustainable
solutions to various challenges we face.
This involves increasing women’s participation and capacity in STEM fields. Recent re-
search shows that not only gender diversity but also including gender perspectives
in research and innovations is vital for enhancing creativity and improving scientific
quality. The Korean government has worked for many years to promote gender equal-
ity in STEM, taking a more systematic approach since 2002 and even more recently
introducing gender perspectives in STEM research and innovation (Annexes 1&2). This
book presents the role and best practices of Korea Centre for Women in Science, En-
gineering and Technology (WISET) which is commissioned by the Ministry of Science,
ICT and Future Planning (MSIP) to promote gender diversity in the country. Women’s
participation in STEM research and development in Korea is among the lowest of OECD
countries, second only to Japan. With the vision that our brighter future can be lived
now, not merely imagined, if more women are engaged in science and technology to
create a better world, WISET offers various programs tailored to the needs of women
of all ages. These range from mentoring programs guiding female students into science
and engineering, to life-cycle-based programs for female scientists and engineers. With
these programs, WISET aims to create an environment and culture in which women not
only have equal access to education and research in STEM but also face no discrimina-
tion or barriers to greater advancement in these fields.
We are proud of our work to promote gender balance and, we hope that this report
may also help to inform and build a collaborative network to empower all women in
STEM. We appreciate any comments and suggestions for improving our efforts to pro-
vide systematic support for women in STEM. We would like to express special gratitude
to all those involved in WISET programs over the years, and look forward to further
collaboration.
Heisook Lee
President Center for WISET, Korea
FOREWORD
List of ContentsFOREWORD
ABREVIATIONS
Ⅰ. THE NEED FOR WOMEN IN SCIENCE 5
Ⅱ. STRONGER WOMEN, STRONGER SOCIETY: 57 CENTER FOR WISET, KOREA
Ⅲ. WISET BEST PRACTICE CASE STUDIES 73 1. Women’s return to STEM R&D
2. Research travel grants for Female science Ph.Ds.
3. The Mentoring Fellow Program: A network for all women in SET
4. Postgraduate-led student research groups
5. Undergraduate-led science experiments in schools
6. WISE Mom Science Academies for kids
Ⅳ. COOPERATIVE PARTNERSHIPS FOR THE FUTURE 113 1. International cooperation
2. Gendered Innovations
ANNEX I 121 ACT ON FOSTERING AND SUPPORTING WOMEN
SCIENTISTS AND TECHNICIANS
ANNEX II 133 THE 3RD BASIC PLAN FOR FOSTERING AND
SUPPORTING FEMALE SCIENTISTS AND ENGINEERS (2014-2018)
CENTER FOR WISET, KOREA
4 5이슈제기Women Enrich our future through Science, Engineering and Technology
CEDAW Convention on the Elimination of all forms of Discrimina-tion against Women
GDI Gender Development Index
GEM Gender Empowerment Measure
GII Gender Inequality Index
ICT Information and Communications Technology
KOFWST KOrea Federation of Women’s Science and Technology associations
MDGs Millennium Development Goals
NRF National Research Foundation of Korea
SDGS Sustainable Development Goals
S&T Science and Technology
SET Science, Engineering and Technology
STEM Science, Technology, Engineering and Mathematics
UNDP United Nations Development Programme
WISE Women Into Science and Engineering
WISET Center for Women in Science, Engineering and Tech-nology, Korea
ABREVIATIONS
4 5이슈제기
ⅠTHE NEED FOR
WOMEN IN SCIENCE
6 7Women Enrich our future through Science, Engineering and Technology THE NEED FOR WOMEN IN SCIENCE
1. International Perspective1)
Worldwide discussion on the empowerment of women was ignited in 1979 at the
Convention on the Elimination of all forms of Discrimination against Women (CE-
DAW). That gathering of world leaders called for universal compliance and pro-
motion of “deliberate policies and mechanisms for promoting gender equality at all
levels and in all sectors, at the national and regional levels.”2) Since then, gender
equality has been a key issue in development, and much improvement has been
made in gender equality. However, in the field of S&T a wide gap remains in both
the education and employment of women.3) Over the last three decades, inter-
national society has made numerous recommendations to mainstream gender in
S&T and achieve gender parity including the Nairobi Forward Looking Strategies
for the Advancement of Women (1985) and the Beijing Declaration and Platform
for Actions (1995), which drew attention to the need for equal access to economic
resources, including S&T, vocational training, information and communication,4)
followed by the Budapest Science Agenda and Framework for Action (1999).
The UN Millennium Development Goals (MDGs) included equal education for
women, gender equality, child health and maternal health, all of which are directly
1) Rewrite & Edit part of Extending the Results of Women in Science and Technology Program Seeking Collaboration with International Organizations and Support for a Global Networking', by Emanuel Pastreich et al.,WISET 2013
2) UNESCO, Convention on the Elimination of all forms of Discrimination against Women (1979)
3) Londa Schiebinger, Gender, Science and Technology, UN DAW & UNESCO (2010)
4) Fourth World Conference on Women, Beijing Declaration, Article 35 (1995) http://www.un.org/womenwatch/daw/beijing/platform/declar.htm
related to the level of expertise in S&T accessible to women. Goal number 5 of
the draft UN Sustainable Development Goals(SDGs), set to replace the MDGs at
the end of this year, to “Achieve gender equality and empower all women and
girls”, explicitly links women and technology with the target: “enhance the use of
enabling technologies, in particular ICT, to promote women’s empowerment” (5.b)
and aims to “adopt and strengthen sound policies and enforceable legislation for
the promotion of gender equality and the empowerment of all women and girls at
all levels”(5.c).
This is not only important to realize equality for women, the full and equal partici-
pation and leadership of women will also play a vital role in all areas of sustainable
development of all societies 5). Furthermore, the unprecedented rate of technolog-
ical advancement we are witnessing today, and the emergence of a digital divide
between those with access to the internet and those without, suggests that S&T
education and training may be the most effective tools to accelerating the achieve-
ment of the post-2015 development agenda. The freedom of women to engage
equally in scientific research, the development of technology, and its application
through their participation in government policy, research priorities and corporate
practice is essential to balanced economic development and determining factor in
social justice.”
Women have great potential to make critical contributions in fields such as sci-
ence, information technology and medicine, so empowering them to do so is the
most effective manner of enhancing meaningful growth in society. Women must
be allowed to contribute to S&T in all capacities, as researchers, teachers and prac-
titioners who can bring new perspectives to contemporary issues, particularly re-
garding the impact of S&T on the family, children, on communities and on our en-
vironment. Tragically, the interests and needs of women and girls are rarely taken
5) Future We Want report of the Rio+20 Conference on Sustainable Development (2012); Open Working Group Pro-posal for Sustainable Development Goals
Ⅰ THE NEED FOR WOMEN IN SCIENCE
8 9Women Enrich our future through Science, Engineering and Technology
into account in SET education and little has been done to encourage their study of
science in a systematic manner. Although science, engineering and technology are
crucial tools for accelerating the achievement of internationally agreed-upon goals
for women, these fields have not been given due attention.
2. Korean Perspective
According to the World Economic Forum (2012), S&T capabilities, such as the capac-
ity for innovation and technological readiness led Korea’s global competitiveness6).
Following the 1997 Asian Financial Crisis, McKinsey has repeatedly proposed that
raising female labor participation is key to Korea’s further economic development7).
Women make up a large proportion of Korea’s non-regular workforce – occupying
a disproportionate share of contingent, part-time, and temporary roles compared to
men regardless of their education level or career stage. Even though Korea possess-
es quality human resources with potential to lead to economic growth, the nation
urgently needs to devise institutional measures to mobilize educated and skilled
women who currently tend to be underemployed in the labor market.
It has been stressed that economic development should be accompanied and
spurred by development of STEM in order to establish new industries and markets.
Women’s comparative natural advantages, such as creativity and flexibility, are
strengths that are considered important for economic development in the 21st cen-
tury. There is increasing demand for talented STEM professionals with diverse skills
and creativity, in accordance with Korea’s Creative Economy Blueprint, the national
strategy of the current President Park, Geun Hye administration. Highly educated
and skilled female scientists are expected to play a central role in this strategy.
However, a large gap remains between this aspiration and the reality. The employ-
6) Korea ranks 16th in innovation capacity, 18th in technological readiness, and 19th in global competitiveness in S&T among OECD countries.
7) ‘Women in Korea’, McKinsey, Korea (2000), and 'Beyond Korean Style: Shaping a new growth formula' McKinsey Global Institute (2013).
ment rate of Korean women in STEM is reportedly the second lowest among OECD
member states after only in Japan, as shown in <Figure1>. This statistic demon-
strates the need for both quantitative and qualitative institutional measures for the
mobilization of women in STEM.
The status of women in a country has measured by a few international indexes such
as the Gender Development Index (GDI) and the Gender Empowerment Measure
(GEM), both compiled by the United Nations Development Programme (UNDP)
but now replaced by the UNDP’s Gender Inequality Index (GII). The GDI mea-
sured gender equality in human development while the GEM attempted to measure
women’s relative empowerment based upon the proportion of female technical
experts, congress members, administrative officials in a country, as well as upon
difference in incomes between genders. The Gender Inequality Index (GII) reflects
the combined loss to achievements in reproductive health, empowerment and labor
market participation due to gender inequalities in a given country.
Korean women’s social status as measured by GEM has improved slowly from be-
ing 83rd out of 102 countries measured in 1998 to 53rd out of 75 countries in the
bottom 30% in 2006. According to the GII, Korea ranked 17th out of 187 countries
measured in 2013. However female participation rate in the economy was a low
49.9% compared to men’s 72.0% in 2012.
Focusing in on more data on Korean women’s economic participation, Female col-
lege graduate’s participation rate in economic activities was below 60% in 2005,
compared to the average 82% of OECD countries. In Korea, we recognize the im-
portance of both the economic and political empowerment of women. McKinsey
reports have suggested that Korea must make better use of female talent for nation-
al advancement, but female scientists and engineers have taken little share of em-
ployment in STEM fields to date. Women made up 19% of the S&T R&D workforce
in 2012 with 223,276 women working in 2,909 institutions (an increase of more
THE NEED FOR WOMEN IN SCIENCE
10 11Women Enrich our future through Science, Engineering and Technology
than 12,000 since 2007), but 65,276 of those female scientists hold non-regular jobs.
Only 13% of these women are in permanent positions (an increase of 3.2% since
2007). Women made up 28.4% of S&E college students in 2012. Not only is the eco-
nomic participation rate of female scientists in STEM very low, demonstrating the
evidence of poor gender balance in the employment structure of Korea in STEM.
(%)
60
50
40
30
20
10
0
52.7
46.0
543
.96
Arge
ntin
aPo
man
laPo
rtuga
l
42.6
1Sl
ovak
Rep
ublic
43.7
1Es
tonl
a
42.2
7So
uth
Afric
a41
.44
Rus
ia38
.7Sp
ain
38.6
3Po
land
37.7
3U
nite
d Ki
ngdo
m37
.34
Icel
and
37.2
2Sw
eden
36.3
6Sl
oven
la
35.6
4Tu
rkey
36.7
1G
reec
e
36.2
Nor
way
34.8
5Ita
ly33
.47
Belg
ium
29.2
1Si
ngap
ore
32.4
3Ire
land
28.1
8C
zech
Rep
ublic
21.5
5C
hine
se T
aipe
i
31.7
5H
unga
ry
25.6
Fran
ce
13.9
7Ja
pan
33.1
3D
enm
ark
28.9
9Au
stria
24Lu
xem
bour
g
32.0
6Fi
nlan
d
26.8
Gem
ary
17.3
4Ko
rea
30.7
7C
hina
24.2
3N
ethe
rland
s
<Figure 1> Rate of women employed in STEM in OECD member states (2011)
• Women make up 17.4% of the STEM R&D workforce in Korea, with no significant change to this number in the last 5 years.(2011)
• 55.0% of those female scientists are working in temporary positions, a much higher proportion than that of men.(2011)
3. Current status of Korean women in STEM8)
3.1 Employment Status18.9% of science and technology (S&T) R&D workforce are women(2013) More
than half (53.1%) of female workers at S&T R&D institutes hold regular posi-
tions. 13.7% of regular workers are women; an increase of 3.9%p since 2007.
<Table1> Female workforce status in S&T R&D by institution and employment(2013)
Institution type
Nbr. of inst.
surveyed
Regular Non-regular Total
Total FemaleFemale
ratioTotal Female
Female ratio
Total FemaleFemale
ratio
S&E dept. in colleges
272 28,265 3,522 12.5 50,496 15,719 31.1 78,761 19,241 24.4
Public research institutes
184 24,763 3,646 14.7 10,541 4,563 43.3 35,304 8,209 23.3
Private research institutes
2,755 116,627 16,035 13.7 897 177 19.7 117,524 16,212 13.8
Total 3,211 169,655 23,203 13.7 61,934 20,459 33.0 231,589 43,662 18.9
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, Ministry of Science, ICT and Future Planning (MSIP)·Center for Women in Science, Engineering and Technology (WISET)(2014).
Employment type / workforce
(Unit: number of institutions, number of person, %)
In 2013, there were 43,662 female scientists and technicians, which accounted for
18.9% of total 231,589 S&T R&D workers. With 23,203 regular workers and 20,459
non-regular workers, regular workers made up more than half (53.1%) of the fe-
male workforce. (Table 1 ▲)
8) '2013 Report on Korean Women in Science, Engineering and Technology' published by WISET, 2015
THE NEED FOR WOMEN IN SCIENCE
12 13Women Enrich our future through Science, Engineering and Technology
<Figure 2> Employment structure of the S&T R&D workforce by institution and gender (2013)
100
80
60
40
20
0Female
S&E departments in colleges
Private research institutes
Public research institutes
Total
male
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
81.758.4
18.341.6
male
22.1
77.9
male
99.3
male
22.1
77.9
Female
55.6
44.4
Female
98.9
Female
46.9
53.1
Regular Non-Regular1.1 0.7
%
S&E departments in colleges show a high female employment rate (24.4%), but
also have the lowestrate of female regular workers at only 18.3%. Private research
institutes show a low female employment rate (13.8%), but 98.9% of women are
hired as regular workers. (Figure 2 ▲)
<Figure 3> Changes in female employment rate in the S&T R&D workforce (2007~2013)
50
40
30
20
10
0(%) 2007
28.2
15.4
9.8
32.0
17.4
10.4
31.1
17.3
10.6
30.8
17.3
31.2
17.4
11.2
33.3
19
13
33
18.9
13.7
2008 2009 2010 2011 2012 2013
Female regular worker Famale non-regular worker Total famale
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
11.4
Since 2007, the ratio of female workers among regular workers in S&T R&D has in-
creased by 3.9%p from 9.8% to 13.7% in 2013. The ratio of women in the non-reg-
ular S&T R&D workforce increased by 4.8%p, from 28.2% in 2007 to 33.0% in 2013.
The ratio of females in total workforce had remained around 17% since 2008 but
increased in 2012. (Figure 3 ▲)
1) Employment Status in college S&E departments24.4% of the S&T R&D workforce of science and engineering (S&E) depart-
ments in colleges were women in 2013. 21.6% of the S&T R&D workforce of
national/public universities were women; an increase of 5.4%p since 2007.
The number of full-time female faculty in colleges by type: national/public 15.8
people > private 12.5 people
The number and ratio of female S&T R&D workers in S&E departments in colleges
Year Female S&T work force Ratio
2009 19,205 23.6%
2011 19,985 24.2%
2013 19,241 24.4%
(Unit: number of institutions, number of person, %)
<Table 2> Female S&T R&D workforce status at S&E departments in colleges by institution type (2013)
Workforce
National/Public Private TotalNumber of universities 38 Number of universities 234 Number of universities 272
Full- time
faculty
Non- regular faculty
Part- time lec-turer
Other re-
searc hers
TotalFull- time
faculty
Non- regular faculty
Part- time lec-turer
Other re-
searc hers
TotalFull- time
faculty
Non- regular faculty
Part- time lec-turer
Other re-
searc hers
Total
Total 8,291 2,635 5,878 9,297 26,101 19,974 10,219 16,623 5,844 52,660 28,265 12,854 22,501 15,141 78,761
Female 602 368 1,923 2,755 5,648 2,920 2,189 6,684 1,800 13,593 3,522 2,557 8,607 4,555 19,241
Female ratio 7.3 14.0 32.7 29.6 21.6 14.6 21.4 40.2 30.8 25.8 12.5 19.9 38.3 30.1 24.4
workforce per school 15.8 9.7 50.6 72.5 148.6 12.5 9.4 28.6 7.7 58.1 12.9 9.4 31.6 16.7 70.7
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET (2014).Note: Average female workforce per school = workforce by employment type / number of schools
employment/type
THE NEED FOR WOMEN IN SCIENCE
14 15Women Enrich our future through Science, Engineering and Technology
19,241 female S&T R&D workers were hired in college S&E departments in 2013.
The ratio of female workers at private universities is generally higher than that of
national/public universities. However, the average female workers per university
by type is higher at national /public universities. The average number of full-time
female faculty at national/public universities is 15.8, which is greater than 12.5.
(Table 2 ▲)
Ratio of female workers innational/public universities
16.2%(2007)
21.6%(2013)
<Figure 4> Changes in the female employment rate among the S&T R&D workforce in college S&E departments by institution type (2007-2012)
30
25
20
15
10
5
0(%) 2007
23.6
21.6
16.2
26
24.4
20.4
25.3
23.6
19.8
25.1
23.8
20.6
25.4
24.2
21.7
26.3
25
22.4
25.8
24.4
21.6
2008 2009 2010 2011 2012 2013
National/Public Private Total
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
The overall female ratio in college S&E departments has been increasing since 2007,
and the gap between national/public and private universities is gradually decreas-
ing. (Figure 4 ▲)
12.5% of female full-time faculty at S&E departments in colleges are women
With 25.6% of female full-time faculty in natural sciences and5 .0% in engineer-
ing, there is a big gap between the two departments.
(Unit: Number of persons, %)
<Table 3> Female S&T R&D workforce status in college S&E departments by field of major and employment type (2013)
Workforce
Natural Sciences Engineering TotalFull- time fac-ulty
Non- reg-ular
faculty
Part- time lec-turer
Other re-
searc hers
Total
Full- time fac-ulty
Non- reg-ular
faculty
Part- time lec-turer
Other re-
searc hers
Total
Full- time fac-ulty
Non- reg-ular
faculty
Part- time lec-turer
Other re-
searc hers
Total
Total 10,219 4,727 10,391 6,710 32,047 18,046 8,127 12,110 8,431 46,714 28,265 12,854 22,501 15,141 78,761
Female 2,616 1,705 5,746 2,788 12,855 906 852 2,861 1,767 6,386 3,522 2,557 8,607 4,555 19,241
Female ratio 25.6 36.1 55.3 41.5 40.1 5.0 10.5 23.6 21.0 13.7 12.5 19.9 38.3 30.1 24.4
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014). Note: The rate of female S&T R&D workers by major (2013): 53.7% bachelors, 53.7% masters and 36.7% doctors in natural science, 18.9% bachelors, 18.6% masters and 10.4% doctors in engineering
institution/employment
type
Ratio of femaleworkers among full-timefaculty in natural science
departments
Year 2009 2011 2013
ratio 24.1% 25.2% 25.6%
Ratio of femaleworkers among full-timefaculty in engineering
departments
Year 2009 2011 2013
ratio 4.9% 5.0% 5.0%
The ratio of female workers among full-time faculty in college S&E departments
is 12.5%. With 25.6% in natural sciences and 5.0% in engineering, the rate is very
low compared to the production rate of female S&T R&D workers of each major.
(Table 3 ▲)
The ratio of female full-time faculty in engineering increased by 0.3%p from 4.7%
in 2007 to 5.0% in 2013. However, with 25.6% in natural sciences in 2013, the gap
between the two subjects remains huge. (Figure 5▼)
THE NEED FOR WOMEN IN SCIENCE
16 17Women Enrich our future through Science, Engineering and Technology
<Figure 5> Changes in female ratio among the S&T R&D workforce by employment type in college S&E departments (2007-2013)
60
50
40
30
20
10
0(%) 2007
4.7
10
4.9
10.3
4.9
10.6
5.2
10.3
5
10
5.1
10.122.4 24.7 24.1 23.5 24.1 23.3 23.6
37.6 36.4 35.8 36.7 35.8 36 36.1
23.2 23.9 23.2 24.4 25.2 25.5 25.6
51.453.2 54.3 53.4 54.5 55.2 55.3
510.5
2008 2009 2010 2011 2012 2013
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Natural Science/part time lecturer Natural Science/non-regular faculty Natural Science/full-time faculty Engineering/part time lecturer Engineering/non-regular faculty Engineering/full-time faculty
2) Employment Status at Public Research Institutes23.3% of the S&T R&D workforce at public research institutes was female in
2013 14.7% of regular workers at public research institutes are women (2013),
showing a constant increase since 2007.
The ratio of femaleworkers among non-regular
workers in publicresearch institutes
Year 2009 2011 2013
ratio 12.6% 12.8% 14.7%
The ratio of femaleworkers among non-regular
workers in publicresearch institutes
Year 2009 2011 2013
ratio 41.0% 39.5% 43.3%
14.7% of regular workers at public research institutes are women, and 43.3% of
non-regular workers are women.
Government funded institutions show the largest employment scale of female S&T
R&D workers, but national / public institutions show the highest female ratio with
41.2%. (Table 4▼)
<Table 4> Female S&T R&D workforce status at public research institutes by institution type and employment type (2013)
Institution type
Regular Non-regular Total
Total FemaleFemale
ratioTotal Female
Female ratio
Total FemaleFemale
ratio
National/Public 5,594 1,719 30.7 2,507 1,619 64.6 8,101 3,338 41.2
Government funded 13,954 1,384 9.9 7,079 2,638 37.3 21,033 4,022 19.1
Government invested 1,874 205 10.9 543 191 35.2 2,417 396 16.4
Non-profit 3,341 338 10.1 412 115 27.9 3,753 453 12.1
Total 24,763 3,646 14.7 10,541 4,563 43.3 35,304 8,209 23.3
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Employment type / workforce
(Unit: Number of persons, %)
The ratio of femaleworkers among regular
workers atnational/public institutes
Year 2009 2011 2013
ratio 25.7% 26.6% 30.7%
The ratio of femaleworkers among non-regular
workers atnational/public institutes
Year 2009 2011 2013
ratio 59.7% 53.9% 64.6%
<Figure 6> Changes in female ratio by institution type among regular workers in S&T R&D at public research institutes (2007-2013)
35
30
25
20
15
10
5
0(%) 2007
22.8
11.7
23.8
12.0
25.7
12.6
25.9
12.4
26.6
12.8
26.6
13.4
30.7
14.7
9.97.97.9
8.88.28.1
8.59.18.1
9.17.28.3
8.09.19.0
10.910.19.9
10.99.19.0
2008 2009 2010 2011 2012 2013
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
National/Public Government-funded Government-invested Non-Profit Total
THE NEED FOR WOMEN IN SCIENCE
18 19Women Enrich our future through Science, Engineering and Technology
30.7% of regular S&T R&D workers are women in national /public institutions,
and only 9-10% of them are women in other public research institutes in 2013,
showing a huge gap among institution types. Since 2007, the overall female ratio
has remained at 11.7%, but this increased to 14.7% in 2013 by 3.0%p. (Figure 6 ▲)
5.4% of regular S&T R&D workers in managerial positions at public research
institutes are women The ratio of female workers in all positions has seen an
increase since 2007. The ratio of female in researcher level regular positions is
32.0%.
<Table 5> Female S&T R&D workforce status at public research institutes by institution and employment type (2013)
Position
Regular Non-regular Total
Total FemaleFemale
ratioTotal Female
Female ratio
Total FemaleFemale
ratio
Managerial level(director or higher)
9,766 529 5.4 300 30 10.0 10,066 559 5.6
Senior Level (senior researcher)
7,766 1,090 14.0 1,757 447 25.4 9,523 1,537 16.1
Researcher level 5,263 1,682 32.0 5,507 2,457 44.6 10,770 4,139 38.4
Technician level 1,968 345 17.5 2,977 1,629 54.7 4,945 1,974 39.9
Total 24,763 3,646 14.7 10,541 4,563 43.3 35,304 8,209 23.3
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Employment type / workforce
(Unit: Number of persons, %)
Among regular S&T R&D workforce at public research institutes, women accounted
for only 5.4% of positions at managerial level or higher and 14.0% of positions at
senior level in 2013, demonstrating a low female ratio in high-ranking positions.
Women hired as non-regular S&T R&D workers are mostly hired at researcher or
technician level. In particular, in case of technician positions, the gap in the female
ratio between regular and non-regular jobs is 37.2%p. (Table 5 ▲)
The ratio of regular female S&TR&D workers at managerial
level at public researchinstitutes
Year 2009 2011 2013
ratio 4.7% 4.6% 5.4%
<Figure 7> Changes in female ratio by position among regular S&T R&D workforce at public research institutes (2007-2013)
35
30
25
20
15
10
5
0(%) 2007 2008 2009 2010 2011 2012 2013
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Managerial level or higher Senior Level Researcher level Technician level
24.7
10.1
8.2
25.5
10.2
9.3
26.1
12.8
10.5
26.8
11.5
27.9
15.9
11.0
29.3
16.1
12.7
32.0
17.5
14.011.0
4.1 4.4 4.7 4.9 4.6 4.9 5.4
The ratio of regular female workers in the workforce has been increasing for each
position since 2007. The ratio of researcher level female regular workers in 2013 was
32.0% The ratio of regular female workers with managerial position and above in-
creased by a small margin of 3.1%p from 4.1% in 2007 to 5.4% in 2013. (Figure 7 ▲)
3) Employment Status at Private Research Institutes13.8% of the S&T R&D workforce at private research institutes was female in
2013 The ratio of female workers has increased most significantly in the service
industry since 2007.
THE NEED FOR WOMEN IN SCIENCE
20 21Women Enrich our future through Science, Engineering and Technology
<Table 6> S&T R&D workforce status at private research institutes by industry (2013)
Industry type
Regular Non-regular Total
Total FemaleFemale
ratioTotal Female
Female ratio
Total FemaleFemale
ratio
Manu facturing
Food& Beverages
/ Textile6,885 2,810 40.8 63 27 43.1 6,948 2,837 40.8
Chemical 19,271 4,246 22.0 33 12 36.4 19,304 4,258 22.1
Metal 5,246 290 5.5 22 1 4.5 5,268 291 5.5
Machinery / Equipment
66,951 5,598 8.4 433 51 11.9 67,383 5,649 8.4
Construction 2,142 191 8.9 16 3 18.8 2,158 193 9.0
Service 16,132 2,900 18.0 331 82 24.9 16,463 2,983 18.1
Total 116,627 16,035 13.7 897 177 19.7 117,524 16,212 13.8
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET (2014).Note: In terms of the status of private research institutes, a weighting is given in order to estimate the whole group and decimals in result values are rounded off to the nearest whole number. Therefore, the total from each item and the ‘total’ may be subject to an error ranging from 1 to 2, and the ratio of female workers is calculated by reflecting the decimal point of the result value.
Employment type / workforce
(Unit: Number of persons, %)
Among the S&T R&D workforce at private research institutes, women account for
13.7% of regular workers and 19.7% of non-regular workers in 2013.The biggest
number of regular female S&T R&D workers at private research institutes is found
in mechanical equipment manufacturing industry, but the manufacture of food
& beverages and textile shows the highest female ratio with 40.8%. (Table 6 ▲)
Ratio of femaleregular S&T
workforce at privateresearch institutes
Year 2009 2011 2013
ratio 9.8% 10.7% 13.7%
Ratio of female non-regularS&T workforce at private
research institutes
Year 2009 2011 2013
ratio 26.2% 25.4% 19.7%
<Figure 8> Changes in female ratio of regular S&T R&D workers at private research institutes (2007-2013)
50
40
20
10
0(%) 2007 2008 2009 2010 2011 2012 2013
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Manuf. (Food & Beverage, textile) Manuf. (Chemical) Manuf. (Metal) Manuf. (Machine/Equipment) Construction Service Total
17.8
12.5
18.3
14.9
20.3
12.3
21.519.1
18.1
22.9
13.2
22.0
18.017.2
9.0
5.65.64.3
6.15.04.8
8.35.34.2
8.06.64.8
6.46.34.7
8.58.45.9
8.98.45.5
9.6 9.811.1
10.7
16.1
13.7
38.9 38.5 36.9 34.936.8 37.8 40.8
The ratio of female workers increased by 4.7%p from 9.0% in 2007 to 13.7% in
2013. In terms of industry, the ratio of female workers in the service industry in-
creased by 5.5%p since 2007 while the ratio of female workers increased by 3.0%p
compared to the prior year in the food & beverage / textile manufacturing industry.
(Figure 8 ▲)
5.7% of regular workers in managerial positions or above at private research
institutes were women in 2013, an increase of 0.7%p compared to the previous
year. Since 2007, the ratio of regular female workers with researcher and mana-
gerial level positions or and above has increased consistently.
Ratio of female regularS&T R&D workers atmanagerial level or
above at private researchinstitutes
Year 2009 2011 2013
ratio 3.1% 3.8% 5.7%
THE NEED FOR WOMEN IN SCIENCE
22 23Women Enrich our future through Science, Engineering and Technology
<Table 7> Female S&T R&D workforce status by position and employment type at private research institutes (2013)
Position
Regular Non-regular Total
Total FemaleFemale
ratioTotal Female
Female ratio
Total FemaleFemale
ratio
Director level or higher 30,912 1,748 5.7 300 14 4.5 31,212 1,762 5.6
Senior researcher 27,006 3,168 11.7 129 17 13.1 27,134 3,185 11.7
Researcher 44,447 8,490 19.1 220 61 27.9 44,667 8,551 19.1
Technician 14,262 2,629 18.4 249 85 34.1 14,511 2,714 18.7
Total 116,627 16,035 13.7 897 177 19.7 117,524 16,212 13.8
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note In terms of the status of private research institutes, a weighting is given in order to estimate the whole group and decimals in the result values are rounded off to the nearest whole number. Therefore, the total from each item and the ‘total’ may be subject to an error ranging from 1 to 2, and the ratio of female workers is calculated by reflecting the decimal point of the result value.
Employment type / workforce
(Unit: Number of persons, %)
In the regular female S&T R&D research workforce at private institutes in 2013,
managerial positions accounted for 5.7%, senior researchers 11.7%, and researchers
or Technicians less than 20%. The ratio of female workers with regular position was
low overall. (Table 7 ▲)
<Figure 9> Female S&T R&D workforce status by position and employment type at private research institutes (2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Managerial level or higher Senior Level Researcher level Technician level (Technician)
15.3
12.4
5.5
19.8
12.9
6.4
16.7
13.1
8.5
17.5
15.414.214.7
11.5
19.3
18.4
10.9
18.419.1
11.710.3
3.3 2.2 3.1 3.6 3.85.0 5.7
20
15
10
5
0(%) 2007 2008 2009 2010 2011 2012 2013
The ratio of female S&T R&D workers has increased since 2007, and the ratio of
female regular workers at managerial level or higher has increased by 0.7%p com-
pared to previous years while the ratio of senior level positions increased by 6.2%p
since 2007 and continues on an increasing trend. (Figure 9 ▲)
4) Employment Status by MajorThe graduation rate was lower than the employment rate for regular positions
for women in all S&E majors. However, the employment rate was higher for
women with natural science majors than that for women with engineering ma-
jors.
Ratio of female regularS&T R&D workforcemajoring in natural
science
Year 2009 2011 2013
ratio 23.2% 24.9% 27.4%
Ratio of female non-regularS&T R&D
workforce majoring innatural science
Year 2009 2011 2013
ratio 47.5% 47.6% 47.7%
Ratio of female regularS&T R&D workforce
majoring in engineering
Year 2009 2011 2013
ratio 5.9% 6.9% 8.2%
Ratio of female non-regularS&T R&D
workforce majoring inengineering
Year 2009 2011 2013
ratio 17.5% 18.75% 19.9%
The ratio of regular female workers with natural science majors is 19.2%p higher
than engineering majors while the ratio of non-regular female workers with natural
science majors is 27.8%p higher than engineering majors. The graduation rate of
male engineering majors is higher than that of women and the employment rate
of male regular workers is higher than that of women for both natural science and
engineering majors.
THE NEED FOR WOMEN IN SCIENCE
24 25Women Enrich our future through Science, Engineering and Technology
Mat
h/ph
ysic
s/ A
stro
nom
y/ G
eogr
aphy
Biol
ogy/
Che
mis
try/ E
nviro
nmen
t
Agric
ultu
re/ F
ishe
ry
Tota
l
Life
Sci
ence
Arch
itect
ure
Civ
il/ U
rban
Eng
.
Traf
fic/ T
rans
porta
tion
Mac
hine
/ Met
al
Elec
tric/
Ele
ctro
nics
Prec
isio
n/ E
nerg
y
Mat
eria
ls
Indu
stry
Oth
er
Com
pute
r/ C
omm
unic
atio
n
Che
mic
al E
ng.
Tota
l
Managerial level or higher Senior Level Researcher level Technician level (Technician)
[Natural Science] [Engineering]
<Figure 10> Production and employment status of the S&T R&D workforce by major (2013)
100
80
60
40
20
0(%)
47.7
19.98.2
27.4
Source : ˹Statistical Yearbook of Education˼, Korean Educational Development Institute(2013) source data. ˹2013 AnalysisReport in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014). Source : ˹2013 Report on the Status of Women in Science, Engineering &Technology˼, MSIP·WISET(2014).
The employment rate of regular female S&T R&D workers is low compared to the
graduation rate of female students in all S&E majors. Furthermore the employment
rate of non-regular workers is high only in few majors. (Figure 10 ▲)
5) Employment Status by RegionThe employment of female S&T R&D is high in Seoul, Gyeonggi-do ,Daejeon,
in that order. The ratio of female regular workers is highest in Jeollanam-do
,Jeju, Seoul, in that order. Approximately 65% of the regular female workforce
in S&T R&D is concentrated in the metropolitan area.
<Figure 11> Distribution of the S&T R&D workforce and rate of female regular workers by city and province (2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Incheon(173)10,785(1,597)1,186(715)
Seoul(660)35,844(10,601)8,137(4,164)
Gyeonggi-do(855)38,569(5,940)5,774(3,276) Gwangwon-do(52)
1,656(1,091)269(342)
Chungcheongbuk-do(147)3,803(1,424)875(1,071)
Gyeongsangbuk-do(192)7,077(1,895)624(1,140)
Daegu(122)3,861(2,233)534(1,198) Ulsan(70)
1,692(580)189(310)
Busan(154)4,984(2,303)609(1,279)
Jejudo(12)389(424)99(264)
Ratio of female regular workers
Region (number of research institutes)Number of male regular (non-regular) workersNumber of female regular (non-regular) workers
Gyeongsangnam-do(237)7,714(1,849)627(865)
Jeollabuk-do(81)2,186(2,587)339(1,255)
Gwangju(55)2,042(2,132)249(996) Jeollanam-do(63)
3,541(643)907(414)
Chungcheongnam-do(220)7,377(1,664)789(784)
Sejong(11)161(5)18(1)
Daejeon(107)14,773(4,505)1,978(2,386)
16% ~13% ~ 15%10% ~ 12%7% ~ 9%
THE NEED FOR WOMEN IN SCIENCE
26 27Women Enrich our future through Science, Engineering and Technology
The female regular S&T R&D workforce is most concentrated in Seoul (8,137), then
Gyeonggi-do (5,774), and Daejeon (1,978). The male regular work-force is most
concentrated in Gyeonggi-do (38,569), Seoul (35,844) and Daejeon (14,773). Jeol-
lanam-do, Jeju Island and Seoul show the highest ratios of female regular workers
among the total S&T R&D workforce with 20.4% 20.3% and 18.5% respectively, and
Gyeongsangnam-do and Gyeongsangbuk-do show the lowest ratios with 7.5% and
8.1% respectively. (Figure 11 ▲)
3.2 Status of New Recruitment20.4% of newly recruited S&T R&D workers in 2013 were regular female work-
ers, 2.0%p increase since 2007. 34.4% of newly recruited workers at public re-
search institutes were female, which is relatively high. However, they were
mostly recruited for non-regular positions.
New recruitment ofregular workers andthe ratio of female
workers at S&Tresearch institutes
Year New recruitment of regular workers(Female) Ratio
2009 1,932 15.3%
2011 2,759 17.7%
2013 3,506 20.4%
The number of newly recruited female workforce in S&T R&D in 2013 was 5,807
and the ratio was 24.0%.(Table 8 ▼)
Among the newly recruited female workers in college S&E departments, the num-
ber of non-regular workers was 3 times that of regular workers. Public research
institutes show the highest rate of recruitment of female workers at 34.4%, but non-
regular workers take up most (approximately 81.5%) of the total female workforce
recruited. Private research institutes show the lowest rate of female recruitment at
20.5%, but most of them were hired for regular positions.
<Table 8> Recruitment status of female S&T R&D workers by institution and employment (2013)
Regular Non-regular Total
Total FemaleFemale
ratioTotal Female
Female ratio
Total FemaleFemale
ratio
S&E collegeDepts.
1,476 296 20.1 3,471 894 25.8 4,947 1,190 24.1
Public ResearchInstitutes
1,501 304 20.3 3,279 1,340 40.9 4,780 1,644 34.4
Private Resear 14,224 2,906 20.4 282 68 24.0 14,507 2,973 20.5
Total 17,201 3,506 20.4 7,032 2,302 32.7 24,234 5,807 24.0
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note As for S&E departments in colleges, non-regular faculty are classified as non-regular workers
(Unit: Number of persons, %)
<Figure 12> Changes in female ratio of recruitment of regular workers in S&T R&D by institution type (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
S&E departments in colleges Public research institutes Private research institutes Total
25.0
20.0
15.0
10.0(%) 2007 2008 2009 2010 2011 2012 2013
20.922.9
21.521.1 21.6
23.821.4
19.7 19.620.4
20.420.3
20.118.917.7
17.116.9
18.418.2
16.8
19.915.3
14.3
17.0
15.7
18.417.8
20.9
The recruitment rate of the female regular S&T R&D workforce in 2013 is 20.1%
at S&E departments in colleges, 20.3% at public research institutes and 20.4% at
private research institutes. In all institute types, the ratio of women in the newly
recruited workforce was about 20%. However, this decreased for S&E colleges by
1.3%p. (Figure 12 ▲)
Employment type / workforce
Institution type
THE NEED FOR WOMEN IN SCIENCE
28 29Women Enrich our future through Science, Engineering and Technology
3.3 Status of Women in Executive (Managerial) Positions7.1% of all managerial positions in S&T R&D were held by women in 2013. 8.6%
of managerial positions at public research institutes were held by women in
2013, an increase of 3.8%p since 2007
Scale and ratio of womenamong all executive level
S&T R&D workers
Year Scale of women among all executive level S&T workers
2009 1,864
2011 1,907
2013 2,313
<Table 9> Recruitment status of female S&T R&D workers by institution type and employment type (2013)
Institution type Total Female Female ratio
S&E departments in colleges 8,178 928 11.3
Public research institutes 3,730 320 8.6
Private research institutes 20,560 1,065 5.2
Total 32,468 2,313 7.1
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET (2014).
workforce
(Unit: Number of persons, %)
In 2013, there were 32,468 people holding executive positions in target institutions,
of which 2,313 were women accounting for 7.1%. The ratio increased by 0.9%p
compared to 2007. The total number of female workers and female executives are
largest at private research institutes, but the ratio of women in executive positions
were highest at S&E departments in colleges. (Table 9 ▲)
Ratio of female workers inexecutive positions
at public research institutes
4.8%(2007)
8.6%(2013)
<Figure 13> Changes in female ratio among S&T R&D in executive positions by institution type (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
2007 2008 2009 2010 2011 2012 2013
S&E departments in colleges Public research institutes Private research institutes Total
11.8 12.1 11.9
10.6
6.8
6.05.0 5.0
5.9
6.9
11.311.9
7.0
6.7
4.8 5.2
7.1
8.6
11.3
6.6
6.0
4.3
6.1
5.2
3.0
6.2
4.8
3.9
15
10
5
0(%)
The ratio of female workers among the S&T R&D workforce in executive positions
remains 11.3% at S&E departments in colleges; 8.6% at public research institutes;
and 5.2% at private research institutes. The overall ratio is showing an increase ex-
cept for in S&E departments in colleges. The ratio of women in executive positions
at public research institutes has increased by 3.8%p since 2007. (Figure 13 ▲)
The ratio of female workers in all managerial positions in college S&E depart-
ments and public research institutes increased in 2007 compared to the previ-
ous year The ratio of female mid-level managers at public research institutes
increased compared to the previous year, while the ratio of top female execu-
tives declined.
THE NEED FOR WOMEN IN SCIENCE
30 31Women Enrich our future through Science, Engineering and Technology
<Figure 14> Changes in the ratio of female workers among the S&T R&D workforce in executive positions at S&E departments in colleges (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
16
12
8
4
02007 2008 2009 2010 2011 2012 2013
Chief of research Dean Head of affiliated organization/facility Head of department/faculty Total
14.7
11.8
11.08.5
5.9 7.8
10.1
10.3
12.1
14.0 13.713.0
11.99.1
7.7 6.28.9
1010.6
12.413.4
14.4
11.9
10.3
8.65.7
5.0
9.310.311.3
13.7
11.3
9.4
9.06.4
(%)
The ratio of female managers at S&E departments in colleges in 2013 was 11.3%.
The ratio declined across the board in all positions compared to the previous
year except for deans of undergraduate / graduate schools. Since 2007, the ratio
of female workers among director of affiliates / facilities of S&E departments in
colleges has increased by 0.8%p. (Figure 14 ▲)
The ratio of female managers at public research institutes in 2013 was 8.6%. The
ratio increased across the board in all positions compared to the prior year except
for top executive positions. The ratio of women in mid-level positions increased by
5.2%p since 2007, the greatest increase among all positions. (Figure 15 ▼)
The ratio of female managers at private research institutes in 2013 was 5.2%. The
ratio of female managers increased across the board compared to the previous year.
The ratio female managers increased by a similar margin across all positions since
2007. (Figure 16 ▼)
<Figure 15> Changes in female ratio among the S&T R&D workforce in executive positions at public research institutes (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
12
10
8
6
4
2
02007 2008 2009 2010 2011 2012 2013
Executive Manager Senior Manager Middle Manager Total
5.16.0
6.3 6.46.05.2
4.4
7.5
10.3
8.6
5.6
4.5
6.56.1
5.9
4.6
6.75.7
5.2
6.0
5.9
2.3
5.55.24.2
4.84.54.2
(%)
<Figure 16> Changes in female ratio among S&T R&D executive positions at private research institutes (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
8
7
6
5
4
3
2
1
02007 2008 2009 2010 2011 2012 2013
Executive Manager Senior Manager Middle Manager Total
1.3
2.9
3.9
5.1
3.8
5.5
7.5
6.6 6.6 6.7
5.2
4.1
2.7
4.8
3.2
2.0
5.0
4.2
1.7
5.0
2.7
1.6
4.3
2.9
1.9
3.0
2.2
1.5
(%)
THE NEED FOR WOMEN IN SCIENCE
32 33Women Enrich our future through Science, Engineering and Technology
3.4 Promotion Status of Women12.5% of all promoted workers in S&T R&D were women in 2013. The change
in the ratio of female workers promoted in college S&E departments increased
by a large margin since 2007.
Scale and ratio ofwomen among totalpromoted S&T R&D
workforce
Year Scale of women total promoted Ratio
2009 1,065 12.2%
2011 947 9.7%
2013 1,498 12.5%
<Table 10> Promotion status of female S&T R&D workers by institution(2013)
Institution type
Employees up for promotion Employees promoted
Total Female Female ratio Total Female Female ratio
College S&E departments 3,750 499 13.3 1,792 233 13.0
Public research institutes 2,789 312 11.2 1,002 111 11.1
Private research institutes 13,519 1,502 11.1 9,207 1,154 12.5
Total 20,058 2,313 11.5 12,001 1,498 12.5
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Workforce
(Unit: Number of persons, %)
In 2013, the total number of workers promoted at target institutions was 12,001, of
which 1,498 (12.5%) were women. Compared to the ratio of female workers among
those workers up for promotion, the ratio of women actually promoted is 1.0%p
higher. (Table 10 ▲)
The ratio of female workers among all S&T R&D workers promoted increased by
0.7%p compared to the previous year. College S&E departments showed the high-
est increase compared to other institution types with an increase of 6.6%p. The
ratio of female workers among promoted employees in college S&E departments
showed a bigger change than in other institute types. (Figure 17 ▼)
<Figure 17> Changes in female ratio among workers promoted in S&T R&D by institution (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
20
15
10
5
0(%) 2007 2008 2009 2010 2011 2012 2013
S&E departments in colleges Public research institutes Private research institutes Total
5.9
7.5
11.1
11.5
13.5
9.0
12.8
15.8
13.6
18.2
11.813.0
12.5
11.110.8
10.1
10.710.59.7
10.7
10.38.7
12.312.2
10.58.4
7.8
12.5
The number of female employees promoted in college S&E departments and
public research institutes decreased compared to the prior year. The number
and ratio of female employees promoted at private research institutes increased
for 3 consecutive years.
<Figure 18> Changes in promotion scale by gender and the rate of women’s promotion in S&T R&D at S&E departments in colleges (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
1,983
258
1,956
305
1,749
256
1,556
291
1,677
264
1,631
364
1,559
233
2007 2008 2009 2010 2011 2012 2013
Male promoted Female promoted Female ratio in the total promoted
2,500
2,000
1,500
1,000
500
0
30
25
20
15
10
5
0
11.513.5 12.8
15.8 13.6
18.2
13.0
(persons) (%)
THE NEED FOR WOMEN IN SCIENCE
34 35Women Enrich our future through Science, Engineering and Technology
Among all faculty promoted in college S&E departments, since 2007. In 2013, the
ratio decreased to 13.0%, a 5.2%p decrease on the previous year. The total num-
ber of male workers promoted has been decreasing consistently since 2007 while the
number of female workers promoted tends to fluctuate more each year. (Figure 18 ▲)
<Figure 19> Changes in promotion scale by gender and the rate of women’s promotion in S&T R&D at public research institutes (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
964
120
1,008
92
916
107
914
110
943
111
1,044
126
891
111
2007 2008 2009 2010 2011 2012 2013
Male promoted Female promoted Female ratio in the total promoted
1,200
1,000
800
600
400
200
0
20
15
10
5
0
11.1
8.4
10.5 10.7 10.5 10.8 11.1
(persons) (%)
Among the workers promoted at public research institutes, the ratio of female
workers has remained at 10% on average since 2007. The ratio of female workers
promoted increased in 2013 by 0.3%p on the previous year to 11.1%. For men, the
promotion rate is at its lowest since 2007. (Figure 19 ▲)
Among workers promoted at private research institutes, the ratio of female workers
increased by 6.6%p from 5.9% in 2007 to 12.5% in 2013. The number and ratio of
female employees promoted at private research institutes has been increasing con-
sistently since 2011. (Figure 20 ▼)
<Figure 20> Changes in promotion scale by gender and the ratio of women’s promotion in S&T R&D at private research institutes (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
7,628
477
7,021
590
5,027
702
6,257
596
5,302
572
6,457
7261,154
2007 2008 2009 2010 2011 2012 2013
Male promoted Female promoted Female ratio in the total promoted
8,000
6,000
4,000
2,000
0
20
15
10
5
0
7.85.9
12.3
8.7 9.7
10.112.5
8,052
(persons) (%)
3.5 Status of R&D Activities8.6% of all research directors were women in 2013, an increase of 0.8%p com-
pared to the previous year. Private research institutes have a relatively high rate
of female research directors in charge of big projects that require large budgets.
Ratio of female workersamong research directors
Year 2009 2011 2013
ratio 7.3% 7.1% 8.6%
In 2013, 97,752 projects were carried out in the surveyed institutions and 8.6% of
research directors were women, with the rate increased by 0.8%p compared to
previous year. (Table 11 ▼)
THE NEED FOR WOMEN IN SCIENCE
36 37Women Enrich our future through Science, Engineering and Technology
<Table 11> Number of research projects and status of female research directors by institution type (2012-2013)
Institution type
2012 2013
Numberof projects
Research directorNumber
of projects
Research director
Total FemaleFemale
ratioTotal Female
Female ratio
College S&E departments 48,885 49,719 3,822 7.7 51,321 53,074 4,654 8.8
Public research institutes 23,407 24,719 2,451 9.9 19,975 20,800 2,122 10.2
Private research institutes 23,215 39,396 2,642 6.7 26,456 34,799 2,548 7.3
Total 95,507 113,834 8,915 7.8 97,752 108,673 9,324 8.6
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Year / workforce
(Unit: Number of persons, %)
<Figure 21> Distribution of female research directors by institution type and project budget (2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
1 billion KRW and above 100 million - 1 billion KRW 30 million - 100 million KRW Less than 30 million KRW
53.4%
0.4% 11.9%
34.2%
S&E Dept. in Colleges
44.9%21.4%
27.0%
6.8%
Private Research Institutes
44.4%
17.0%
35.6%
2.9%
Total
24.1%
3.8%
23.0%
49.1%
Public Research Institutes
In terms of institution type, more than 50% of female research directors at S&E
departments in colleges performed projects worth less than 30 million KRW, and
49.1% of female research directors at public research institutes performed projects
worth between 30 million and100 million KRW. Also, 28.2% of female research di-
rectors at private research institutes performed projects worth more than 100 million
KRW and above (including 6.8% that performed projects worth 1 billion KRW and
above), showing a higher rate of high-budget projects compared to other institu-
tions. (Figure 21 ▲)
The ratio of female research directors increased compared to the previous year
for all institution types. 10.2% of research directors at public research institutes
were women in 2013, an increase of 3.7%p since 2007
<Figure 22> Changes in scale and ratio of female research directors in college S&E departments (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
33,187
2,503
42,665
3,092
45,363
3,325
44,589
3,410
47,123
3,422
49,719
3,822
53,074
4,654
2007 2008 2009 2010 2011 2012 2013
Total number of research directors Number of female research directors Ratio of female workers among research directors
60,000
50,000
40,000
30,000
20,000
10,000
0
15
10
5
0
7.5 7.2
7.3 7.6 7.3 7.78.8
(2007-2013)
(persons) (%)
The ratio of women working as research directors in college S&E departments has
remained at 7% since 2007. In 2013, the ratio increased to 8.8%, an increase of
1.1%p compared to the previous year. (Figure 22 ▲)
THE NEED FOR WOMEN IN SCIENCE
38 39Women Enrich our future through Science, Engineering and Technology
<Figure 23> Changes in scale and ratio of female research directors at public research institutes (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
12
10
8
6
4
2
0
14,890
974
16,123
956
19,174
1,202
20,975
1,590
18,159
1,590
24,719
2,451
20,800
2,122
2007 2008 2009 2010 2011 2012 2013
Total number of research directors Number of female research directors Ratio of female workers among research directors
25,000
20,000
15,000
10,000
5,000
0
6.55.9 6.3
7.68.8
9.9 10.2
(persons) (%)
The ratio of women working as research directors at all public research institutes in-
creased by 3.7%p from 6.5% in 2007 to 10.2% in 2013. The number of female work-
ers working as research directors at public research institutes decreased slightly in
2013. However, the ratio of total female workers increased by 0.3%p. (Figure 23 ▲)
<Figure 24> Changes in scale and ratio of female research directors at private research institutes (2007-2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Total number of research directors Number of female research directors Ratio of female workers among research directors
36,815
3,269
19,613
709
22,960
1,061
22,517
1,466
29,533
1,702
39,396
2,642
34,799
2,548
2007 2008 2009 2010 2011 2012 2013
50,000
40,000
30,000
20,000
10,000
0
8.9
3.64.6
6.55.8
6.7 7.3
12
10
8
6
4
2
0(persons) (%)
The ratio of female workers among research directors at private research institutes
has fluctuated since 2007. In 2013, the ratio increased to 7.3%, an increase of 0.6%p
from the previous year. (Figure 24 ▲)
3.6 Operational Status of Work-family Balance Assistance SystemAmong all legally required programs, implementation maternity leave had the
highest uptake, at 98.7% in 2013 Among the reasons for not implementing le-
gally required programs at college S&E “customary practice” was the most cited.
Take-up rate of maternity leaveYear 2009 2011 2013
ratio 96.8% 96.8% 98.7%
Take-up rate of breast feedingbreaks in college S&E
departments
Year 2009 2011 2013
ratio 28.6% 53.3% 57.4%
<Figure 25> Operation rate of legally stipulated systems among work-family balance assistance policies by institution type (2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).99
.698
.998
.698
.7
79.8
83.5
57.4
92.3
98.9
99.5
96.7
95.7
90.8
98.4
92.6
92.8
79.1
93.2
97.6
91.7
92.2
77.9
93.5
97.8
Maternity Leave Protecting PregnantWomen
Misccariage Leave Childcare Leave GuaranteedBreastfeeding Time
Spouse MaternityLeave (Male)
Colleges S&E Depts Public Research Institutes Private Research Institutes Total
100
80
60
40
20
0(%)
THE NEED FOR WOMEN IN SCIENCE
40 41Women Enrich our future through Science, Engineering and Technology
The implementation rate of legally required Work-Family Balance Assistance Pro-
grams for maternity leave before and after childbirth is high regardless of institution
type (2013) but the availability of guaranteed breast feeding breaks is relatively low.
The operation rate of mandatory programs at public research institutes is relatively
high compared to other types of institution. S&E departments have a low perfor-
mance compared to private research institutes, except for when it comes to mater-
nity and childcare leave. (Figure 25 ▲)
Proportion of college S&E departments
citing “customary practice” as the reason for not implementing
legally required programs
Year 2009 2011 2013
Ratio - 36.8% 32.3%
<Figure 26> The reasons for not implementing legally required programs (2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
Customary practice All employees are male No women in childbirth/childcare Cause discomfort to other employees Difficult to replace work Legal information not available Other
S&E Dept inColleges
Public ResearchInstitutes
PrivateResearch Institutes
Total
100
80
60
40
20
0
32.3
14.1
30.5
4.51.45.0
20.1
22.8
38.5
3.06.54.4
22.1
21.5
36.6
3.45.54.6
20.6
26.5
17.68.80.05.9
(%)
12.320.6
4.6 6.3
The major reasons for not implementing legally required family-work balance as-
sistance programs in 2013 were cited as: “customary practice” (32.3%) at college
S&E departments; “All workers are male”(26.5%) at public research institutes; “No
female workers giving birth or requiring childcare” (38.5%) at private research in-
stitutes. (Figure 26 ▲)
The availability of breast feeding facilities was 14.5%, the lowest of all indepen-
dent programs at research institutions in 2013. Private research institutes were
below average in the operation rate of autonomously run programs.
Proportion of public researchinstitute offering flexible time and
telecommuting systems
Year 2009 2011 2013
ratio 39.9% 67.1% 81.5%
Proportion of private researchinstitutes offering
of breast feeding facilities
Year 2009 2011 2013
ratio 21.8% 11.3% 11.8%
<Figure 27> Operation rate of independent work-family balance assistance programs by institution type (2013)
Source: ˹2012 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
30.518.4
25.7
87.1
99.3 98.9
46.7 48.9
81.594.0
29.9
11.8 16.5
90.3
97.1
30.9
14.5 21.0
90.3
97.4
Infertility Leave Breastfeeding Facilities
Flexible Hours/Telecommuting
General Leave incl. sick leave, training
Rest Area
Colleges S&E Depts Public Research Institutes Colleges S&E Depts Public Research Institutes
100
80
60
40
20
0(%)
In 2013, the operation of work-family balance programs autonomously run by in-
stitutions is relatively low for fertility leave (average 30.9%), breast feeding facilities
(average 14.5%), and flexible time/telecommuting systems (average 21.0%). The
operation rate of autonomously run programs at public research institutes is rela-
tively high compared to other types of institute. At private research institutes, only
the availability of rest lounges is of resting lounge is at average level and other types
of program are below average in operation. (Figure 27 ▲)
THE NEED FOR WOMEN IN SCIENCE
42 43Women Enrich our future through Science, Engineering and Technology
3.7 Status of Establishing Workplace Childcare Facilities55.3% of institutions were legally obliged to establish and operate workplace
childcare facilities. The availability of joint nursery facilities near public re-
search institutes is relatively high regardless of obligation.
Proportion of institutions withworkplace childcare facilities
Year 2009 2011 2013
ratio 7.7% 9.7% 10.7%
Proportion of institutions withchildcare facilities that have an
obligation to establish the facilities
Year 2009 2011 2013
ratio - 54.0% 55.3%
<Table 12> Establishment according to obligation of establishment of workplace childcare facilities (2013)
Institution type
Legal obligation No legal obligation Total
Estab lished
Not estab lished
Establishment ratio
Estab lished
Not estab lished
Establishment ratio
Estab lished
Not estab lished
Establish ment ratio
College S&E departments 62 22 73.8 33 155 17.6 95 177 34.9
Public research institutes 55 4 93.2 28 97 22.4 83 101 45.1
Private research institutes 71 126 36.0 95 2,463 3.7 166 2,589 6.0
Total 188 152 55.3 156 2,715 5.4 344 2,867 10.7
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note : “Establishment rate” is the rate of the institutions with facilities established among all institutions surveyed. Workplaces withover 300 female regular workers or over 500 regular workers are legally obliged to establish childcare facilities.
Policies
Workplace child(care facilities are established and operated by 55.3% 188 institu-
tions) of all those institutions with legal obligation to do so, and by 5.4% of those
with no legal obligation to do so. Among all the institutions with legal obligation to
establish childcare facilities private research institutes show the lowest establishment
rate with 36.0%. (Table 12 ▲)
100
80
60
40
20
0
<Figure 28> Establishment according to the obligation to establish workplace childcare facilities (2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
53.250.0
60.6
9.1
36.4
12.9
63.6
18.2
35.725.0
42.9
29.1
52.1
32.4 25.314.7
63.2
22.5
55.9
34.0 34.6
15.421.3
Establish in-housechildcare center
Joint childcare Pay childcarestipened
Establish in-housechildcare center
Joint childcare Pay childcarestipened
S&E Dept in Colleges Public Research Institutes Private Research Institutes Total
(%)
53.8
[Applicable] [Non-Applicable]
Workplaces with over 300 female regular workers or over 500 regular workers are
legally obliged to establish childcare facilities. “Payment of childcare benefits” is a
benefit paid by the institution when not sending the child to a childcare facility, and
family allowance is excluded. “Status by establishment type” is determined only in
the case of respondents (N = 322) who answered questions regarding facilities in
the institution, joint childcare facilities nearby, and payment of childcare benefits
that are types of workplace childcare facilities. Establishment and operation of joint
childcare facilities nearby is less common than for other types of childcare facilities.
However, regardless of obligation to establish facilities, public research institute’s oper-
ation rate tend to be relatively high. (Figure 28 ▲)
3.8 Status of Female Students Entering College S&E departmentsThe ratio of female students in freshmen classes of college S&E departments
was 27.2% in 2013. There is a huge difference between the ratio of female stu-
dents entering the natural science and engineering fields at university.
THE NEED FOR WOMEN IN SCIENCE
44 45Women Enrich our future through Science, Engineering and Technology
Number and ratio offemale students entering
college S&Edepartments
Year Female student entering S&E dept. Ratio
2004 74,864 28.3%
2009 66,122 26.9%
2013 68,777 27.2%
2007 2008 2009 2010 2011 2012 2013
Female Male Female Ration in New Students
300,000
250,000
200,000
150,000
100,000
50,000
0
50
45
40
35
30
25
20
180,305 179,494 179,410 180,810188,634 188,665 184,044
27.4 26.6 26.9 27.7 27.4 27.0 27.2
<Figure 29> Changes in the scale of students entering S&E departments in colleges and the ratio of female students (2007-2013)
Source: ˹2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note The number of students is based on the number of newly enrolled students of associate, bachelor’s and master’s/doctor’s degree programs in Statistical Yearbook of Education.
68,064 65,176 66,122 69,417 71,304 69,646 68,777
(persons) (%)
The ratio of new female students in S&E colleges has remained at 26~27% since
2007. In 2013, the number of female students with S&E majors declined compared
to the previous year but the ratio increased by 0.2%p. (Figure 29 ▲)
Ratio of female freshmanstudents entering school as
natural science majors
Year 2009 2011 2013
ratio 52.6% 50.1% 50.0%
Ratio of female freshmanstudents entering school as
engineering majors
Year 2009 2011 2013
ratio 16.9% 16.5% 17.5%
<Table 13> Status of female students entering S&E colleges by degree program(2013)
Major
Associate degree
Bachelor’s degree
Master’s degree
Doctorate degree Total
TotalFemale(Ratio)
TotalFemale(Ratio)
TotalFemale(Ratio)
TotalFemale(Ratio)
TotalFemale(Ratio)
Natural science 16,8838,751(51.8)
46,60523,501(50.4)
7,9483,951(49.7)
4,0461,528(37.8)
75,48237,731(50.0)
Engineering 63,4177,938(12.5)
92,25919,515(21.2)
15,5782,712(17.4)
6,085881
(14.5)177,339
31,046(17.5)
Total 80,30016,689(20.8)
138,86443,016(31.0)
23,5266,663(28.3)
10,1312,409(23.8)
252,82168,777(27.2)
Source: ˹2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014). Note Associate’s refer to students entering junior colleges and polytechnic colleges, while bachelors refer to students entering general universities and industrial colleges.
Degreeprogram/
Workforce
(Unit: Number of persons, %)
In 2013, the ratio of female freshman students entering school as natural science
majors was 50.0% while the corresponding ratio for engineering majors was 17.5%,
demonstrating a significant gap. The gap between female students entering master’s
and doctorate programs in natural science was 14.3%p, which is larger than that of
engineering majors. (Table 13 ▲)
3.9 Status of Female Students in college S&E departments28.4% of students in college S&E departments were women in 2013 5,521 of
students in S&E doctorate programs were women in 2013, an increase of 2,082
since 2007.
Number and ratio offemale students enrolled
in college S&Edepartments
Year Female students enrolled in college S&E dept. Ratio
2004 237,028 28.9%
2009 211,009 28.2%
2013 228,473 28.4%
THE NEED FOR WOMEN IN SCIENCE
46 47Women Enrich our future through Science, Engineering and Technology
<Table 14> Status of female students enrolled in college S&E departments by degree program (2013)
(Unit: Number of persons, %)
Major
Associate degree
Bachelor’s degree
Master’s degree
Doctorate degree Total
TotalFemale(Ratio)
TotalFemale(Ratio)
TotalFemale(Ratio)
TotalFemale(Ratio)
TotalFemale(Ratio)
Natural science 33,92717,935(52.9)
189,78497,963(51.6)
15,0777,666(50.8)
9,7693,561(36.5)
248,557127,125(51.1)
Engineering 126,02617,436(13.8)
384,41376,472(19.9)
31,8775,480(17.2)
14,9631,960(13.1)
557,279101,348(18.2)
Total 159,95335,371(22.1)
574,197174,435(30.4)
46,95413,146(28.0)
24,7325,521(22.3)
805,836228,473(28.4)
Source: ˹ 2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note : Associates degree refers to students in junior colleges and polytechnic colleges, while bachelors degree refers to students in 4-year universities and industrial colleges
Degreeprogram/
Workforce
Female students enrolledin doctorate programs
in college S&Edepartments
3,439 persons(2007)
5,521 persons(2013)
In 2013, the enrollment ratio of female students with natural science majors was
51.1% while the corresponding ratio for engineering majors was 18.2%, which is a
significant gap. The gap between the enrollment rate of female students in bache-
lor’s and master’s degree programs in engineering was 2.7%p, which is much larger
than that of natural science majors. (Table 14 ▲)
Apart from associate degree programs, the scale of female students enrolled in
bachelor’s, master’s and doctorate programs has increased since 2007. The num-
ber of female students in associate degree programs decreased by 9.3% in 2013
whereas the number of female students in doctorate programs increased by 63.9%
in 2013. (Figure 30 ▼)
Associate Bachelor Master Doctorate Total
<Figure 30> Changes in the number of female students enrolled in college S&E colleges by degree(2007-2013)
Source: ˹ 2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note The term “Associate degree” refers to students in junior and polytechnic colleges, while “bachelors degree” refers to studentsin 4-year universities and industrial colleges.
2007 2008 2009 2010 2011 2012 2013
300,000
250,000
200,000
150,000
100,000
50,000
039,404
159,730 158,536 159,611 163,171 168,719 171,482 174,435
11,2893,439
213,862 210,695 211,009 215,440 224,225 226,692 228,473
3,625 3,767 4,212 4,944 5,132 5,52113,808 13,609 13,14612,84011,679 12,047
36,855 35,584 35,217 36,754 36,469 35,371
250,000
200,000
150,000
100,000
50,000
0(persons) (%)
3.10 Status of Female University Graduates in Science and Technology28.1% of college graduates with an associates degree an above in S&E were
women in 2013 Since 2007, female students’ highest graduation rate has been
of master’s degree an above in engineering.
Number and ratio offemale graduates
produced by collegeS&E departments
Year Female graduates produced by college S&E dept. Ratio
2004 71,651 29.7%
2009 54,115 27.6%
2013 56,030 28.1%
The number of female graduates with at least an associate’s degree in natural sci-
ences and engineering totaled 56,030 in 2013 (31,729 in natural sciences and 24,301
in engineering). 53.5% of graduates in natural science were women. (Table 15 ▼)
THE NEED FOR WOMEN IN SCIENCE
48 49Women Enrich our future through Science, Engineering and Technology
<Table 15> Status of female graduates in natural sciences and engineering by degree (2013)
(Unit: Number of persons, %)
Work-force
Associate degree Bachelor’s degree
Master’s degree Doctorate degree Total
Natural
science
Engi-
neer
ing
Total
Natural
sci-
ence
Engi-
neer
ing
Total
Nat-
ural
sci-
ence
Engi-
neer
ing
Total
Natural
sci-
ence
Engi-
neer
ing
Total
Natural
sci-
ence
Engi-
neer
ing
Total
Total 13,387 45,873 59,260 37,098 77,232 114,330 6,613 13,856 20,469 2,251 3,163 5,414 59,349 140,124 199,473
Female 7,614 6,820 14,434 19,905 14,580 34,485 3,383 2,573 5,956 827 328 1,155 31,729 24,301 56,030Female
ratio 56.9 14.9 24.4 53.7 18.9 30.2 51.2 18.6 29.1 36.7 10.4 21.3 53.5 17.3 28.1
Source: ˹2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note Associate’s degree refers to students in junior colleges and polytechnic colleges, while bachelor’s degree refers to students in 4-year universities and industrial colleges.
Degree/ Majors
[Science Major]
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
60.0
50.0
40.0
30.0
20.0
10.0
0.02007 2008 2009 2010 2011 2012 2013
Associate Bachelor Master Doctorate
54.8 55.3 56.5 56.1 54.757.0
54.5
50.1
36.3 36.7
51.2
53.7
56.9
49.5
37.2
54.6
49.1
36.6
53.7
48.7
32.9
55.3
46.5
35.9
53.7
46.8
34.2
54.7
<Figure 31> Changes in the ratio of female graduates in natural sciences and engineering by degree (2007-2013)
(%)
[Engineering Major]
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).
60.0
50.0
40.0
30.0
20.0
10.0
0.02007 2008 2009 2010 2011 2012 2013
17.0 16.315.214.1
9.1 10.2
14.116.3
16.8 17.616.614.6
9.7
18.7
15.414.8
9.1
19.1
16.9
18.9
18.614.9
10.4
14.4
10.3
16.713.7
8.9
Associate Bachelor Master Doctorate
(%)
Among the graduates in 2013, the ratio of female doctorate students in natural sci-
ence was 36.7% while the ratio for engineering doctorates was 10.4%, with a differ-
ence of 26.3%p. This is an increase of 0.3%p compared to 2012. The ratio of female
students with master’s degrees in engineering increased from 13.7% in 2007 to
18.6% in 2013, an increase of 4.9%p. This represents the largest margin of increase
compared to the ratio of female students in other majors and degrees.(Figure 31 ▲)
3.11 Status of Women in Science and Technology Participating in Economic ActivitiesThe economic activity rate of female S&E majors was 61.0% in 2013, which is
31.3%p lower than males. The gender gap for married S&E majors is 41.2%p,
which is greater than that of all other majors.
THE NEED FOR WOMEN IN SCIENCE
50 51Women Enrich our future through Science, Engineering and Technology
Economic activity rateof S&E majors
Year Male Female
2004 89.7% 62.6%
2009 91.1% 61.6%
2013 92.3% 61.0%
<Table 16> Status of participation in economic activities by gender and major (2013)
Gender/Major
Economically active population(A) Economi-cally
inactive population
(B)
Economi-cally active
rate A/(A+B)
×100
Employ-ment rate a
/(A+B)×100
Unemploy-ment rate
a’/A×100Employed
(a)
Un-employed
(a’)
Total (a+a’=A)
Female
S&E 884,888 30,998 915,886 586,394 61.0 58.9 3.4
Natural science 480,034 18,447 498,481 347,386 58.9 56.8 3.7
Engineering 404,854 12,551 417,405 239,008 63.6 61.7 3.0
Medicine and pharmacy
457,329 5,826 463,155 146,063 76.0 75.1 1.3
Non-S&E other than medicine
/pharmacy2,803,979 99,356 2,903,335 1,546,951 65.2 63.0 3.4
Total 4,146,196 136,180 4,282,376 2,279,408 65.3 63.2 3.2
male
S&E 3,580,626 103,055 3,683,681 306,025 92.3 89.7 2.8
Natural science 609,073 17,976 627,049 77,451 89.0 86.5 2.9
Engineering 2,971,553 85,079 3,056,632 228,574 93.0 90.5 2.8
Medicine and pharmacy
226,459 5,782 232,241 16,459 93.4 91.1 2.5
Non-S&E other than medicine
/pharmacy2,959,033 100,416 3,059,449 485,222 86.3 83.5 3.3
Total 6,766,118 209,253 6,975,371 807,706 89.6 86.9 3.0
Note Economically active population = Age 15 and above (Employed + Unemployed) Unemployed: Those who did not receive an income during the survey period and had been seeking jobs for the previous four weeks Economic activity rate = Age 15 and above (Employed + Unemployed) / Population of age 15 and above * 100 Employment rate = Employed and age 15 and above / Age 15 and above x 100 Unemployment rate = Unemployed with age 15 and above / Economically active population * 100 Only the graduates of junior college or higher were taken into consideration for the final degree obtained (enrolled students, students on a leave of absence and dropouts are calculated as those with previous degrees)
Status of economicparicipation/
Workforce
(Unit: Number of persons, %)
The economic activity rate of female S&E majors (61.0%) in 2013 is lower than for
the average all women (65.3%), and the gender disparity is greater than for all other
majors. The economic activity rate of female natural science majors was 58.9% and
the employment rate was 56.8%, which is relatively low, while the unemployment
rate was 3.7%, which is highest among all majors. (Table 16 ▲)
Science Engineering Medicine&Pharmacy
Non-Science/Engineering
Science Engineering Medicine&Pharmacy
Non-Science/Engineering
Female Male
1009080706050403020100
85.991.5
84.590.8
51.954.1
95.3 94.4
76.0
59.2
88.081.6
90.487.484.5 84.1
<Figure 32> Economic activity rate by gender, marital status and field of major (2013)
Source: ˹ 2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note Only the graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students ona leave of absence and dropouts are calculated as those with previous degrees)
[Single] [Married]
The economic activity rate for unmarried people has remained at 80~90% regardless
of gender or major, but in the case of married people, the economic activity rate of
women in science and engineering has dropped significantly to 50%. In particular,
married S&E majors have a relatively large gender gap (38.9%p in natural sciences,
41.2%p in engineering) compared to other majors. (Figure 32 ▲)
The gender gap in the economic activity rate of S&E majors in their 20s is not
great, but there is a large gap age 30s which continues to grow. The economic
activity rate of female college graduates with a bachelor’s degree in an S&E ma-
jor continues to decline after their 30s.
THE NEED FOR WOMEN IN SCIENCE
52 53Women Enrich our future through Science, Engineering and Technology
(%)
<Figure 33> Economic activity rate of S&E majors by gender and age (2013)
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note Only graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students on aleave of absence and dropouts are calculated as those with previous degrees)
100
90
80
70
60
50
40
30
20
10
0Age 20-29 Age 30-39 Age 40-49 Age 50-59
Male Science Major Male Engineering Major Female Science Major Female Engineering Major
86.0
96.4
94.9
57.7
97.1 94.0
93.8
67.9
48.0
95.9
61.2
58.655.6
84.377.3
78.4
The economic activity rate of S&E majors is at 70~80% for those in their 20s with no
large gender gap. However, the gap increases after they reach their 30s, with a 90%
economic activity rate for men and 50% for women. Female engineering graduates
aged 40 and above show an increase in their economic activity rate as they get
older. (Figure 33 ▲)
<Figure 34> Economic activity rate of S&E majors by gender, age and degree(2013)[Female]
100
90
80
70
60
50
40
30Age 20-29 Age 30-39 Age 40-49 Age 50-59
Associate Bachelor's Degree Master/Ph.D
83.9
71.2
61.3
57.3
47.7
63.3
57.7
57.9
53.5
78.477.0
65.1
(%)
[Male]
Source: ˹2013 Report on the Status of Women in Science, Engineering & Technology˼, MSIP·WISET(2014).Note Only graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students on a leave of absence and dropouts are calculated as those with previous degrees)
100
95
90
85
80
75Age 20-29 Age 30-39 Age 40-49 Age 50-59
Associate Bachelor's Degree Master/Ph.D
88.9
96.3
98.8
97.1
94.3
91.2
97.0
95.7
96.0
95.8
84.6
(%)
In terms of degree, the economic activity rate of women with a bachelor’s degree
in S&E continues to decline after their 30s and eventually falls below that of women
with associate’s degrees. On the other hand, the economic activity rate of women
with master’s and doctorate degrees remains relatively high across all ages. For
men, the difference between degree levels is small across all ages while the eco-
nomic activity rate also remains high. (Figure 34 ▲)
3.12 Status of Women in Science and Technology with Career In-terruptionsIn 2013, the ratio of female workers on career breaks accounted for 64.1% of all
unemployed women with S&E majors. The ratio of women in their 30s account-
ed for 65.8% of all female S&T workers with career interruptions.
Ratio of unemployedfemale S&E majors with
career interruptions
Year 2004 2009 2013
ratio - - 64.1%
THE NEED FOR WOMEN IN SCIENCE
54 55Women Enrich our future through Science, Engineering and Technology
Female S&T workers intheir 30s with
career interruptions
Year 2004 2009 2013
ratio - - 65.8%
In 2013, there were over 421,400 unemployed married women specializing in nat-
ural science and engineering. 270,200 of them (64.1%) had faced the prospect of a
career interruption and overwhelmingly had to quit their jobs due to childbirth and
childcare. Women on a career breaks specializing in natural science and engineer-
ing account for 24.4% of all women on a career break. (Table 17 ▼)
<Table 17> Status of women in S&T taking career breaks by field of major(2013)
Major
Married women (A)
(A)Compositionratio
Unemployed women (B)
(B)Compositionratio
women taking a career break (C)
(C)Compositionratio
Ratio of female workers taking a career break among unemployed
women(C/B)
S&E 8,737 21.8 4,214 23.4 2,702 24.4 64.1
Natural science 5,090 12.7 2,428 13.5 1,459 13.2 60.1
Engineering 3,647 9.1 1,786 9.9 1,242 11.2 69.5
Medicine andpharmacy
2,941 7.3 923 5.1 671 6.1 72.7
Non S&E otherthan medicine and
pharmacy28,373 70.8 12,884 71.5 7,713 69.6 59.9
Total 40,050 100.0 18,021 100.0 11,086 100.0 61.5
Note Married women = Married women (married, bereaved or divorced) from age 15 to 54 Unemployed women = Women currently not working among married women, i.e. unemployed or economically inactive Women taking a career break = Among unemployed women, those who quit their jobs due to childcare, marriage, pregnancy/child-birth, and education of children (elementary students) Among married women (married, bereaved or divorced) from age 15 to 54, only the graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students on a leave of absence and dropouts are calculated as those with previous degrees) The figures are rounded and therefore the total sum calculated may not add up precisely to the actual. Also, the ratio for the same data may appear slightly different due to units (in hundreds) used
Status of economic participation/ Workforce
(Unit : Number of persons in hundreds, %)
<Figure 35> women in S&T taking career breaks due to childbirth and childcare among unemployed people specializing in natural sciences
and engineering by age (2013)
Source: ˹ 2013 Analysis Report in the Statistics of Training and Utilization of Women in Science, Engineering & Technology˼, WISET(2014).Note Among married women (married, bereaved or divorced) from age 15 to 54, only graduates of junior college or higher were taken into consideration for the final degree (enrolled students, students on a leave of absence and dropouts are calculated as those with previous degrees)
40
35
30
25
20
15
10
5
0Age 20-24 Age 25-29
0.10.4
0.83.8
0.32.3
Age 30-34 Age 35-39 Age 40-44 Age 45-49 Age 50-54
5.7
4.7
14.5
15.5
19.5
16.3
5.2
11.0
Science Engineering
(%)
Among women in S&T specializing in natural science and engineering and taking a
career break due to childbirth and childcare, there were more engineering majors
than natural science majors among those in their early 30’s or younger, whereas
there were more natural science majors than engineering majors for those in their
30’s or older. (Figure 35 ▲)
THE NEED FOR WOMEN IN SCIENCE
ⅡSTRONGER WOMEN,
STRONGER SOCIETY:
CENTER FOR WISET, KOREA
Women Enrich our future through Science, Engineering and Technology STRONGER WOMEN, STRONGER SOCIETY : CENTER FOR WISET, KOREA58 59
In Korea, just as in the international community, efforts to increase women’s par-
ticipation are no longer understood solely as being for the purpose of eliminating
discrimination but as necessary for improving a nation’s competitiveness and for
developing a happier society overall.
In appreciation of this, the Ministry of Science, ICT and Future Planning of the
Republic of Korea commissioned the country’s first center for women in science
in 2001, the Women Into Science and Engineering (WISE) Center. Now, the Korea
Center for Women in Science, Engineering and Technology (WISET), was then
established in 2004 under Article 14 of Section 1 of the Korean “Act on Fostering
and Supporting Women Scientists and Technicians” (2002)9) in order to create the
conditions under which women can play a central role in S&T sectors.
In order to foster women’s talents for the benefit of all, WISET motivates children to
dream of being scientists and supports female scientists and engineers to continue
their careers without becoming discouraged and to be acknowledged among their
colleagues for their hard work. WISET also motivates them to aspire for something
higher in their career and feel confident in doing so. To this end, WISET devises
and implements programs aimed at fostering and maximizing women’s talents in
SET fields in all their stages of life and career.
The prominent position of WISET in Korea greatly enhances its effectiveness in
9) ANNEX Ⅰ
the process of introducing progressive policies for promoting women in S&T. The
WISET staff brings together an unprecedented level of expertise on all aspects of
women’s participation in S&T, lending it significant prominence in Asia and the
world. The center’s extensive accomplishments on the education, training, and
mentoring women in Korea have ready application to overseas cases. As Korea has
recently emerged from a history of extremely successful, rapid economic devel-
opment and industrialization initiatives, it currently serves as a role model for the
developing world.
WISET aims to• Develop policies to foster and utilize women in science, engineering and tech-
nology (SET);
•Support women in SET to fully develop and practice their abilities;
• Contribute to the personal development of female scientists and engineers and to
the advancement of S&T at large
Developing policies to foster and utilize women in SETWISET aims to contribute to building human and institutional capacity to promote and
strengthen women’s intellectual and leadership capacity in SET studies and careers by
providing life-long education and training programs as well as promoting R&D that
brings together knowledge and experience. This way, we can help women in SET to
fully develop and apply their social and economic capabilities in their communities.
Supporting women in SET to fully develop and practice their abilitiesWISET aims to strengthen female scientists and engineers’ capacity to contribute
to the advancement of S&T by promoting new concepts and information related
to women’s issues in SET. The center collects and disseminates data, and useful
resources on the status of women in the SET and the challenges they face, as well
as information on best practices.
Ⅱ STRONGER WOMEN, STRONGER SOCIETY: CENTER FOR WISET, KOREA
Women Enrich our future through Science, Engineering and Technology STRONGER WOMEN, STRONGER SOCIETY : CENTER FOR WISET, KOREA60 61
Contributing to the personal development of female scientists and engineers and to the advancement of S&T at large
WISET aims to provide opportunities for open exchange and systems for world-
class female scientists and engineers to join together to re-enforce women’s inter-
national solidarity, cooperation and collaboration, especially in SET fields.
WISET’s main functions are•Providing a full support system to foster and utilize women’s skills in SET;
•Serving as the focal point for policy projects to foster women in SET;
•Supporting the management of systems and policies to foster women in SET;
• Planning, operating, managing, and evaluating support programs toward foster-
ing women in SET;
•Supporting and promoting project achievements;
• Cooperating and collaborating both domestically and internationally to enhance
the synergy effect of support projects and programs to foster women in SET
Women in Science Organisations in Korea - Timeline2001 Initiation of the WISE Program (Women into Science and Engineering)
2002 Enactment of the Act on Fostering and Supporting Women Scientists and
Engineers
2004 First Basic Plan for the Act on Fostering and Supporting Women Scientists and
Engineers (2004-2006, Ministry of Science and Technology)
Initiation of WATCH21 Program
Establishment of WIST Center (Women in Science and Technology)
2006 Initiation of WIE Program (Women in Engineering)
2009 Second Basic Plan for the Act on Fostering and Supporting Women Scientists
and Engineers (2009-2013, Ministry of Education and Science Technology)
2011 Establishment of the Center for Women in Science, Engineering and Tech-
nology (integrated center for 4W Programs – WISE, WIST, WATCH21 and WIE)
2012 Designation of 16 WISET Regional Offices nationwide
2013 Incorporation of the Center for Women in Science, Engineering and Tech-
nology
Opening of the Support Center for Cooperative Association of Scientists and
Engineers
2014 Third Basic Plan for the Act on Fostering and Supporting Women Scientists
and Engineers (2014-2018, Ministry of Scienc, ICT and Future Planning)10)
Opening of the Seoul Science & Technology Re-employment Support Center
(Saeil)
Opening of the Academy for Women in Science and Engineering
Since its establishment in 2011, taking over the previous programs of the former
WISE center, WISET has developed strategic approaches to empower women, both
in society and within organizations, and to increase access to the knowledge and
tools integral for their career advancement by means of international cooperation.
It has successfully carried out its programs to promote women and girls in the field
of SET in Korea, and increasingly in the region through close collaborative projects,
and is ready to apply its approach globally.
In Korea, following the enforcement of the “Act on Fostering and Supporting Fe-
male Scientists and Technicians” (2002), WISET organized regional agencies nation-
wide and developed programs with a vision of recruiting girls into STEM majors and
retaining female students and professional in these fields.
1. Supporting Legal Systems and Policy Management
WISET fosters and supports female scientists and engineers by managing the recruit-
ment quota system, the officer-in-charge system as well as organizational innova-
10) ANNEX Ⅱ
Women Enrich our future through Science, Engineering and Technology STRONGER WOMEN, STRONGER SOCIETY : CENTER FOR WISET, KOREA62 63
tion and reform projects. It also issues reports on female scientists and engineers’
level of economic participation. In addition, WISET works with the National Assem-
bly and government bodies to ensure implementation of policies to support female
scientists and engineers.
Survey on female scientists and engineers’ economic participationThe Report on the Engagement of Female Scientists and Engineers is the only sur-
vey to capture gender-sensitive statistics on scientists and engineers in Kore. With
the target of SET research institutions, results are used to develop policies to sup-
port women working in STEM and to analyze the subsequent performance of such
policies. The survey includes statistics on employment, recruitment, promotion and
R&D activities to show if female scientists and engineers are being put to use and
engaged in the field.
Target SET research institutions
Content Employment, recruitment, job assignment, promotion of female scientists
and engineers; R&D activities, participation in training programs, status of the sys-
tem for work-family balance
Publications Report on Korean Women in Science, Engineering and Technology
(English/Korean)
Report 2013 Statistic re-analysis of use and nurturing of female scientists and engineers* Downloadable at www.wiset.re.kr.
Quota Systems for Recruitment of Female Scientists and Engi-neersThe recruitment quota system is a legal system to be enforced until the proportion
of female R&D personnel recruited in science and engineering research institutions
reaches 30%. WISET monitors research organizations’ recruitment and awards
those making a high percentage of female hires.
•Setting and pushing toward annual targets
•Monitoring performance of target organizations
•Reporting on results and outcomes of the quota system
•Awarding best performing organizations of the quota system
•Reporting on the results and outcomes of the quota system
Officers-In-Charge at science and engineering research centersThis system designates an officer-in-charge at science and engineering research
centers to ensure projects and programs to promote the recruitment and promotion
of female scientists and engineers. WISET supports through job training and award-
ing of outstanding officers-in-charge.
•Manage an officer-in-charge for female scientists and engineers
•Half-yearly training for officers-in-charge
•Support for pilot projects of innovative institutional reforms for female researchers
•Compiling and promoting information on best practices
•Awards for offers with outstanding achievements
Policy Studies and RecommendationsWISET studies policy, including monitoring legislation and regulation, analyzing
performance as well as planning and developing policy projects, to effectively im-
plement the Policy on Fostering and Supporting Women Scientists and Engineers.
WISET is focused on raising awareness on enhancing science and technology R&D
through gendered innovations.
• Monitoring and analysis of legal, institutional, and current issues relating to wom-
en in science and engineering
•Medium-and long-term policy planning and development projects
•Publication of policy issue-briefs
Women Enrich our future through Science, Engineering and Technology STRONGER WOMEN, STRONGER SOCIETY : CENTER FOR WISET, KOREA64 65
Investigative Research of Conditions of Women in SET•Annual surveys of the female workforce
•Analysis and reporting on the current status of the female workforce in SET
• Publications and distribution of official reports of the current status of the female
workforce (both in Korean and English)
• Construction and management of a statistical database on the female workforce
in SET
2. Fostering Female Students in SET
We should balance women’s career development according to societal needs. There
is a high demand for fresh science talent in Korea, but Korean high school students
show high achievement but low motivation and interest in science. In addition, fe-
male high school students’ perception of STEM careers paths is very low.
To enhance female science and engineering students’ affirmative cognition on sci-
ence and career competitiveness, we have set the following targeted goals for fe-
male students at different levels:
I.Junior high students: Increase positive perceptions of science
II.High school students: Attract students to STEM studies
III.Undergraduates: Enhance career competitiveness
We link female students with female scientific and technical professionals, provid-
ing guidance to foster efficient and harmonious mentoring relationships, as well as
developing versatile programs and contents for women to become experts in STEM
fields. All agencies in Korea are operating both basic and regionally specialized
programs utilizing various resources of universities and regional institutions related
to S&T.
Girl-Friendly Engineering Education Programs In order to motivate students to major in science and engineering in their post-sec-
ondary education, 100,168 female middle and high school students participated in
WISET programs in 2014 alone.
•Research lab visits for school students
•Advice on further education and careers
•Girls’ Engineering Week (GEW)
•Traveling Laboratories
•Science Lab Visits
•Girls Engineering Week
Gender-Mainstreaming in Engineering CollegesWISET supports programs to strengthen female students’ expertise and adaptability
to become outstanding scientists and engineers. More than 40,000 female students
are participating in programs annually through WISET’s 16 Regional Offices.
•Workshops on gender sensitive teaching for professors
•Professional empowerment for female students
•Improvement of curriculum, research environment and legal systems
•Gendered innovations in SET education
•Strengthening Engineering Proficiency
•Strengthening Work Adaptability
3. Research Support
WISET supports master’s and doctoral science and engineering students in recogni-
tion of graduate training as a critical step in the preparation for their careers in R&D.
WISET also supports female entry-level researchers taking or at risk of taking career
Women Enrich our future through Science, Engineering and Technology STRONGER WOMEN, STRONGER SOCIETY : CENTER FOR WISET, KOREA66 67
breaks due to childbearing and other family needs in order to build their expertise,
strengthen leadership skills, present their research at domestic and global seminars
and to participate in training sessions at national and international institutions. By
doing so, WISET supports female scientists and engineers to strengthen their re-
search capacity, build their research networks and grow to become global talents.
Young Female Researcher Award• Best paper and poster award for early-career female researchers
Travel Grants for Part-Time Female researchers•Supporting conference attendance for presentations
•Partial funding for overseas training
R&D Returnee Programs• Supporting female scientists and engineers with childcare and other family re-
sponsibilities to sustain their careers in close collaboration with R&D institutes
•Helping women returnees to resume their R&D careers
•Helping part-time female researchers avoid career breaks
• Training research equipment specialists for re-hiring opportunities in partnership
with the Korean Basic Science Institute
4. Learning, Training, and Consulting
WISET seeks to build strong women’s leadership by offering various learning and
training opportunities for female scientists and engineers to acquire critical leader-
ship skills to help them land key decision-making positions.
Leadership Training• Leadership training courses have been tailored to female researchers’ needs de-
pending on their career stage
Career stage Training typeEntry-level leadership mindset, self-esteem, skills for excellence
Mid-career organizational management skills for mid-level managers, communi-cation skills for conflict resolution
Leadership envisioning roles as key decision-makers, raising the next generation of female scientists and engineers, performance evaluation
Management of Technology (MOT) Training
Career stage Training type
Eligibility Female researchers in science and engineering with Ph.Ds. or equiv-alent experience
Provision Key R&D project management skills
Strategies Technological innovation, technological commercialization, project management, R&D workforce management
One-to-one career consultations • Career goal-setting, planning strategies for career goal achievement, action items
to develop key capabilities for successful careers
Women’s Entrepreneurship Training•Consulting for technology business start-ups (six times a year)
•Partial funding for patent applications
• Information services on public and private R&D programs and projects for tech-
nology start-ups
Job Training•Science communications
•Experiment assistants
•Lab managers
Women Enrich our future through Science, Engineering and Technology STRONGER WOMEN, STRONGER SOCIETY : CENTER FOR WISET, KOREA68 69
5. Information and Knowledge Services
WISET provides various information and knowledge services ranging from informa-
tion on employment, scholarships, research, and policy through to management-re-
lated resources such as publications, statistics, trend data, and current issue papers.
Information Services•Job postings
•Scholarships
•Research
•Policy
•Monthly newsletters
•Online Social networks, bloggers
Knowledge Resources:•Reports: Research, in-depth studies, policy reports
•Periodicals: WISET Junior Journal of Science & Technology, WISET Policy Briefs
•Books of case studies
•Leaflets and brochures
• Statistical data: Annual surveys, analysis of national statistics on female research-
ers, other domestic and international statistical databases
•Papers offering data analysis and reports on current issues
6. Cooperation and Collaboration
WISET strives to share its own achievements and learn from other institutions for
women in science and engineering by working closely with them through collabo-
rative workshops, seminars, and networking.
Cooperation and Exchanges• Annual Conference of Women in Science and Engineering co-sponsored by Ko-
rea Federation of Women’s Science and Technology Federations (KOFWST) and
The Association of Korean Women Scientists and Engineers (KWSE)
• Division of Women in Science and Engineering of the Annual Convention of
Science and Technology hosted by The Korean Federation of Science and Tech-
nology Societies (KOFST)
Support for Female Scientists and Engineers’ Networks•Assistance in network building and consolidation
•Identifying and promoting best practices
•Awards for best performing organizations
7. Lifelong Mentoring
WISET has established on and offline mentoring programs for every stage of wom-
en in SET’s lives so that they can share knowledge and experiences with one an-
other. Our programs aim to foster female experts and strengthen the role of female
scientists with the ultimate purpose of increasing Korea’s competitiveness in STEM.
By cooperating and collaborating with female experts specialized in science and
engineering, girls who dream of becoming scientists could plan their futures aided
by the assistance they receive through mentoring network system.
WISET offers various offline and online contents and mentoring services via email,
cellphone and SNS, etc. Female scientists and engineers can participate in mentor-
ing programs according to their needs and stage of their careers. WISET promotes
strong mentoring communities by fostering joint mentoring activities.
Women Enrich our future through Science, Engineering and Technology STRONGER WOMEN, STRONGER SOCIETY : CENTER FOR WISET, KOREA70 71
Online Mentoring1) Advice, information, and role models for school, job and career goals
• School Choices: Providing S&T related information to help female middle and
high school students to make considered choices on majors in science and en-
gineering
• Job Choices: Offering opportunities for female undergraduate or graduate stu-
dents to seek S&T-related jobs
• Career Choices: Providing advice, tips, or know-how to help female researchers
in S&T to maintain work-life balance and sustain prospering careers in science
and engineering
2) WISET Mentoring Website for information and opinion exchange •Video Mentoring: lectures by scientists and engineers posted online
• Mentoring Messages: Advice from leading female scientists and engineers on
school and job choices and career management
• Mentoring Forum: Free discussion and exchange of opinions
•Mentoring Square: Sharing mentoring know-how and information
•Provision of a step-by-step guide tailored to each stage of mentoring
Mentoring Fellows•Team mentoring program within a single institution
• Career design mentoring fellows: Connecting female science and engineering
graduate students with female researchers in R&D institutes for mentoring
• Career management mentoring fellows: Connecting researchers within the same
institute so that junior researchers can learn from their seniors on advancing their
R&D careers
Global Mentoring• Female researchers in global companies or international organizations mentors
female science and engineering students to help them become global talents
Mentoring Training and Workshops•Offer basic understanding and skills on the purpose and forms of mentoring
Mentoring Day• Festive gathering of WISET mentoring members to share best practices
• “Mentor of the Year” and “Mentee of the Year” Awards from the Ministry of Edu-
cation, Science and Technology
•Round-table discussion on mentoring and other networking activities
Ⅲ WISET BEST PRACTICE
CASE STUDIES
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES74 75
This section offers case studies of successful WISET programs to demonstrate
means of offering lifelong support for women to thrive in STEM, from mothers
introducing science experiments to children through Mom Science Academies,
through undergraduate and postgraduate students leading their juniors in science
experiments and engineering research. There are also mentoring programs for
all women in SET, as well as targeted assistance for women wishing to return to
STEM after taking career breaks.
1. Women’s Return to STEM R&D11)
The economic activity rates of Korea’s married women in STEM are lower than not
only the OECD average but also lower than the domestic Korean average in other
fields (Figure 36) (OECD, 2011; WISET, 2011). In the STEM labor market, an esti-
mated 132,000 women with bachelor’s degrees and 10,000 women with master’s or
doctorate degrees took career breaks due to pregnancy and childbirth (Figure 37)
(WISET, 2011). Considering that the lifetime earning losses of women with bache-
lor’s diplomas due to career interruptions are estimated to be around $0.57 million
(Figures 38 and 39), the income loss of highly-educated women in STEM may be
expected to surpass this number. Despite calls for their utilization in STEM, the
return rates of women after career breaks remain very low. In order to address this
issue, WISET initiated a support program for women returnees in STEM.
11) Rewrite & Edit 'Developing Strategies and Policies for Supporting Women Returnees in STEM', Heisook Lee, Miock Mun, Hyesung Han, Jeehye Kweon, Eunji Cha, Kyung Sang Lee, Jinwon Hong, Seung Hee Lee, prosented in bien 2003
Ⅲ WISET BEST PRACTICE CASE STUDIES
<Figure 36> A Comparison of Economic Activity Rates of Married Women in South Korea
60
50
40
30
20
10
0
59.6%
45.8%52.5% 49.9%
OECD South Korea Science(Korea) Engineering(Korea)
<Figure 37> The Number of Carrier Interrupted Women in STEM
Master and Doctorate
Bachelor
0 50,000 100,000 150,000
132000
10000
<Figure 38> Earning Losses of Career -Interrupted Women/GDP (LGERI, 2013)
7.0%
2.0
-3.0%South Korea
4.9%
Japan
4.3%
USA
0.1%
<Figure 39> Earning Losses of Career- Interrupted Women (LGERI, 2013)
1.50
1.00
0.50
0.00Average Bachelor
0.54M
0.43M
0.57M
0.92M
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES76 77
Global benchmarking results show the UK and EU provide several high-quality
gender equality and returnee support programs in STEM. While Korea also pro-
vides support, these do not fully address current needs.
Table 19 show survey results on career return programs answered by women and
organizations in Korea.
<Table 19> Survey results on career return programs from women and organizations in Korea
Items Results
Causes of Career-Interruption Childcare (28.7%), pregnancy (24.4%), marriage (17.9%)
Reasons for Return to Work Livelihood (59.6%), self-realization (32.5%)
Obstacles in Return to WorkWork-family balance (56.9%), career uncertainty (19.8%),
lack of job information (12.7%)
Organization Preference Private company (41.2%), public research institution (35.0%), university (12.5%)
Job Preference Research (31.2%), research management (16.0%), science education (14.1%)
Salary requirement (per month)>$2,500 (14.1%), $2,499~$1,700 (35.5%), $1,699~$1,300 (29.0%),
$1,299~$900 (14.1%), <$899 (7.3%)
1.2 Returnee Support ProgramFollowing the study, the Returnee Support Program was planned and implemented
to motivate women who had interruptions to their employment to return to R&D
activities.
Beneficiaries Female scientists and engineers whose careers have been discon-
tinued due to pregnancy, childbirth, child rearing or caring for family members;
female scientists and engineers not yet employed after graduating from post-sec-
ondary education (master’s in science and engineering or similar)
Benefits Up to 60 million won in research funds for up to 30 months for each
researcher returning to R&D. (A decision to continue funding is made every 10
months after monitoring their performance.) Counseling, mentoring and training
1.1 Study on Strategies to Support Female Returnees
<Table 18> Global benchmarking of gender equality and returnee support programs in STEM
Domain Program UK/EU USA China Japan Korea
Policy/Social Cam-
paigns
Policy Development
Leaders Forum in STEM
Policy Conference
Gender Equality Declaration
Cultivating Gender Equality Experts
Consulting
Role Model Development
Statistical Research
Social Capital
DB for Women in STEM/Online Networking
Mentoring
Partnership Programs
Personnel Support
Career-Path Development
Education
Job Information
Research Fund Supporting
Childcare Subsidies
Support Center
WISET first carried out a study develop strategies and policies to support women
returnees in STEM to prevent the outflow of talented human resources and facilitate
their utilization. To achieve these objectives, we analyzed environments and trends
by conducting political, economic, social and technological (PEST) analysis; a liter-
ature review; global benchmarking; and investigated the needs of beneficiaries of
the “Return-to-R&D Program for Women in STEM” through surveys and in-depth
interviews. We then developed the support program and its infrastructure and pro-
posed policies to enhance its actions.
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES78 79
for successful return to R&D
Participating Institutions Scientific and engineering research institutions (univer-
sities, research institutions managed by companies, government-funded research
institutions and others)
Duration 10 months (can by extended to three years by annual evaluation)
In the first year of the program (2012), WISET focused on partnership develop-
ment with public R&D institutions to create training and utilization systems. WISET
found 75 R&D projects with five public R&D institutions, available and 39 women
returned to work in laboratories. In the second year (2013), WISET focused on
enhancing the program infrastructure and system efficiency to increase the number
of returnees and providing preliminary education to help returnees prepare for
employment after long leaves of absence. Thus, partner institutions were extended
to include universities and private companies, and bachelor’s degree holders were
also permitted to participate in the program. Additional support in the pre-return
phase, such as the building of a pre-returnee database and competency model as
well as implementation of an education program to secure and empower potential
returnees, was also provided. Fifty-eight women participated in R&D activities in
13 institutions (Figures 40-43).
<Figure 40> Number of Beneficiaries
39 58
1,000(est.)1500
1000
500
02012 2013 2017
<Figure 41> Number of Partner Organizations
15
10
5
02012 2013
5 6
6
1
<Figure 42> Duration of Returnees' career interruption
60%
40%
20%
0%1-3
51%
3-5
26%
5-10 10 >
13% 10%
<Figure 43> Returnees by Region
60%
40%
20%
0%Seoul
48%
Daejeon
36%
Daegu busan Jeju Gwangju Gangwon
13%5 3% 2% 2%
1.3 OutcomesA unique route for returning to R&D was created for women with interruptions in
their STEM careers. Returnees reported a job satisfaction rate of 7.9 out of 10.0 be-
cause they had achieved excellence in their R&D domains. Returnees also showed
remarkable research performance. In the first year (2012), 2.18 research outcomes
were produced per researcher. Furthermore, support program provides a means for
career-interrupted women in STEM to return to work with some able to obtain jobs
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES80 81
in their pre-return phase after completing the education program.
<Figure 44> Research Outcomes
Projects
Conference Proceedings
Journal Publicaions
Patents
0 20 40 60 80
6%
73%
61%
18%
<Figure 45> Level of Job Satisfaction
10.00
8.00
6.00
4.00
2.00
0.00Job Satisfaction
7.9%
From the experiences of two years, we developed a career path for women aiming
to return to work as well as a support package (Figure 46). Moreover, we proposed
13 policies to promote the return to work of career-interrupted women in STEM.
<Figure 46> WISET Return to Work Package
Route for Return to
Work
Competency Recovery / Certification
Private Company / Cooperatives
Public R&D Institutions / Universities
Pre-Return Phase Settlement PhaseReturn to Work Phase
WISET Return to
Work Package
• Pre-Returner Selection• Competency Recovery
Education and Certi-fication
• Coaching and Mentoring with WISET Experts
• Mentoring with WISET Experts
• Consulting for Partner Organizations
• Fellowship• Mentoring with Senior
Women Scientist• Supports for Research
Activities(e.g., Entry Fee for Academic Conference)
• Consulting for Partner Organizations
<Figure 47> Progress of the Returnee Support Program
Policy & Social Recognition
Gender Equality Campaign in SET
Gender Equality Declaration and
Certification
Law/Regulation and Managerial Rule
Improvement
Infrastructure
Best-Practice Benchmarking
Budget/Human Resources
Policy Research Workgroups
Website for Pre-Returners
Management Information System for the Support
Program
Supports for Individuals and Organizations
Returner Support Package
Partner Organizations
/Regions Increase
Guarantee of Job Stability
Social Network
Science Engineering Technology
Cooperatives
Global Collaboration Network
VisionR&D Job Creation For Women
in SET with Work-LifeBalance
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES82 83
2. Research travel grants for Female science Ph.Ds.12)
2.1 Barriers to Female Science Ph.Ds. DevelopmentWomen with Ph.Ds.’ job transfer from temporary positions has been lower than
other women in STEM. According to the statistics, 80.9% of women in STEM were
employed in irregular jobs at universities/colleges, and 36.0% of them had doctor-
al degrees. This demonstrates that women in Korea remain employed mostly in
temporary positions, and lack diverse measures for career development. In order
to maximize the mobilization and utilization of these women for the development
of both these individuals and the national STEM field, diverse measures for ca-
reer development and appropriate education and vocational training courses are
needed in response to the demands of the employment market. Such measures
are especially important for career development in STEM due to the nature of the
field, in which work is more likely to be narrowly specialized than in other areas,
and be highly dependent on the previous career and experience. Customized and
integrated research support measures are needed to amplify the synergy of national
R&D promotion and individuals’ career development.
2.2 Research travel grants for Female science Ph.Ds.Purpose Research capacity and network-building for women in STEM and
strengthening their competitiveness at the international level
Beneficiaries Female science Ph.Ds in temporary positions in the public and
private sector
- Priority is placed on those disadvantaged due to career discontinuity in order to
prevent the exodus of women in STEM
- Female scientists in temporary R&D positions lack opportunities to participate in
international STEM conferences and training courses in abroad
12) Rewrite 'Project development for prevention of the exodus of Female science Ph.Ds - Case Study : Korea', Jeehye Kweon, Stacy Gia Hahn, Heisook Lee, presented in BIEN2013
- In addition, these women face difficulties accessing research networking activities
with other scientists
Assistance travel grant, transportation, daily allowance & registration fee for do-
mestic and overseas research activities
- STEM conferences: up to 3 million Korean Won
- Overseas training courses (more than 3 weeks) up to 5 million Korean Won
Number of beneficiaries 188 (2007~2013)
<Table 20> Number of beneficiaries(2006~2013)
Year 2007 2008 2009 2010 2011 2012 2013
Beneficiaries 13 14 21 30 34 35 41
Benefits
- Platform for interactions among STEM researchers
- Opportunity for in-depth study for qualitative research through mid/long term
training courses, which are unlikely to proceed in Korea
- Substantial support for individuals’ research and career development
2.3 Evaluation: Post-project career development assessmentNumber of respondents 91
- Mostly female science Ph.Ds in their 30s~40s
- Major: S&T (65.9%), engineering (19.8%), medical (14.3%)
- Workplace: university (76.9%) public sector (14.3%) private sector (7.7%)
Project Benefits13)
- Network-building with research fellows during research activities (57.1%)
13) Respondents could select multiple answers to each question
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES84 85
- Thesis publication and patent registration (49.5%)
- Involvement in other relevant research activities (24.2%)
Impact of project participation on career development Beneficiaries’ career development and ability to transfer between jobs were assisted
via this project in the following ways:
- Information sharing with colleagues (70.3%)
- Additional credit for job performance evaluation (37.4%)
- Joint research project offers (22.2%)
- Job offers / information (7.7%)
<Figure 48> Results of post-project career development assessment
Rate of responses from beneficiaries
Additional Credit to Job Performance Evaluation
Actual Job Offers/Information
Offer of Joint Research Project
Information Sharing with Collogues
No Specific Achievement
0 20 40 60 80 100
7.7
7.7
70.3
37.4
22.0
Pre and post project evaluation surveys and benefitsBeneficiaries were able to gain motivation for further research and studies and build
self-confidence.
- Motivation for research and career development (28.6%)
- Gaining updated information on international R&D trends (25.3%)
<Figure 49> Beneficiaries’ responses on motivation for research activities
Motivation for further research and studies
20%
understanding international R&D Trends
25%
Motivation for research and career development
29% Research level enhancement
14%
Research Network building
12%
Responses on employment status, motivation for further research- All respondents continued to engage in research activities after project completion
- 80.2% reported no particular change to their employment status
- Employment stagnation was higher among those in temporary positions at univer-
sities/colleges (84.3%), followed by those in the public sector (76.9%)
2.4 Project Success Stories(2012)• Dr Park, a Chemical Physics Ph.D. at Seoul National University received a job
offer from Samsung SDI
• Dr Cho, a Radiology Ph.D. from Yonsei University, gained an opportunity to
transfer to the University of California Irvine, USA, thanks to her personnel net-
work, built while participating in the project.
• Dr Choi, an Architectural Acoustics Ph.D. at Chonbuk University, published her
research paper in the 'Applied Acoustics' journal based upon the laboratory re-
sults of research activities carried out while participating this WISET project, in-
cluding a research travel grant.
• Dr Park, a Veterinary Science Ph.D. at Seoul National University, was hire as an
assistant professor by the Department of Pet Animal-Plant Science of Gyoungju
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES86 87
University.
• Dr Lee, a Biomechanics Ph.D. at the University of Calgary, Canada, was em-
ployed by Korea Institute of Machinery and Materials.
The “R&D Activity Support for Female Science Ph.Ds in Temporary Positions” travel
grant project implemented by WISET, has had both a direct and indirect impact
on beneficiariesʼ research activities. It has enabled their participation in domestic/
international STEM academies and conferences as well as in mid/long term training
courses abroad. In addition, publication of theses/research papers, registration of
patents and increased participation in research activities were substantial accom-
plishments of this project, as was the expansion of beneficiaries’ R&D networks
with research fellows during their funded research activities, and updated their
knowledge and aspiration on R&D in their field. Not only has it helped beneficia-
ries in building their personal research networks in a short period of time, but also
beneficiaries were able to increase research and job competitiveness.
3. The Mentoring Fellow Program: A network for all women in SET 14)
WISET has established a range of mentoring programs for women and students
in SET tailored to every stage of their lives so that they can share knowledge and
experience with one another both off and online via mentoring.wiset.re.kr. WISET
has focused on constructing both vertical and horizontal human networks, such
as the Mentoring Fellow Program to build a mentoring network between female
professionals and students. The Mentoring Fellow Program is considered an in-
novative way of building human networks as it weaves together constituents from
varied backgrounds including universities, institutes and industry. The first mission
14) Rewrite and Edit 'WISE Mentoring Fellow Program', Mi-Ock Mon, Hye-young Park and Heisook Lee, Presented in KSEE, 2007
of these networks is to cultivate and nurture outstanding female talent in science
and engineering. The second mission is the strengthening of women’s specialisms
and competitiveness in their academic and career fields. The third is to promote the
status and contributions of women in Korean society.
3.1 RecruitmentWISE mentoring program fellows are senior female experts such as university pro-
fessors, chief researchers in research institutes or organizations or company CEOs,
who are socially active experts in their specialized fields. Fellows usually belong to
distinguished organizations and utilize their own human networks. Those who are
already WISE fellows may recommend others in their networks to join the program
and form mentoring teams.
In each mentoring team, one fellow, as the lead mentor, calls four to five of her
female colleagues to join her as mentors. The WISE Training School offers oppor-
tunities for volunteers to develop leadership skills as mentors. Members of each
mentoring team then encourage female undergraduate and graduate students or
trainees majoring in fields relating to their specialism to participate as mentees, with
about 15 mentees joining each group. Students may also choose the appropriate
mentoring group according to their needs.
We matched the mentor-mentee pairs as their request along with the group activi-
ties. Once these groups have been formed, the fellow draws up an action plan for
her mentoring group after discussion with the other members. The plan should
include both off-line activities and online actions.
3.2 Online CommunicationsWISET has installed a mentoring system on its website where all members can com-
municate, conduct online activities. The site includes a cyber-community system for
the use of all mentoring fellow program participants were members can share their
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES88 89
experiences, encourage each other, promote friendship, provide information and
help each other’s development. There are also small communities for each fellow
and her group as well as a private mini-homepage for every mentor-mentee pair
where they could share messages in private. WISET can also manage members’
mentoring progress on this site and provide various information, materials and
news, and mentoring guides via e-books via the website. The bi-monthly WISET
webzine “Curies” includes interviews with female scientists and engineers, news in
focus on STEM, guidelines on mentoring or career development, book reviews and
the activities of 13 WISET regional centers.
Mentoring pairs keep in regular touch via the homepage, e-mail, messenger, SMS or
in person. They conduct their on and offline activities according to their plan. To
complete the program, the fellow can submit a final report on their activities. The
final report includes member’s feedback, pictures, suggestions for the program’s
improvement, etc.
<Figure 50> Schematic diagram for mentoring facilitation
Mentoring FellowMentors
Online matching and connection
Off-line activities
Mentee
It is recommended that mentors first focus on getting to know each other and es-
tablishing a foundation of trust, before beginning to explore their goals. Negotiating
clear expectations will help the relationship run smoothly and help each partner
achieve their goals from the mentoring relationship. It is also advised that the men-
toring pairs form a set of agreements defining the roles of mentor and mentee,
determining the schedule and meeting logistics as well as clarify any limitations or
preferences. Developing mentees’ capacity is the most involved step in the process
and comprises most of the mentoring efforts. The mentoring relationship therefor
involves setting goals, selecting developmental activities to achieve these objectives
and then maintaining regular contact. The last step is dissolving the relationship via
a formal dissolution; an important event in the mentoring relationship to celebrate
accomplishments and plan for the future. It is also a time to evaluate work together,
finish last objectives, and plan for future options.
3.3 Offline activitiesWISET offers various activities such as workshops, seminars, shadowing experi-
ence, internship opportunities, inviting mentees to mentors’ professional activities
such as conferences, academic meetings. Such activities are helpful to enhance
mentees’ advancement and mentors’ leadership, simultaneously. Sharing cultural
activities such as movies, musicals, plays, or concerts together is also good for pro-
moting better relationship between members.
3.4 Evaluation WISET has received varied positive feedback from participants in the evaluation
of the mentoring program, which has created a female friendly culture in orga-
nizations. Mentors had the opportunity to track their alumni’s career paths and
to broaden their human network by forming mentor groups, and also mentees
responded positively to their relationships developed with their mentors, finding
them both vocationally and educationally helpful, and they were encouraged to
pursue advanced studies in their majors. More mentors from many organizations
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES90 91
have joined as the program has advanced over time (Figure 51).
<Figure 51> Number of ‘Mentoring Fellows’ over time
Number of organizations Mentors Mentees2006 2007 2008
13 17 24
103144
175196
368
469
The mentoring fellow program has proved very helpful in developing mentees ca-
reers in their specialism (Figure 52). It has also been helpful in building and extend-
ing networks among women (Figure 53). Additionally, through this program wom-
en leaders including fellows and mentors could improve their perspective of their
role in society, especially in nurturing the next generation of scientists (Figure 54).
<Figure 52> Result on the question of the “Mentoring Fellow” program was helpful in career development in relation to your major (science and engineering).
Somewhat agree 8%
Strongly agree 31%
Agree 61%
<Figure 53> Responses on whether the “Mentoring Fellow” program was helpful in building and extending networks in STEM.
Strongly agree 46%
Agree 54%
<Figure 54> On whether the “Mentoring Fellow” program led to improving social attitudes on nurturing female students.
Strongly agree 38%
Agree 62%
The wide-ranging benefits of the mentoring fellows program include building a
women’s network and empowering female leaders in order to create a more bal-
anced society, through which each individual and all society will benefit. Support
for female leaders in various fields has increased as they were connected with
female students. University students and R&D trainees gained interest in pursuing
their careers and obtained professional knowledge in their majors. All members
found their communication skills had improved and gained more motivation for
their academic and career advancement.
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES92 93
Positive feedback from mentees
• “Through being mentored by my professional mentor, I found my future spe-
cialism and path related to my major and obtained great help and advice about
my desired job. After receiving information and strategies from my mentor, I was
finally employed where I really want to work!”
• “I realized what I want to do, and what I have to do to achieve my dream. I antic-
ipate that I will be a good mentor someday as I received help from my mentor.”
Positive feedback from mentors• “I volunteered to be a mentoring fellow, because I’d had a great experience of
mentoring while studying. Participating in the Mentoring Fellow Program, I felt
once more that mentoring encourages mentees like myself, and also gives us
hope. Finally, I came to a conclusion that if I study hard and research faithfully,
I can become a valuable member in the society.”
• “When I became a mentoring fellow, I thought I could be of help to the mentees,
but, as time goes by, I realize I receive more than I give to them. The mentoring
fellows program is beneficial not only for mentees, but for mentors as well.”
4. Postgraduate-led student research groups15)
When Korea first started implementing policies to foster and support women in SET
fields in 2004, the environment in universities was poor. At this time, women faced
many barriers to participate in engineering such as a strong male-centric laboratory
culture. Female faculty and students were the minority in engineering colleges,
making up just 17.6% of students and 3.7% of faculty in Korean universities in 2004.
Women struggled to find female role models or even other female colleagues, and
15) Rewrite and Edit 'Set up a favorable Environment of R&D Leadership and Creativity for Female Graduate Students in Engineering', Heisook Lee, MiOck Mun, J.H Kwon, J.I Lee, S.J Kwon and H.D Han, presented KSEE 2012 and 'WISET Program for Graduate student', M.Y Choi and S.Y Kim, WISET, 2015
had few chances to develop their leadership while pursuing engineering studies
and careers. To improve the environment for women in university engineering ed-
ucation and research, the first priority is to change their minority status.
Effective strategies to attract girls to science and engineering include providing pos-
itive role models and developing women’s leadership in these professional commu-
nities. To develop women’s R&D leadership, it is essential to let girls achieve and
enjoy research in a creative environment. Facilitating such leadership and creativity
depends upon several factors such as autonomy in decision making, encourage-
ment, recognition, presenting challenges, successful project management, a coop-
erative and collaborative atmosphere, and tangible rewards. Leadership develop-
ment can be defined as capability building, and ability to anticipate and overcome
unpredictable challenges. Leadership and creativity are closely related in SET fields
because R&D is a process of meeting and overcoming creative challenges.
4.1 Student-led Team Research ProjectsIn order to build female engineering students’ leadership and participation in R&D,
WISET supports research projects by all-female research teams, composed of grad-
uate engineering students as principal investigators (PIs) to lead university stu-
dents, and middle/high school students. This program enhances PIs’ research and
leadership capabilities, expands undergraduate students’ research opportunities,
and exposes high-school students to science and engineering. These small R&D
groups are advised by female college professors and engineers in an effort to nur-
ture the talents of future outstanding female scientists and engineers. Conducting
the groups in this way allowed participants to share encouragement and support
through positive and constructive research experiences. We aimed to construct a
women’s community operating in a virtuous cycle of leadership roles and process-
es that also connect young women with role models in a comfortable and natu-
ral atmosphere. We decided to focus on engineering as the percentage of female
students majoring in engineering is still very low. The number of female students
choosing to major in engineering was less than half of those who choose to major
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES94 95
in natural sciences in 201316)
.
From 2004 to 2015, 5,499 students participated in 813 research projects through
this program, following on from a more general pilot program run from 2002-2003
supported by the Ministry for Gender Equality and Family. Even though govern-
mental funding partners changed a few times, the fundamental program operation
was maintained through common understanding of the need to support women’s
engineering studies and careers.
4.2 Program Overview
Category Regular courses Intensive courses
Targets
Lead researcher: Master’s or doctoral engi-neering candidateCo-researchers: 2 female undergraduate stu-dents, 4 female middle/high school students1 professor, 1 female mentor working in the field
Lead researcher: Master’s or doctoral engi-neering candidateCo-researchers: 4 female undergraduate students1 professor, 1 female mentor working in the field
Support for research costs
5.5 million won per team 6.5 million won per team
Research areasConstruction/civil engineering, machinery/materials/marine engineering, biotechnology/food engineering, electrical engineering/electronics/semi-conductor, computation and computer engineering, chemical engineering/environmental engineering
Benefits
- Chance to win Minister’s Award from the Ministry of Science, ICT and Future Planning and to have research papers published in the WISET’s Journal of Junior Science and Engineering
- Financial support for patent lawyers and patent application fees when applying for patents for outstanding research papers
Program Operation- Call for proposals from female engineering graduate students
- Proposal selection for funding, by applicants’ major
- Project management training workshop on being principal investigators for female
graduate students
- Project team building: selection of 2-3 undergraduate and 4-5 high/middle school
16) Rewrite & Edit Report: 2013 Statistic re-analysis of use and nurturing of female scientists and engineers (WISET, 2014)
students. Professors, school teachers, and female engineers in industries are invit-
ed as mentors to offer advice and mental support
- Execute research projects along planned schedules and roles
- Write and submit research reports and papers
- Hold conferences with oral and poster presentations
Rewards for Research Project Participants- Undergraduate and graduate scholarships
- Ministry of Education, Science, and Technology Award for best research team
- Publication of research findings in the WISET journal for junior researchers (Pa-
pers must be reviewed by referees and approved by unanimous consent)
4.3 Impact of Project From 2004 to 2015, 5,499 students participated in 813 research projects. This in-
cludes 814 graduate students, 1,844 undergraduate students and 2,841 middle and
high school students, creating new connections between women and enhancing
the positive awareness of women as engineers. Increasing the visibility of wom-
en in engineering is especially significant as this is a field in which women have
struggled as a minority group. Female graduate students have previously had great
difficulty finding female role models or networks to offer them practical information
and encouragement as well as to help them develop their study and career paths.
There have also been various tangible successful outcomes for participants, such as
for doctoral electrical engineering student Min-hye Kwon, whose team successfully
received a U.S. patent thanks to participation in WISET’s intensive course in 2014.
She and her four junior researchers devised a low power Internet of Things and
successfully applied for and received a U.S. patent for their research.
“I am more than joyous about the result,” she said. “This technology is based on
network coding that is highly favored as the next generation of network technology
and enables low power data sending over an IoT network.
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES96 97
“Through the WISET program, we were able to gain a valuable experience wherein
a team of female students in electrical engineering, a major with few female stu-
dents, were able to conduct research and produce tangible results. It was an op-
portunity for 5 scholars in electrical engineering to come together, exchange ideas
and conduct an interesting experiment. We were able to present our joint idea to
an academic symposium and apply for not only domestic but also U.S. patents. The
joy and delight that we felt through this experience will definitely be the rock that
holds us when we face difficulties along the way.”
4.4 Evaluation Various intangible benefits of the program were reported by students in follow up
email and telephone surveys of 613 participants who were contactable from the 760
who participated in the project from 2009-2010. They were asked about their over-
all satisfaction with the program; their achievements of personal goals after their
participation, and their study/career path at the time of taking the survey. The 476
responses from those contacted demonstrate the project’s effectiveness in develop-
ing graduate student PIs’ leadership skills as well as their career and study plans.
Of the 167 female graduate student respondents, 44% said they had improved their
ability to manage research teams, and 40% said that being a principal investigator
had developing their leadership abilities.
All survey respondents expressed high satisfaction with their program participation
with 72% of graduates, 68% of undergraduates and 76% of high school students
selecting “satisfied” or “very-satisfied” in the 5-point Likert scale. For the helpful-
ness of the program in determining participants’ future career/study path, 59% of
graduates, 46% of undergraduates and 62% of school students selected “helpful” or
“very-helpful” in the 5-point Likert scale.
The female graduate students’ reported differences between their expected and
actual benefits gained from taking part in the program, as recorded post participa-
tion surveys. Graduate students responding to a multiple choice question on their
reason for participating, most often selected the chance to be a principal investiga-
tor (41%) followed by hopes of a good research experience (21%) as their original
motivation for participation. Other less frequent responses included scholarship
benefit or the recommendation of acquaintances. However, participants’ most fre-
quently selected benefit was the enhancement of their project management ability
and improving human-networks (44%). Similarly, the selection rate of leadership
development rose to 40%.
<Figure 55> Overall satisfaction with the program
graduate (n=87) undergraduate (n=148) high school (n=241)
very-satisfied satisfied normal unsatisfied very-unsatisfied
48% 54% 46%
24% 25% 15%24%
14%
29%
3% 4% 7%1% 3% 3%
<Figure 56> Helpfulness in determining career/study path
graduate (n=87) undergraduate (n=148) high school (n=241)
very-satisfied satisfied normal unsatisfied very-unsatisfied
3%3%
47%
40%
22%
40%32% 32%
12% 6%7%
39%
10%2% 5%
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES98 99
<Figure 57> Graduate students’ motivation and benefits
motivation of participation (n=168) benefit of participation (n=167)
playing a principal investigation role good career research experience scholarship benefit recommendation of acquaintances
enhancement ability leadership development professional ability as an engineer building and expansion of human-network
41% 40%
21%44%
17%
21%4%
12%
To gauge the program’s effectiveness in terms of the recruitment and retention of
women in engineering, we investigated the current status of previous participants’
study/career-paths. Of those who had previously participated in the program as
high school students. Among those who had participated as graduate students, 84%
were now university students (n=97) pursuing studies in SET fields. Among those
who had participated in projects as graduate students, 97% of women who were
currently employed (n=34) had stayed in SET fields, and 94% of these women em-
ployed in SET were working as R&D engineers.
<Figure 58> Women employed in SET R&D after participating in the program as graduate students
majors in SET fields majors in non-SET fields
16%
84%
(a) students from high school to university (n=97)
jobs in SET fields jobs in non-SET fields
(b) women from graduate students to employed (n=34)
3%
97%
<Figure 59> Women employed in SET R&D after participating in the program as graduate students
R&D sectors non-R&D sectors
6%
94%
In respondents, they showed keen interest in the continuation and expansion of
their human networks. While women in the research group met and shared in-
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES100 101
formation and opinions on common subjects of interest, they naturally obtained
mentoring and found self-confidence on their engineering study/career plans. In
particular, they appreciated the chance to build new networks via the extended
online community space. They asked for more concrete and systematic support
for more effective utilization of their networks and communication within female
communities.
Compared to the situation in 2004, somewhat meaningful progress has been made
in improving the environment for women in engineering. The ratio of female stu-
dents majoring in engineering at university rose from 17.6% in 2004 to 19.1% in
2010. Female faculty in engineering majors increased from 3.7% in 2004 to 5.2%
in 2010. The ratio of female engineers with master’s or doctoral degrees rose from
12.9% in 2004 to 13.8% in 2009. Although the change has been incremental, this is
an encouraging impact when we take into account young women’s general avoid-
ance of majoring in SET fields.
On the point of securing a more competitive female engineering workforce, the
situation has changed for the better. Women with positive leadership and research
experiences and the support of female engineering communities have begun to
enter wider academic, economic and social activities through this program. We
can see the shift from women suffering from low confidence as a minority group
to forming a communicative and progressive community as part of a diverse work-
force that will work in more constructive and synergetic ways to make our society
sustainable and competitive. Nowadays, we face new challenges in supporting
women to participate in engineering. While the number of women in engineering
is increasing, the distribution of female students specialized in this field remains
strongly unbalanced and discordant with the employment demands of the society.
5. Undergraduate-led science experiments in schools17)
WISET developed a ‘Laboratory Visit’ outreach program for girls in junior high
schools to increase their positive perceptions of science. At first, we designed
this program as a collaboration between universities and schools to achieve com-
mon goals. Science and engineering undergraduates worked with students on
girl-friendly science activities that are related to real life to spark students’ interest
in science and mathematics. They also mentored the girls to help them plan their
future careers based on S&T studies. Participating undergraduate volunteers could
earn course credits.
About 80-100 undergraduate volunteers visited junior high schools each semester
to conduct monthly science labs. Before volunteers visited the schools, the WISE
center held girl-friendly science education workshops for offering them guidance
on teaching contents, methods and environment. Female scientists and engineers
also presented scientific activities and information to the university students. Uni-
versity and school students later joined the WISE center cyber communities or the
e-mentoring system to continue their mentoring relationship beyond the school
visits (Figure 60).
5.1 EvaluationSince the first pilot program at the WISE main center at Ewha Womans University in
2002, we supported 80-100 undergraduate female volunteers and 4-500 girls from
15-20 junior high schools per semester (Table 21) up until 2006.
17) Rewrite & Edit 'Collaboration university and junior-high school for girl-friendly science education', MiOck Mun and Heisook Lee, presented in PCST-10, 2008
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES102 103
<Figure 60> Schematic diagram for facilitating the ‘Laboratory Visit’ program
Visiting Science Lab.
Volunteering Undergraduate
Female students
e-Mentoring
Mentoring Guide Workshop
Lecture/Meetingby/with Women
Scientistsand Engineers
<Table 21> Statistics on ‘Laboratory Visits’
Jan-04 Feb-04 Jan-05 Feb-05 Jan-06 Feb-06
Junior High schools 21 21 16 13 15 15
Junior high students 550 442 488 423 439 422
University students 105 99 132 84 85 75
Surveys were handed out to participants of the ‘Laboratory Visit’ program for eval-
uation. More than 90% of female high school student participants responded pos-
itively and 75% said the program had increased their understanding of science.
(Figures 61 and 62)
<Figure 61> Evaluation survey results on the ‘Laboratory Visit’ Program
A little agree4%
Average8%
Little agree1%
Not agree0%
Not at all1%
Strongly agree36%
Agree50%
<Figure 62> Evaluation survey results on the ‘Laboratory Visit’ program
very unsatisfied
very satisfied
0 20 40 60 80 120
53
97
55
52
5
4
6
100
High school student participants enjoyed conducting science experiments them-
selves rather than merely watching. They also discovered that science is fun and
were connected with a university student mentor. Furthermore, more than 90%
of female undergraduate volunteers were satisfied with the program. They could
deepen their professional study while by participating as mentors. They felt that
they could communicate smoothly with colleagues, students and teachers (Figure
63), and especially felt that they had had a beneficial effect on the girls’ science
study.
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES104 105
<Figure 63> Response to the question: ‘Do you think your communication skills haveimproved through the program of ‘Laboratory Visit’ program?”
Agree40%
Strongly agree7%Average
20%
A little agree33%
This project has had wide ranging effects on building girl-friendly science education
culture and communication.
5.2 Impact Of ProjectFemale undergraduates Undergraduate volunteer mentors were good role models for girls while improving
their own communication skills and leadership. In addition, they became more
motivated for their major studies and careers, seeing how they could participate
well in society. They also had preferential access to other WISE center programs
that were helpful for developing their professional careers, such as leadership and
career camps and internship programs.
Junior high school studentsParticipants deepened their interest in and became comfortable to engage with sci-
ence, and became motivated to participate in more lab work. They gave feedback
that they would participate again and recommend friends to join this program. Girls
often introduced shared their experiences and activities with their friends and par-
ents and were better able to consider further study in related fields
School Teachers
Teachers found this project very helpful since some schools lacked appropriate
experimental equipment. Teachers also shared information about this program with
teachers in other schools, raising interest among relevant stakeholders on girls’
scientific abilities. Therefore the environment for schoolgirls’ science study was
naturally improved.
By supporting and linking female undergraduates and junior high school students,
we have successively built a collaborative girl-friendly science education commu-
nity. Through this program, student volunteers proved to be good role models for
girls and girls became more interested in science. Additionally, undergraduate stu-
dents became motivated in pursuing their own careers and obtaining professional
knowledge in their major, as well as finding their communication skills improved.
Undergraduate students could also gain course credits for their participation.
6. WISE Mom Science Academies for kids18)
Kids got the chance to conduct scientific experiments together with their mothers at
home through the WISE Mom Science Academies. Children have a great curiosity
for science that is not always fully satisfied at school. Nurturing children’s curiosity
for our natural and human world can help them to become the next generation of
scientists. Supporting mothers to be science communicators for their children is an
excellent way to transform the home into a science-friendly space. Learning envi-
ronment is an important factor in children’s education, so fostering their scientific
mindset at home from a young age can be especially important in increasing the
number of students opting for academic routes in science and engineering.
18) ' Rewrite & Edit Science program for group of mothers and their children', Mi-Ock Mun and Heisook Lee, present-ed in PCST-9, 2006
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES106 107
Main purposes
‧ Make math and science education/experimental culture part of daily life
‧ Encourage a science-friendly environment in the home
‧ Give mothers a sense of independence and control over their children’s science
education
‧ Acquaint women with scientific and technological themes
‧ Boost women’s confidence in teaching science and using e-learning systems
‧ Discover talented women in science for their future employment in the field
6.1 OperationThe structure of the WISE Mom Science Academies is inspired by the pattern of the
traditional Korean system of ‘pumaci’ – which sees groups of women visit each
other’s homes in rotation to share the labor intensive tasks, such as of making the
spicy cabbage preserve kimchi once a year. Just as with the practice of pumaci,
Mom Science Academy members formed learning communities made up of groups
of 4-5 mothers and their children. Mothers took turns to host and lead experiments
in their own homes in weekly rotation on a monthly schedule.
Science professors first taught math and science experiments to mothers at their
universities and supported them to teach their children in groups at home. Faculty
also provided opportunities for mothers to engage in further e-learning online via
an exclusive members only website.
After their turn as experiment leaders mothers reported their activities from the
group activity, and submitted children’s reports on their experiments to their re-
gional WISE center. All members also had the chance to manage an activity booth
at a science festival if they wished. During group activities, mothers and children
could exchange opinions, debate questions, and present their experimental results,
forming a collaborative environment that is difficult to replicate with just a single
mother and child working alone.
<Figure 64> Mom Science Academy Monthly Program Schedule
On-line education and
feedback
Weekly Group activities for
next two weeks
Weekly Group activities oncea week for two
Experiment education for
mothers
Following the first pilot program from November 2003 at the WISE main center at
Ewha Womans University, this program operated out of regional WISE centers. In
total 164 groups made up of 629 mothers and their children participated, all access-
ing the common website to share contents and knowhow between members and
WISET staff.
On this site, mothers obtained information about events, culture, and people re-
lated to science. Several demonstrated ability to produce good science communi-
cation materials. Giving mothers roles as science communicators is a good tool to
spread science culture into homes, schools, and their communities.
6.2 EvaluationWe received feedback from 50 groups operating through the WISE headquarters
in Seoul. The results demonstrated positive change in participants’ attitudes toward
math and science.
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES108 109
<Figure 65> Constituency of Groups
2.7
4
2.2
Mother Girl Boy
6.3 ParticipationGroups generally consisted of four mothers, two boys and three girls. Many of the
children in the groups were friends and mothers thought of this program as a kids’
activity. Over 70% of groups held regular meetings and exchanged roles periodi-
cally. Most mothers took on the role of teachers and half of respondents posted
the results of their science activities at the website, and about 80% of children are
carried out report writing on their experiments. About 70% of members keep the
provided materials because they wanted to use them in related school curriculum,
but these activities were rarely carried out in schools.
<Figure 66> Groups' meeting schedule
38
2
10
periodically determine at every meeting at any possible time
<Figure 67> Children’s report writing
39
8
3
everytime often rarely
6.4 OutcomesWe found wide ranging positive effects of building and communicating on science
culture by supporting mothers to teach and learn science with their children.
Outcomes for ChildrenChildren were provided with a fun play space to practice communication and dis-
cussion on problems and questions related to their science experiments, and to
present their results. They could share their ideas and opinions with others to
broaden their perspectives and to become more flexible in their thinking. Children
came to recognize the importance of putting mathematical concepts into practice,
not just using abstract calculations and learned that math can be applicable to var-
ious fields. For science, children learned to examine and then explain concepts
that they were curious about, regardless of the success or failure of an experiment.
They also became aware that everyday life is closely related to math, science and
engineering, with 48% of children increasing their ability to relate science to their
daily lives.
In mothers’ post-participation surveys, some 62% of children found the activities
helpful in terms of creative thinking, 70% of children became highly familiar with
math and science.
Through regular group activities rather than solo investigation, children improved
their cooperative and communication skills. However, their abilities to discuss
Women Enrich our future through Science, Engineering and Technology WISET BEST PRACTICE CASE STUDIES110 111
questions and problems did not seem to increase. More attention should be given
to these issues in designing and implementing future contents for similar programs.
responses from beneficiaries
<Figure 68> Children’s attitude changes
very satisfied 5
4
3
2
very unstisfied 1
0 5 10 15 20 3025
4
11
26
19
136
18
25
creativity familarity relation to life
22
15
Outcomes for MothersMothers increased their understanding of differences in children’s abilities were
better able to consider their child’s level of cognitive development. They could de-
velop closer relationships and make better connections with their children through
science education activities. The women themselves learned much about science
and were able to dispel their vague fear of engaging with the field.
responses of responces from beneficiaries
<Figure 69> Mothers’ attitude changes
very satisfied 5
4
3
2
very unstisfied 1
0 10 20 30 40
6
31
13
1
14
1818
5
26
levels of cognitive development make a good relation with child understand personal difference
18
Mothers’ satisfaction rate on math and science content was over 74% and they also
expressed satisfaction that teaching their children led to greater respect from their
children as educators. They also gained confidence in their ability to access science
and engineering fields and to improve their children’s science knowledge and atti-
tudes. After completing the program, some mothers got jobs as science educators.
Most mothers had an e-mail address and used the Internet freely, though two-thirds
had no internet account at the start of their program participation. They joined the
WISE academy e-learning system and downloaded files needed for their group
activities.
Home and SchoolsChildren often recounted their experiences and activities to their schoolteachers
who then shared the concepts with other teachers and students. At home, many
fathers also concerned about their children’s scientific accomplishment took part
in group activities. Therefore the home and school environments for science were
naturally improved.
Supporting mothers to become science educators and communicators in the sci-
ence learning community program helped both the mothers and their children ac-
cess science and mathematics easily. Women could access the e-learning system
and become more comfortable to better engage with science and guide their chil-
dren into related fields. Teachers and fathers also became more engaged in science
activities children at school and at home.
Ⅳ COOPERATIVE PARTNERSHIPS
FOR THE FUTURE
Women Enrich our future through Science, Engineering and Technology COOPERATIVE PARTNERSHIPS FOR THE FUTURE114 115
Since its establishment in 2004, the Korea Centre for WISET has been dedicated to
advocating policies to encourage the participation of women in science, and to in-
crease access to the knowledge and tools integral for women’s career advancement
in Korea. WISET aims to bring about institutional and societal transformation with
regards to science. Its systematic programs are constituted of counseling, mentor-
ing, and training for promoting the study of science among girls and women and
programs to support them throughout their careers.
WISET has seen much progress after carrying out its programs to promote wom-
en and girls in the field of SET. For example, women’s ratio of bachelor’s degree
matriculation in engineering fields increased from 18.9% in 2007 to 20.4% in 2012.
The number of women receiving doctoral degrees in science and engineering has
almost doubled, reaching 1,127 in 2012 compared to 705 in 2007. The ratio of fe-
male science and technological R&D personnel employed in regular jobs rose from
9.8% in 2007 to 13.0% in 2012. Programs supporting motherhood and child care are
much improved with 88.6% of institutes operating related programs in 2012 com-
pared to 63.2% in 2007. Achieving gender equality in all activities related to science
and technology is still a challenge for WISET.
Now, WISET has also begun to transform its approach toward women’s issues in
science, engineering and technology by engaging in the important topic of gen-
dered innovations for all those involved in R&D. Improving the gender balance
of the STEM workforce can lead to more diverse insights for the application of
gendered innovations to research. In other words, by increasing women’s partic-
Ⅳ COOPERATIVE PARTNERSHIPS FOR THE FUTURE
ipation in R&D, we can better integrate sex and gender perspectives and analysis
in every stage of innovations processes. In this manner, WISET embraces a holistic
approach to the empowerment and engagement of women in science and technol-
ogy by establishing the fact that what is good for women is good for all.
1. International cooperation
WISET can play a unique role in fostering future generations of female SET leaders
in Korea, and its programs offer some best practices could be readily benchmarked
and adopted by developing nations. The example that WISET has set for encourag-
ing the broader participation of women in S&T has immediate application in many
developing nations that much resemble the Korea of thirty years ago. Achieving
gender equality in all S&T activities is a challenge for both advanced and devel-
oping nations and WISET is strongly committed to pursuing engagement for both
situations, supporting efforts around the world to bring about institutional and so-
cietal transformation through effective science education for women and through
programs to support them throughout their careers.
This approach applies not only to women pursuing advanced research in major
universities, but also to women seeking development solutions for their commu-
nities – such as empowering them to ensure that their children’s access to proper
medical treatment or potable water. WISET embraces a holistic approach to create
programs supporting women’s education and participation in all levels of S&T and
to assure that the necessary global networks are in place to pursue this goal.
At present there are no centers or institutions dedicated to the advancement of
women’s participation in and access to SET operating at an international level to co-
ordinate or prepare programs for general implementation around the world. WISET
aims to serve as a global networking hub for women in SET research institutions,
universities, NGOs, and other international agencies. Though the extent and the
Women Enrich our future through Science, Engineering and Technology COOPERATIVE PARTNERSHIPS FOR THE FUTURE116 117
types of challenges may differ, the same barriers to women’s participation in sci-
ence faced in Korea are present around the world. There are many lessons to be
learned and experiences to share in tackling these issues. For that reason, WISET is
implementing and planning actions that can both learn from and inform the work
of other countries in this important field.
There has been increasing demand for the compilation and promotion of rigorous
research on contemporary issues in S&T19). WISET has collected information on
worldwide policies, reports and scholarly articles concerning women in SET, gen-
der equality and development of S&T on its website. Building on these existing
materials and information, WISET is now collecting and uploading these to an
online database and disseminating selected examples of excellent policies to sup-
port women in science, as well as recommended reports and academic literature
through a biannual report. In recent years, WISET has also turned its focus towards
the important field of gendered innovations – of applying sex and gender analysis
to all fields of research.
2. Gendered innovations
In addition to the fact that men continue to secure the majority of top-level jobs in
science and the majority of research funding, research evidence shows that con-
trary to the often-held assumption that science is gender-neutral, in fact, science
knowledge has more evidence for men than for women, with research outcomes
frequently worse for women than for men. Numerous studies published in the
last decade have demonstrated the importance of including biological, social and
environmental factors as primary research variables in studies of phenomena that
directly or indirectly involve females and males, as a matter of scientific excellence.
19) UNESCO, “Science, Technology and Gender: An International Report”, UNESCO Publication (2007)
Thus, there is a relationship between gender equality and research quality, and
a need for action on both through scientific consensus. This has been the main
goal of the Gender Summit platform since it was established in 2011 to enable
multi-stakeholder dialogue on gender issues in science and agreement on what
improvements were called for.
2.1 Gender Summits OverviewThe Gender Summits are creating regional and global multi-stakeholder communi-
ties committed to enhancing scientific excellence by: removing gender bias from
science knowledge making; advancing gender equality in science structures and
practices; and applying understanding of gender issues to advance more sustain-
able and effective research and innovation.
The specific objectives are to:
• Develop national, regional and global communities as agents of change
• Develop evidence-based consensus on the actions needed and the ways of im-
plementing them in specific national or regional contexts;
• Demonstrate positive effects of gender balance and gender diversity in research
and innovation process;
• Demonstrate how integrating gender dimension in research and innovation con-
tent improves quality of results and outcomes; and
• Promote gender aware solutions to societal problems, e.g. urban quality; human
adaptation and climate change; food security; transport and mobility.
The overarching theme of the summits is “Quality Research and Innovation through
Equality” with five events held in Europe, North America, and Africa so far, coordi-
nated by Portia, Ltd. UK.
2.2 Gender Summit 6 Asia Pacific 2015The Gender Summit 6 - Asia Pacific 2015 is being held in Seoul on August 26-28,
Women Enrich our future through Science, Engineering and Technology COOPERATIVE PARTNERSHIPS FOR THE FUTURE118 119
2015 under the theme of Better Science & Technology for the Creative Economy:
Enhancing Societal Impact through Gendered Innovations in Research, Develop-
ment and Business as the first Gender Summit for the region20). WISET is organising
the Summit along with the Korean Federation of Women’s Science and Technology
Associations (KOFWST) and the National Research Foundation of Korea (NRF) with
the aim of introducing compelling research evidence on how addressing gender
issues in science and technology to improve quality of research and innovation. It is
designed to interconnect all relevant stakeholders in order to discuss how strategies
and technological collaborations on gender diversity can open up opportunities to
create new markets for scientific research and innovations.
The objective of the Gender Summit 6 - Asia Pacific 2015 is to promote evi-
dence-based, concerted and integrated actions by all stakeholders in STEMM.
More specifically, this effort will:
• help understanding of how to incorporate academic considerations of sex and
gender with research and innovation;
• develop regional and national communities of experts across the government,
industry, academic fields, and public citizenry to address scientific and social
challenges through gendered innovations in research and development;
• promote a more creative research and innovation ecosystem through the inclu-
sion of gender dimension in research methods, funding policy, review process
and institutional structures;
• maximize opportunities for regional networking in research and human capital
development through greater gender diversity;
• contribute to enhancing quality of life by connecting gender issues and the best
available technology based on distinct characteristics of Asia Pacific.
20) This information is adapted from the main Gender Summit website. To find out more go to: http://gender-summit.com/gs6-about
Following the Gender Summit 6 – Asia Pacific, WISET will continue to seek op-
portunities for open exchange and promote systems that bring together outstanding
female scientists and engineers to reinforce the sense of women’s international
solidarity, cooperation and collaboration in SET fields. In this way, we hope to
both ensure women’s participation in the STEM workforce, while also promoting
the inclusion of the gender dimension in these more diverse research teams’ R&D.
Through such work, we hope to achieve what is good for women, and good for all.
ANNEX I ACT ON FOSTERING AND
SUPPORTING WOMEN
SCIENTISTS AND TECHNICIANS
122 123Women Enrich our future through Science, Engineering and Technology ANNEX I
Article 1 (Purpose)The purpose of this Act is to contribute to the reinforcement of the capacities of
women for science and technology and the development of national science and
technology by devising policies to foster women in science, engineering, and tech-
nology, to make practical use of their abilities, and to support them, by extending
assistance helping them to sufficiently display their talents and abilities.[This Article
Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 2 (Definitions)The term "women in science, engineering, and technology" in this Act means wom-
en who engage or intend to engage in research service, technical service or other
related service in the fields of natural science and engineering (hereinafter referred
to as "science and engineering system"), who are prescribed by Presidential Decree.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 3 (Relations with other Acts)This Act shall apply, in preference to other Acts, to the fostering of women in sci-
ence, engineering, and technology, to the practical use of their talents, and to the
assistance to them.
Article 4 (Master Plans)(1) The Government shall set forth the goals and directions for mid- and long-term
policies to foster and support women in science, engineering, and technology, and
establish and promote master plans for fostering and supporting women in science,
ANNEX I ACT ON FOSTERING AND SUPPORTING WOMEN SCIENTISTS AND TECHNICIANS
engineering, and technology according thereto (hereinafter referred to as "master
plans"), in order to efficiently achieve the purposes of this Act.
(2) The Minister of Science, Information and Communications Technology (ICT)
and Future Planning shall establish master plans on a five-year unit by integrating
plans, policies, etc. relating to fostering and supporting women in science, engi-
neering, and technology, which have been established by the heads of related cen-
tral administrative agencies and the Special Metropolitan City Mayor, Metropolitan
City Mayors, Mayor/Do Governors, or Special Self-Governing Province Governor
(hereinafter referred to as "Mayor/Do Governor"), as prescribed by Presidential
Decree.<Amended by Act No. 11690, Mar. 23, 2013>
(3) The master plans shall contain the following matters:<Amended by Act No.
11690, Mar. 23, 2013>
1. Basic goals and promotional directions for fostering women in science, engi-
neering, and technology and for assisting them;
2. Matters concerning the fostering of women in science, engineering, and tech-
nology, practical use of their talents, and assistance to them;
3. Matters concerning affirmative action under Article 11;
4. Matters concerning the establishment and operation of institutes for support-
ing women in science, engineering, and technology under Article 14;
5. Matters concerning the fostering of the organizations of women in science,
engineering, and technology;
6. Other important matters concerning the fostering of and assistance to wom-
en in science, engineering, and technology as determined by the Minister
of Science, Information and Communications Technology (ICT) and Future
Planning.
(4) The master plans shall be subjected to deliberation by the National Science
and Technology Council established under Article 9 of the Framework Act on Sci-
124 125Women Enrich our future through Science, Engineering and Technology ANNEX I
ence and Technology (hereinafter referred to as the "National Science and Tech-
nology Council"), by undergoing the procedures prescribed by Presidential De-
cree.<Amended by Act No. 11713, Mar. 23, 2013>
(5) When the heads of related central administrative agencies and Mayors/Do Gov-
ernors establish the plans and policies relating to fostering and supporting women
in science, engineering, and technology, they shall follow the goals and directions
for mid- and long-term policies under paragraph (1).
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 5 (Implementation Plans, etc. by Fiscal Year)(1) The heads of related central administrative agencies and Mayors/Do Governors
(hereinafter referred to as "implementing agencies") shall establish and promote
implementation plans by fiscal year (hereinafter referred to as "implementation
plans") in accordance with master plans.
(2) The Minister of Science, Information and Communications Technology (ICT)
and Future Planning shall adjust implementation plans by undergoing a consul-
tation with implementing agencies, and inspect the situations of their implemen-
tation, and integrate the implementation plans of implementing agencies for the
following year and the actual promotional results of the preceding year, and file a
report thereon with the National Science and Technology Council.<Amended by
Act No. 11690, Mar. 23, 2013; Act No. 11713, Mar. 23, 2013>
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 6 (Investigation of Actual Status)(1) The Minister of Science, Information and Communications Technology (ICT)
and Future Planning shall conduct an investigation of actual status each year, for the
purpose of ascertaining the current status of practical use of the talents of women in
science, engineering, and technology and other results following the enforcement
of this Act, publicize the outcomes therefrom, and file a report thereon with the
National Science and Technology Council. <Amended by Act No. 10873, Jul. 21,
2011; Act No. 11690, Mar. 23, 2013; Act No. 11713, Mar. 23, 2013>
(2) Where it is deemed necessary to conduct an investigation of actual status under
paragraph (1), a request may be made to the related central administrative agen-
cies, local governments, public agencies, and other institutions or organizations that
receive any assistance from the State or local governments, to furnish the data or
opinions. In such cases, the institutions or organizations in receipt of such request
shall comply therewith, except for cases where any extenuating circumstance ex-
ists.
(3) Matters necessary for the scope, details, methods, procedures, etc. in respect of
the investigation of actual status under paragraph (1) shall be prescribed by Presi-
dential Decree.<Amended by Act No. 10873, Jul. 21, 2011>
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 7 (Promotion of Entering Science and Engineering Univer-sities and Participation in Science and Engineering Field)(1) The State and local governments may induce schoolgirls in elementary or sec-
ondary schools and female students attending universities or colleges (referring to
universities or colleges, industrial colleges, universities of education, junior col-
leges, air colleges, air and correspondence colleges, cyber colleges, technical col-
leges, and various kinds of schools under Article 2 of the Higher Education Act;
hereinafter the same shall apply) to enter the science and technology universities,
the Korea Advanced Institute of Science and Technology established under the
Korea Advanced Institute of Science and Technology Act, and the Gwangju Insti-
tute of Science and Technology established under the Gwangju Institute of Science
and Technology Act (hereinafter referred to as "science and technology university,
etc."), and may develop and operate programs necessary to motivate them to enter
126 127Women Enrich our future through Science, Engineering and Technology ANNEX I
the science and engineering field, or support the institutions or organizations that
operate the said programs.
(2) Matters necessary for the details of programs, the scope of assistance, etc. under
paragraph (1) shall be prescribed by Presidential Decree.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 8 (Maintenance of Appropriate Ratio of Female Students in Science and Technology Universities, etc.)(1) Where the ratio of female students among those attending science and technolo-
gy universities, etc. is very low, the State and local governments may encourage the
science and technology universities, etc. to maintain the adequate ratio of female
students who enter each year.
(2) The State and local governments shall devise and promote preferential policies
in their assistance of research expenses, etc. for science and technology univer-
sities, etc. that maintain an adequate ratio of female students who enter under
paragraph (1).
(3) The ratio of female students under paragraph (1), preferential policies under
paragraph (2), and other necessary matters shall be prescribed by Presidential De-
cree.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 9 (Assistance to Female Students in Science and Technology)(1) The State and local governments may select excellent students from female
students attending science and technology universities, etc., and provide them with
scholarships or research subsidies, or have them participate in the research and
development projects implemented by the State or local governments.
(2) Matters necessary for the criteria for the selection of excellent female students,
the scope of assistance, etc. under paragraph (1) shall be prescribed by Presidential
Decree.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 10 (Assistance to Women in Science, Engineering, and Technology)(1) The State and local governments may fully or partially subsidize expenses in-
curred in training or research activities in foreign or domestic colleges or public
research institutions, in order to elevate the research abilities of women in science,
engineering, and technology.
(2) Matters necessary for those subject to assistance, the methods of assistance, etc.
under paragraph (1) shall be prescribed by Presidential Decree.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 11 (Affirmative Action)(1) The State and local governments may take affirmative action, such as setting
forth, in specific levels, the ratio of recruitment targets of women in science, engi-
neering, and technology and the ratio of their promotion targets by class tempo-
rarily within the reasonable scope, in order to expand the advance of women in
science, engineering, and technology into the scientific and technical fields wherein
their presence is greatly inactive.
(2) Where the heads of related central administrative agencies and the heads of
local governments takes affirmative action under paragraph (1), they shall notify
the Minister of Science, Information and Communications Technology (ICT) and
Future Planning of the results of the said promotions.<Amended by Act No. 11690,
Mar. 23, 2013>
(3) The Minister of Science, Information and Communications Technology (ICT)
128 129Women Enrich our future through Science, Engineering and Technology ANNEX I
and Future Planning shall integrate the results of promotions of affirmative action
under paragraph (2), and file a report thereon with the National Science and Tech-
nology Council each year.<Amended by Act No. 11690, Mar. 23, 2013; Act No.
11713, Mar. 23, 2013>
(4) The State and local government may provide administrative and financial support
after evaluating the result of affirmative action taken under paragraph (1).<Newly
Inserted by Act No. 10873, Jul. 21, 2011>
(5) Details of affirmative action and institutions under paragraph (1) subject thereto
and matters necessary for the administrative and financial support under paragraph
(4) shall be prescribed by Presidential Decree.<Amended by Act No. 10873, Jul.
21, 2011>
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 12 (Designation of Staff in Charge of Women in Science, Engineering, and Technology)(1) The heads of public agencies having many incumbents of women in science,
engineering, and technology, such as research institutions of scientific and technical
fields, shall designate a staff member to be in charge of women in science, engi-
neering, and technology among their subordinate staff members, and have him/her
perform cooperative duties for promoting the employment of women in science,
engineering, and technology and for elevating their positions.
(2) Matters necessary for the scope of public agencies and the designation of the
staff in charge of women in science, engineering, and technology and his/her du-
ties, etc. under paragraph (1) shall be prescribed by Presidential Decree.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 13 (Support for Employment and Reemployment)
(1) The State and local governments may provide support for necessary education
and training, etc. where any women in science, engineering, and technology find
employment or any women in science, engineering, and technology whose eco-
nomic activities have been suspended due to their pregnancy, childbirth, rearing
of children, taking care of their family members, etc. intend to find reemployment.
<Amended by Act No. 10873, Jul. 21, 2011>
(2) The heads of related central administrative agencies and the heads of local gov-
ernments may entrust all or some of the duties relating to the support for education
and training, etc. under paragraph (1) to the institutions or organizations prescribed
by Presidential Decree.<Amended by Act No. 10873, Jul. 21, 2011>
(3) The heads of related central administrative agencies and the heads of local
governments may fully or partially subsidize expenses incurred in carrying out busi-
ness affairs by the institutions or organizations entrusted with the duties relating to
support for education and training, etc. under paragraph (2).<Amended by Act No.
10873, Jul. 21, 2011>
(4) Matters necessary for the details of support for the education and training for
employment and reemployment under paragraph (1), persons eligible for educa-
tion and training and procedures, etc. therefor shall be prescribed by Presidential
Decree.<Amended by Act No. 10873, Jul. 21, 2011>
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 14 (Establishment of Institutes for Supporting Women in Science, Engineering, and Technology)(1) The State and local governments (referring to the Special Metropolitan City,
Metropolitan Cities, Dos, and Special Self-Governing Province; hereafter the same
shall apply in this Article) may establish institutes for supporting women in science,
engineering, and technology (hereinafter referred to as "support institute") in order
130 131Women Enrich our future through Science, Engineering and Technology ANNEX I
to efficiently foster and support women in science, engineering, and technology.
(2) Each support institute shall perform the following tasks:
1. Investigation or research in order to develop the policies on fostering and
supporting women in science, engineering, and technology;
2. Education, training, studies and consultations for women in science, engineer-
ing, and technology;
3. Provision of the employment information, etc. on occupational types relating
to science and technology;
4. Other supports to women in science, engineering, and technology and to their
organizations.
(3) The State and local governments may fully or partially subsidize expenses in-
curred in the establishment and operation of support institutes.
(4) Matters necessary for the establishment, operation, etc. of support institutes
shall be prescribed by Presidential Decree.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 15 (Raising Required Financial Resources)The State and local governments may appropriate all or some of project costs re-
quired for fostering and supporting women in science, engineering, and technology
as prescribed in this Act, from the fund for the promotion of science and technology
under Article 22 of the Framework Act on Science and Technology, or from funds,
etc. relating to projects implemented in order to foster and support women in sci-
ence, engineering, and technology, which are funds subject to the application of
the National Finance Act.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
Article 16 (Entrustment of Authority)The heads of central administrative agencies or the heads of local governments
may, as prescribed by Presidential Decree, entrust part of their authority under this
Act to institutions or organizations that perform the duties related with fostering and
supporting women in science, engineering, and technology.
[This Article Wholly Amended by Act No. 10076, Mar. 17, 2010]
ADDENDA This Act shall enter into force six months after the date of its promulgation.
ANNEX ⅡTHE 3RD BASIC PLAN FOR
FOSTERING AND SUPPORTING
FEMALE SCIENTISTS AND
ENGINEERS (2014-2018)
Women Enrich our future through Science, Engineering and Technology ANNEX II134 135
tion of the past
< The age of emotional technology in the 21st century >
Period FocusIncreasing productivity
(1970s-1980s)Developing digital/
advanced technology (1990s)Reigniting sensibility
(2000s)
Consumption pattern Simplicity, standardizationNew products, preference for
high-functionality Differentiation,
Purchase decision making
Price, quality Product size, digital Design, concept, brand
- “Technology which can convert the five senses such as sound, touch, smell, etc.
into digital forms will lead the 21st century’s new tendencies.” (Bell Labs)
- “The Information Age, which opened only a few decades ago with the appearance
of the first commercial computers, is already approaching its end. In the years
ahead, we will move into what may be called the Dream Society” (futurist Rolf
Jensen.)
- When emphasizing purchase decision-making factors such as design and ease of
use, women’s refined sensibilities, can make them valuable human resources to
increase business competitiveness
* Among the US companies in the top-100 sales rankings, corporations with more female administrators achieved 7% higher earnings, than the lower 10% corpora-tions (Catalyst, 2004)
Catalyst of competitive female leaders in a creative economy
- Female entrepreneurs’ dominant success rate is characterized by prudence and
transparency
* From 1997-2011, 20,000 venture capital-invested companies with female admin-istrators showed a 7.1% higher success rate (rather than failed businesses at 3.1%). (Dow Jones VentureSource, 2012)
Ⅰ Background
We are now witnessing the advent of an age where women’s economic activity can be seen as the driver of national competitiveness
- Increasing importance is being placed upon women’s economic activity because
of the reduced size of our labor force due to low fertility and an ageing population
* The productive population (those aged 15-64) is expected to decline from 2016, marking Korea’s entry into an era of ageing population, with citizens over 65 years old set to make up more than 14% of the population by 2019
- In spite of a need created by accelerating global competition, Korea has a low
female economic participation rate compared to other developed countries
< Women's economic participation ratio in major OECD nations >
Country 2011 2005 2002
Korea 54.9% 54.5% 53.5%
Japan 63.0% 60.8% 59.7%
USA 67.8% 69.2% 70.1%
OECD average 61.8% 60.4% 59.6%
* Data: OECD 2012 Employment Outlook
There is increasing economic need to maximise women's competitive advantages
- In the 21st century, the paradigm for economic activity has changed, with techno-
logical development emphasizing emotional approaches over the mass produc-
Women Enrich our future through Science, Engineering and Technology ANNEX II136 137
- There is a need to expand the roles of female leaders and CEOs to succeed in a
creative economy that emphasizes innovation
* Female CEOs were supported with 1/3 more funds than male CEOs. They also achieved 12% higher sales than men, demonstrating their effective management skills (Library House in England, 2007)
There is a need to lead national development by increasing women’s participation in science and technological innovation
- Expansion of women’s participation to secure gender diversity in R&D can boost
the potential and quality of research
* After only seven female Nobel Prize winners up until 1980, there were four more in the next 20 years, and already five additional female winners in the 21st Centu-ry. These women have inspired female researchers, shining a light on the growth and achievements of women in science.
- Efficiency of social systems and economic growth can be promoted through in-
vestment to secure gender diversity in science and engineering
* Co-ed research teams in the US IT field have a 26%~42% higher than average pat-ent quotation. (Catalyst, 2002)
* “Decreasing the rate of poverty and increasing GDP by improving gender equality, and increasing women’s income has raised child education levels” (Word Bank; IBRD), “Women's education increases child survival rate by about 30%”(UN)
We have concluded 「The 2nd Basic Plan for Fostering and Supporting of Female scientists and Engineers」(2009~2013): And have now established 「The 3rd Basic Plan for Fostering and Supporting of Female scientists and Engineers」(2014~2018)
- Based on analysis of the outcomes and limitations of the 2nd Basic Plan, the 3rd
Basic Plan marks the establishment of a mid-to-long term policy appropriate for
national application, to activate the creative economy and create jobs
「National Issues of 18th Government」 related contents:• Economic Development (National Direction 1) - Creative Economy (Operational Strategy
#1) - Reinforcing National Science Technology Reform (National Issue #16).
• Happiness of the Nation (National Direction #2) - Customized Wellness. Employment (Op-
erational Strategy #4) - Wide-ranging Consideration of Gender Equality and Expansion of
Women's Economic Activity (National Issue #65).
Women Enrich our future through Science, Engineering and Technology ANNEX II138 139
Ⅱ Overseas Trends
Overseas Trends
Policy Conditions Expanding and emphasizing the need for greater economic
participation of female scientists and engineers in order to spur innovation in
science and technology for major impact on social and economic development
Policy Paradigms Establish gender innovation concepts in consideration of
gender-differences in behavior and communication, while avoiding sexual dis-
crimination
National Strategies Polices promoting female scientists and engineers as part
of a comprehensive strategy to foster national human resources by enhancing
women-oriented policies along with education policies
* The UK established the Women's Business Council (WBC) in 2012 to suggest a comprehensive national strategy, which then recommended a policy for female scientists and engineers in 2013.
* Also in 2012, the US “Women's Strategy Document included employment, educa-tion and training policy for female scientists and engineers. Further, the country’s 2013 “Federal Science, Technology, Engineering, and Mathematics (STEM) Edu-cation 5-Year Strategic Plan” included a policy on training female scientists and engineers.
Classification UK USA
PremisePerception of female scientists and engineers as major drivers for national economic development and innovation
Policy Paradigm‧Establishment of policies focused on women's needs, rights and development ‧Reduction of societal discrimination over gender differences etc.‧Expansion of policy relating to women and education
Present situation
Training
‧ In spite of rising numbers of women in science and technology, a low percentage of women have undertaken advanced training
‧ There is a lower percentage of women in science and technology than in other fields such as mathematics, engineering, computing etc.
‧ There is an expected labor shortage of about 1 million people (including women) in science and engineering within 10 years
Utilizing‧ Ratio of women’s employment in science and technology: 13%
‧ Ratio of women employed in science and technology: 24%
Policy
Focus‧Policy of utilizing female scientists and engineers
‧ Policy of utilizing female scientists and engineers
Estab-lishment Method
‧ Establishment of a logical and compre-hensive long-term strategy, and strength-ening of governmental policies related to women in order to build the capacity of female scientists and engineers and establish equal opportunities for both genders
‧ Establishment of a national education policy to increase the number of female scientists and engineers in employment, as well as other policies relating to women.
Strategic Target
‧ Increased ratio of women employed in science and technology
‧ Increased number of senior-level women in colleges, labs, government, business, and industry
‧ Increased number of people holding STEM degrees within 10 years
‧ Increased ratio of female participants in those science and technology fields currently with low numbers of women
Subject of Policy
Promotion
‧ Not only government task, but also requiring the participation and cooperation of colleges and corporations
‧ The government has a leading role in improving systems, expanding investment and promoting governmental programs
< Policies on Female Scientists and Engineers in the UK and USA >
Main Strategic Issues
Introducing talent and increasing impact Introducing career-related mentor-
ing and internships in science and engineering that reflect the practical de-
Women Enrich our future through Science, Engineering and Technology ANNEX II140 141
mands of industry.
* USA: the “Girl's get IT program” offers mentoring services to female entrepre-neurs; Germany hosts a “Girl's Day”, including internships
Career development and work-life balance Emphasis on expanding child-
care support, flextime jobs and research opportunities for female scientists and
engineers.
* Sweden: Provision of opportunities for international research collaboration to new female researchers;
* The European Commission: Monitoring plans for human resource utilization with regard for gender innovation perspectives when selecting R&D issues; Germany: Establishment of FEMTECH career support centers for women in science and en-gineering.
* Europe: Creation of a culture of active flextime jobs; Japan: Declaration of coop-erative child-care.
(Leadership, Strengthening Authority) Promotion of leadership programs for
women, promotion to senior positions, providing career development support
for specialized institutions for female scientists and engineers.
* Career support centers for female scientists and engineers: (England) WISE; (Denmark) KVINFO (Germany) AcademiaNet Information platform for utilizing female scientists and
engineers
(Raising Awareness, Policy of Infrastructure) Social infrastructure can be
expanded by: Certifying advanced institutions on gender equality, statistical ap-
plications of gender responsiveness, and making efforts to change perceptions
* Assessment/certification/publicity of institutions’ gender equality in France (Le label Egalité) and Germany (GENDERDAX)
Implementation Method Securing policy applications by reflecting societal de-
mands, expanding participation in several subjects, and improving systems
- UK: Emphasis on colleges and corporations participation. USA: Leading improve-
ment of societal perceptions in policy reform and investment expansion
- Program development for women's employment, strengthening gender represen-
tation, and securing role-models
* UK: Establishment of certification systems for colleges and departments that fos-ter women’s employment, maintaining improvements in science and technology through ASWAN (Athena Scientific Women's Academic Network)
* USA: Promoting the ADVANCE program by the National Science Foundation (NSF) which selects and promotes college’s best practices for increasing women's em-ployment and representation in science and technology fields
Women Enrich our future through Science, Engineering and Technology ANNEX II142 143
< Policies for Female Scientists and Engineers by Nation>
Classification Contents Countries
Supply of Talent
• Holding of a “Girl’s Day” event on women’s employment and representa-tion in science and tech that introduces careers in science and engineer-ing to all female secondary-school students in Germany
Germany
• Provision of a mentoring program called “Girls get IT”, science and engi-neering contents, and career workshop to all female high-school students
USA
Human ResourcesDevelopment
• Provision of Manpower probation programs to create employment opportunities and strengthen capacity in practical fields through practical apprenticeships in corporations
England
Job Creation/ Career
Development
• Provision of international research collaboration opportunities to junior female researchers
Sweden
• Establishment of human resource utilization plans (Gender Action Plans) in terms of gender innovation when selecting R&D issues
European Commission
Work-Life Balance
• Creation of a culture that considers job, capacity, and schedules to permit part-time researchers collaboration opportunities
Europe
• AIST’s child/toddler-care support to day-care centers and private nurseries through a declaration of cooperative child-care for both men and women
Japan
Classification Contents Countries
Leadership / Strengthening
Authority
• Establishment of a career support center (FEMTECH) for talented women in science and engineering through college-related corporations, which can ensure diversity in selecting careers and support to become administrators
Germany
• Center for Women in Science, Engineering and Technology (WISET) (Denmarkience, UK WISE)
EU
•Use of information utilization platforms on outstanding female scientists Germany
• Goals to increase women’s employment ratio in science and technology, and also to increase the number of women in high positions (UK Athena SWAN Charter)
USA, UK
Improvement of Consciousness /
Policy of Infrastructure
• Emphasis on establishing policies that reflect differences of men and women, for gender-responsive and more equal perspectives
USA, England
• Ministry of Education support to publicise corporate performance on equality by certifying the status related organizations (Le label Egalite)
France
• Press publicity to promote high-performing corporations by providing data on which institutions provide suitable working conditions and opportuni-ties to female workers (GENDERDAX)
Germany
Women Enrich our future through Science, Engineering and Technology ANNEX II144 145
III Analysis and Direction
1. Achievements
Fostering of female Scientists and Engineers
Increasing the employment of talented women and leading students entering science
and engineering by promoting their interest in these fields, and by creating wom-
en-friendly environments in related departments and companies.
Female students are being encouraged to enter the science and engineering fields
through on and offline mentoring, and by the hosting of national and local activ-
ities on science and engineering aimed at women
Increased ratio of women entering the engineering field * Ratio of women in science and engineering in general high schools : (2007) 34.7% → (2011) 35.3%.* Ratio of women matriculating in batchelors courses in engineering
: (2007) 18.9% → (2012) 20.4%.
Women’s capacity and career competitiveness is being developed through their
participation in internships and engineering research teams, as well as training
for gender-responsiveness in engineering colleges
Increased employment rates of women in science and engineering, and of women obtaining doctoral degrees
* Employment rates of female science and engineering bachelor’s degree holders : (2010) 53.5% → (2011) 54.9% → (2012) 55.6%* Female doctoral degree-holders in science and engineering : (2007) 705 (19.5%) → (2012) 1,127 (21.3%)
Utilization of Female Scientists and Engineers
Fostering female leaders and expanding stable employment for women in research,
promoting employment and career development of female scientists and engineers
Improve employment situations for female scientists and engineers by managing
employment quota policy, career-related training, and supporting female scien-
tists and engineers who have had interruptions in their careers
Increased number of women among science and engineering new recruits and regular workers, as well as increased employment rates of female scientists and engineers in their 30’s* Proportion of women among science and technology R&D personnel new re-
cruitment : (2007) 22.4% → (2012) 24.6%.* Proportion of women among science and technology R&D personnel regular
workers : (2007) 9.8% → (2012) 13.0%.* Employment rates of female scientists and engineers in their 30’s : (2007) 54.5% → (2012) 55.9%.
Promotion of female leaders by supporting R&D for female researchers, and pro-
viding training on research competency and professionalism
Increased proportion of women among administrators and research-
Women Enrich our future through Science, Engineering and Technology ANNEX II146 147
ers, and promotion of female scientists and engineers in national R&D programs
* Proportion of high-level administrators in Public Research Institutions who are women
: (2007) 4.5% → (2012) 5.7%.* Proportion of women on promotion lists of science and technological R&D per-
sonnel : (2007) 7.5% → (2012) 11.8%.* Proportion of women in R&D businesses : (2008) 9.1% → (2012) 11.6%.
Structural Foundation for Fostering/Utilizing Female scientists and Engineers
Improving businesses' operational systems; expanding budgets related to female sci-
entists and engineers, and supporting work-family balance policies in science and
technology jobs
Supporting mothers and child-care systems through family-friendly management,
and agent-system institutions
Increased implementation of policies for work-family balance in science and technology research institutions* Rates of supporting mothers and child-care systems : (2007) 63.2% → (2012) 88.6%.* Management rates of flextime & telework in science and technology institutions : (2007) 16.4% → (2012) 21.4%.* Number of agent-system institutions : (2007) 34 institutions → (2013) 114 institutions (237).
Local governments’ increased budgets for female scientists and engi-
neers and fostering of female scientists and engineers by the Center
for Women in Science, Engineering and Technology (WISET)
* Investment related to female scientists and engineers : (2007) 916 → (2012) 15,120 million KRW* Support for female scientists : (2007) 686 million KRW → (2013) 3000 million KRW.* For businesses integration of female scientists and engineers in 2011, incorpo-
ration of the Center for Women in Science, Engineering and Technology (WISET) in 2013
Strengthening networks for female scientists and engineers by encouraging group
activity, and establishing female review committees at science and technology
journals to promote women’s voices and rights
* The number of organizations for female scientists and engineers : (2007) 20 → (2012) 30.
Women Enrich our future through Science, Engineering and Technology ANNEX II148 149
Classified Strategy Goal (By 2013) Achievement Check
Fostering
Encouraging female students into the science and technol-ogy fields
·Provision of mentoring to 2,000 female students in science and engineering ※ 1,300 (2007) → 2,000 (’13)
·Operation of on-/off-line mentoring 3,677 pairs (’13)
Accomplished
·Expansion of women's ratio in engineering fields to 25% ※ 19.0% (2007) → 25.0% (’13)
·Women's ratio in engineer-ing fields: 20.4% (2012)
Unaccom-plished
Strategic fostering of talented women in science and technology
·Structured support for talented women in science
·Establishment/management of a gifted education compre-hensive data base
·women's ratio of those who benefited in science gifted education (gifted classes) Expansion: 42.4% (2007) → 44.3% (2012)
PartlyAccomplished
·Raise the number of women getting doctoral degrees to 1,000 people each year (’13)* 701 (2007) → 1,000 (’13)
·Number of women doctoral holders in science and engi-neer fields: 1,127 (2012)
accomplished
UtilizationCreation of women- friendly science and engineering jobs
·Improve women's employ-ment ratio in science and technology fields in 2013: 10% * 6.74% (2006) → 10% (’13)
·women's employment ratio in science and technology fields (OECD standards): 7.9% (’10)* But, accomplished regular worker ratio of development research in science and technology: 13.0% (2012)
Unaccom-plished
·Establish a general employment information site for women scientists and engineers
·Development of a spe-cialized employment site for women scientists and engineers (Dodream) (’13)
Accomplished
Utilization
Boost the use and career development of female scientists and engineers
·Introducing returner programs and supporting re-search career development
·Introducing and expanding R&D career-return-supporting business’s projects for wom-en scientists and engineers (2012): 48 people (2012) → 100 people (’14)
Accomplished
·Improving women research-ers ratio in government R&D programs* 8.9% (2007) → 10% (’13)
·women researcher ratio in government R&D programs: 9.7% (2009) → 11.6% (2012)
Accomplished
< Results of the 2nd Basic Plan>
Infrastruc-ture
Improving research and social environ-ments for female scientists and engineers
·Supports medical check-up to grad women students fam-ily-friendly environments
·pilot tests in 8 collegesPartly accomplished
·Operation of research-and-family compatible and
·Expanding legal systems for protecting motherhood and supporting child-care systems in science and technology fields: 63.2% (2007) → 88.6% (2012)
·Augmenting the number of agent-system institutions: 34 institutions (2007) → 114 institutions, with 237 people (’13)
·Augmentation of the flextime jobs ratio in science and tech-nology research institutions: 16.4% (2007) → 21.4% (2012)
Accomplished
Increase investment and management of operational systems
·Constantly expanding investment on women scien-tists and engineers
·Increases supporting business budgets for women scientists and engineers, personally: 1,260 million (won) (2007) → 4,050 million (won) (2012) * Supporting/fostering wom-en scientists and engineers, and supporting women scientists
·Investment in women scientists and engineers from the local and national governments: 9,160 million (won) (2007) → 15,120 million (won) (2012)
Accomplished
·Improvement of the performance management and organizing management system of women scientists and engineers, supporting business’s projects
·Integration of existing 4W business related to women scientists and engineers, managed by female centers
Accomplished
Women Enrich our future through Science, Engineering and Technology ANNEX II150 151
2 Challenges
Intake and Utilization
The low proportion of women entering core scientific fields of our society is due to a
“leaky pipe” phenomenon that manifests itself in the case of gifted female scientists
In the case of women entering engineering, stemming from their difficulty of
envisioning careers in this male-oriented field
* Women’s matriculation ratio in science and engineering fields : (2012) 20.4% (the 2nd basic plan goal was 25%).
basic plan goal w the development of gifted female scientists when they are de-
veloping their skills, due to the selection of gifted students without consideration
of gender characteristics or alienation in peer relationships
* Female ratio in gifted science education by stage (2012)
44.3%Elementary school level(Class for gifted students)
40.7%Secondary school level(Gifted Academy)
20.2%high school level(Sci-ence high schools and Gifted Academies)
Challenges in fostering and utilizing female scientists and engineers are due to
low mid-term and long-term utilization demand, and low graduation rates in
engineering fields
“Demand in natural science and education fields will be lower, but demand in social and engineering fields will be
higher ten years from now.” (Prospect of Mid-term and Long-term Manpower Supply 2011-2020,
Korea Employment Information Service)
* Women's employment ratio in science and engineering : Science fields 50.0% < Engineering fields 62.0%.* Women’s graduation ratio in science and engineering : Science fields 54.5% > Engineering fields 19.1%.
Low rates of hiring women in private corporations, which employ a high percent-
age of national science and engineering personnel, due to a mismatch between
skill supply and demand
* Employment ratio in each institution : Science and engineering colleges 36.6%, Public Research Institutes 16.1%,
Private research institutes 47.3%.* Women's ratio in each institute : science and engineering colleges 25.0%, public research institutes 21.8%,
private research institutes 13.3%.
Need to foster and secure highly-educated women in preparation for future doc-
toral-level human-resource demands
* Expected college diplomas in science and engineering: 220,000 people, Bach-elor’s degree 197,000 people, Master’s degrees over 36,000 people, deficit in doctoral degree holders about 12,000 people (Prospect of Mid- and Long-term Supply of Science and Technology Manpower 2013-2022, Ministry of Science, ICT and Future Planning).
Women Enrich our future through Science, Engineering and Technology ANNEX II152 153
Strengthening Abilities
Female scientists and engineers are disadvantaged compared to men in their oppor-
tunities for career development, international research collaboration, R&D participation
and training because of their high rate of temporary worker status
Female scientists and engineers are facing increased employment instability due
to the fact that about 30% were in temporary employment in 2012
* In 2012 the ratio of female scientists and engineers in temporary/daily employ-ment was 20.4% while the male ratio was 9.5% (Statistics Korea).
* In 2012 the ratio of female researchers who were non-regular workers in colleges: 83.0%, in public research institutions 56.8%.
Poor career development training for highly-educated women compared to men,
which weakens the ability of female scientists and engineers to be promoted to
senior positions
* In 2012 the ratio of highly-educated female researchers from science and tech-nology R&D institutions: 14.6% (women's ratio: 19.0%)
* The ratio of female administrators in science and engineering fields (e.g. team leader, dean)
: (team leader, dean): (2007) 6.2% → (2012) 7.0%
Need to reinforcing global competitiveness and expanding international co-re-
search through expanding international networks, and activating international
and domestic interchange of women scientists and engineers
* Female journal author ratio on the international level of SCI (2012): colleges of science and engineering (6.7%), public institutions (21.4%)
Creation of Jobs
We must urgently increase the availability of flextime jobs to boost women's economic
activity, and increase their participation in challenging environments such as corpora-
tions and venture companies.
Achieving better quality of life and work-family balance by implementing flex-
time jobs at the beginning of policy changes, and improving the low ratio of
part-time work in public sector
* In 2013, part-time workers made-up 10.3% of the total labor force, and most of them were temporary workers.
* Part-time work ratio in public sectors : (wage workers) 8.8%, (administrative agencies) 0.26%, (public institutions) 2.6%.
Economic participation rate of women in science and engineering and low par-
ticipation compared to other fields
* Economic activity rates of female scientists and engineers in their 40s
(2007) 65.3% → (2012) 60.8%.* (2012) Majors in Medical and Pharmacological fields 73.6%, majors in Medical
and Pharmacological fields other than majors in engineering fields non-science fields 64.2%, total women 64.2%.
64.2% female employment rates in science and engineering compared to average
women college graduate employment rates, and decreasing employment rates
for highly-educated people
* In 2012 the ratio of female scientists and engineers in employment was 58.7% (women who had obtained a batchelors degree ratio of employment 61.4%, stan-dardized by local employment research)
Women Enrich our future through Science, Engineering and Technology ANNEX II154 155
Part-time work ratio in public sectors: (wage workers) 8.8%, (administrative agencies) 0.26%, (public institutions) 2.6%.
* 2012, educational distribution rates of female employees in science and en-gineering fields: bachelors degree 93.4%, masters and doctoral degree 6.6% (male 8.9%).
3.4%, masters and d startup ventures and low female participation in startup
collaborations
* Female CEO entrepreneurs ratio : (2007) 6.6% (male 8.9%)* April to present, Science, Engineering & Technology Cooperatives number 62,
union members 754, women 136 (18%).
Workplace Culture
Worsened women's career discontinuity in science and engineering compared to oth-
er fields, low autonomous operation and the private spread of work-family compatible
policies.
Increased tendency for women's career interruptions in science and engineering,
and difficulties in returning to their fields due to rapidly changing research trends
* Unlike the general rising tendency for economic participation of women in their 40ʼs shown on the graph, the number of women in science and engineering con-tinues to fall with age, creating an L-shaped curve.
Inappreciation of the common responsibility of men and society to support moth-
ers and child-care creates male-oriented workplaces
* Distinction in the rates of work-family compatibility (2012) : Mandatory (child-care leave) 88.6%, voluntary (breast-feeding rooms) 48.9%.
Poor appreciation of the common responsibility of men and society to support
motherhood/child-care, which creates male oriented workplaces
* Taken 26.9% in institution practice due to inoperative policies of autonomous work-family compatibility.
Securing Gender Diversity
Imbalance in science and technology environments and the weakened vision of female
researchers, due to limited leadership opportunities for talented women
The need to create healthy environment for female researchers to have compet-
itiveness which will support them to grow without career interruptions in the
science and technology fields
* Female administrator ratio in public research institutions (2012) : Team leader 7.5% → Department head 5.2% → Executive 5.7%. * Female administrator ratio in private research institutions (2012) : Team leader 6.6% → Department head 3.2% → Executive 2.0%
Establishment of insufficient investment goals due to unstable gender responsive
budgets, and unclear business categorization that supports female scientists and
engineers
* Biased management of businesses’ gender responsive manpower budgets (in 2013, 8 R&D operations in Ministry of Science, ICT, and Future Planning).
* Absence of analyzing and setting support direction whether women in science and engineering benefited from governmental financial aid programs for out-standing students, and lack of businesses supporting utilization of talented re-search manpower.
(Operational System) The need for reinforcing and expanding functions of sup-
porting institutions through establishing relationships between the center for
Women Enrich our future through Science, Engineering and Technology ANNEX II156 157
women in science, engineering and technology and local centers, and improving
participation of local society
* Currently local enterprises, meaning the same as local centers, have gotten qualification of institutions such as local colleges dealing with these issues, then managing them by national and local matching budgets.
3. The 3rd Strategy of the Basic Plan
Strategy of the Basic Plan of institutions such as local colleges dealing with
Highly developing issue to continue outcome from existing policy to expand ad-
vanced women manpower qualitatively and employment for women in science
and technology fields
* Reinforcing specialist competences of women in engineering, along with em-ployment quota policies, support to overcome challenges of career interruptions.
Discovery of new issues in terms with policy environment changes for female
scientists and engineers due to increased rate of women's career interruptions
requires women's contribution to the creative economy, and the increasing im-
portance of gender innovation.
* Specialization on R&D new occupation centers for women, creation of women's venture funds, checking indicators of gender analysis & dissemination of guide-lines.
Comprehensive Strategy of Ability, Challenge, Balance and Diver-sity
(Ability) Reinforcing global competency of women in science and engineering
through expanding R&D participation, fostering customized manpower to indus-
try demand, and suggesting engineering field visions for future human resources.
(Challenge) Inspiring challenges for female scientists & engineers through sup-
porting their career-return, promoting startup businesses in various research sec-
tors and industrial fields.
(Balance) Leading women's participation in economy activity, which is a re-
quirement of reinforcing national competitiveness through assuring employment
stability and work-family balance in science and technology.
(Diversity) Securing diversity in the creative economy, so as to allow women to
become leaders in industry and research.
Composition of a policy portfolio which harmonises individual needs and organizational environments
Expanding policy by considering the influx and capacity development of talent-
ed women, fostering work-life balance for female scientists and engineers while
increasing their authority and leadership
* Orientation of ‘Enhancing the Quality of Life’ and ‘balance of men and women in science and technology environments’.
From the support of individual female scientists and engineers, expansion of
policy participants targeting organizations & institutions and systems & E-infra
to be changed
Women Enrich our future through Science, Engineering and Technology ANNEX II158 159
Strengths Weaknesses
· Increased employment rate by fostering advanced female scientists and engineers and talented women
· Increased women's employment in science and tech-nology fields
· Improved promotion systems and program budgets for female scientists and engineers
· Insufficient management systems for talented women in science
· Low ratio of women in engineering
· Insufficient research networks and global competency
· Insufficient career development and opportunities to become leaders/CEOs
Opportunities Risks
· Increasing importance of women’s participation in economic activity for national competitiveness in an age of low fertility and ageing population
· The advent of emotional technology, which emphasizes women’s competitive advantages
· Emphasis on women's leadership in the age of creative economy
· Expansion of women participants in innovative activity, which promotes national development and quantitative expansion of knowledge in science and technology
· Increasing career discontinuity of middle-aged female scientists and engineers
· Low employment rates and highly-educated employ-ment
· Job insecurity for increasing numbers of non-permanent workers
· Lack of systems for planning and analysing compli-mentary policies
· Insufficient creation of socio-cultural work-family compatibility
< Results from Comprehensive Analysis of Policies on Female Scientists and Engineers in Korea >
Value Strategy Purpose
Competence·
Challenge
Foster specialized female human resources in practical fields through industry-university/government research institute linkages, inspiring challenges for science and engineering
Increase the proportion of women employed in science and engineering
Increase women’s career development and research participation opportunities
Increase the proportion of female researchers in science and engineering
Balance
Expand the availability of women-friendly jobs in science and technology, as well as female entrepreneurship
Expand women's employment in R&D science and technology fields
Offer career-return support that is responsive to the experience level of female scientists and engineers following career-interruptions
Expand participation rates of female scientists and engineers in their 40s
Diversity
Expansion of leadership opportunities Expansion of female scientists and engineers administrator ratio
Raise awareness and build solidarity among women Development and application of R&D gender analysis guidelines
< The 3rd Basic Plan for Fostering and Supporting Female scientists and Engineers >
Women Enrich our future through Science, Engineering and Technology ANNEX II160 161
IV Strategy Vision and Process
Dual-Gender Participation in the Creative Economy and Science & Technology Fields
Vision
Competency/ Challenge Balance Diversity
· Women’s employment ratio in science and engineering to 60%
· 15% of research scien-tists and engineers are women
· Women’s employment ratio in science and technology R&D 20%
· Economic activity rate of female scientists and engineers in their 40’s to 60%
· ratio of female science and engineering ad-ministrators to 10%
· Analyzing R&D gender guidelines of develop-ment application
Purpose
5th Process of the Strategyand the 11th Policy Issue
1. Influx and utilization of talented women
① Suggesting career visions to female students in science and engineering
② Strengthening the ability of women in science and engi-neering to join the research and industrial fields
3. Expansion of quality jobs for femalescientists and engineers
⑤ Creation of women-friendly jobs in science and technology
⑥ Promoting women in startup venture enterprises
2. Boosting female scientists and engi-neers’global competitiveness
③ Expanding participation in R&D and strengthening the capabilities female scientists and engineers
④ Strengthening the global network of female scientists and engineers
4. Strengthening living-related science and technology jobs
⑦ Strengthening of support for career-returns with consid-eration for the experience level of female scientists and engineers following career breaks
⑧ Creation of work-family balanced work cultures
5. Creation of harmonious dual-gender environments in science
and technology
⑨ Expansion of female leaders in science and technology
⑩ Expansion of gender characteristic perceptions in science and technology activities
⑪ Introduction of R&D analysis & assessment with consid-eration for gender perspective and expansion of gender diversity
Women Enrich our future through Science, Engineering and Technology ANNEX II162 163
V Operational Issues
Strategy 1 Plan for Increased Utilization of Talented Women
[Issue 1] Promoting Science and Technology Careers to Female Students
Need Low rate of female students entering engineering colleges, and low take-up of
women in science and engineering, due to their employment in other fields
* In 2012, women made up 19.1% of engineering graduates, and their employment rate in science and engineering was 17.4%
Support is needed for parents and teachers to help them guide female
students into engineering-related fields, as they have most influence
over students’ career decisions
* The most influential persons for career decision-making: Parents (43.3%), Me-dia (20.7%), Career guidance teacher (11.3%), Friends (11.0%), Social figures (10.2%) (2011, Status of Career Guidance in Schools, Ministry of Education).
Goal To increase the proportion of female students entering engineering colleges to
25%
To reduce drop-out rates at every stage of education by reinforcing the career
aspirations of gifted female students
Actions
Raise awareness of and provide information on applying to science and engineer-
ing colleges to parents, educators, and female students
- Support science and engineering and female-focused training to career guidance
teachers
* Career guidance teachers find it difficult to assist students in applying for engi-neering colleges given that so few majored in science and engineering them-selves. In 2013, less than 20% of 5,200 of career guidance teachers majored in these fields.
- Use career support centers to develop guidance models and give information to
female students of science and engineering and their parents
- Increase the number of mentors for female scientists and engineers in industry,
education, and research. Expand existing mentoring programs related to career
guidance including the creation of mentee peer-groups.
* Female students in science and engineering search for mentors by organizing groups.
** Video tele-mentoring and career camps can be hosted by regional education offices.
Establish ‘women's career vision programs for science and engineering’, which
will encourage career planning to become scientists and engineers
- Provide mentoring programs to evaluate study plans of those wishing to apply
to science and engineering schools. Support funding for students entering such
schools.
Women Enrich our future through Science, Engineering and Technology ANNEX II164 165
◎ France’s Prix de la vocation scientifique et technique (vocation in science and technology prize) awards 1,000 Euros per person to female high school seniors to assist their entry to science and engineering colleges with less than 40% female students. It is awarded based on students’ grades, plans, and their motivation for the advancement of science and technology.
< Overseas Support for Female Students’ Career Plans >
Strengthening career, counselling and systematic management for the women
gifted in science.
- Develop a model to place gifted female students in science by applying gender
perspectives, and distribute this model among education offices for their use
- Introduce Triangle Mentoring to advanced female students of science and engi-
neering.
Reinforce connections between industry, education, and research for career guid-
ance programs for female students of science and engineering.
- Expand science and engineering experience programs by connecting with re-
search institutes affiliated with corporations to introduce majors and attract stu-
dents
* Lab and research institute visits
- Increase attendance of research institutes attached to corporations
[Issue 2] Encouraging Female Science & Engineering Students Research and Expansion to Industry
Need Strengthen female science and engineering students capacity to meet the re-
quirements of industry in order to expand the proportion of women employed
in these fields
Increase employment impact by matching positions to reflect the types skills
demanded in particular regions and fields
* Shortfall in industrial and technical manpower by region is most acute in Jeon-nam province (5.4%), followed by Jeonbuk province (4.9%), Seoul (4.6%) and Daegu (3.9%).
* R&D manpower rate by organisation 2012): Private corporations 47.3%, Science and engineering colleges 36.6%, Government offices 16.1%
Goal Increase female science and engineering graduates employment rate,
* Recent change in employment rate of female graduates who majored in science and engineering: 54.9% (2011) -> 55.6% (2012)
Implementation Managing employment programs, with consideration for the characteristics of
trade and industry
- expanding internship programs and reinforcing women's senior mentoring pro-
grams in specific industries with low female employment, such as mechanics,
architecture, etc.
- Promote local business employment of female students, establish cooperation
Women Enrich our future through Science, Engineering and Technology ANNEX II166 167
between industry and education through eighteen Technoparks connected with
local businesses and universities.
* Focus support on consortiums that account for over 30% of female students in ICT etc.
Reinforce and customize employment intermediaries by connecting women in
science and engineering with SME (small and medium enterprise) databases
- Make use of the services of intermediaries for women in science and engineering
(e.g. Doodream: www.wedodream.net) to catalyze connections between female
students in science and engineering and established companies.
* Job-seeker/employer : 1000people/500 (2014) → 10,000people/5,000 (2018)
- Support employment for job seeking Masters and PhD graduates of science and
engineering through researcher employment programs
* Fund 20% (90 million KRW, 2014) of the young researcher employment program for female-led SMEs * Support dispatch programs of high-level researchers to supply staff to SMEs
Improve engineering education to create a tailored supply of advanced female
college graduates
- Propagate educational programs to merge natural science and engineering pro-
grams to reflect industry demands, and lead the use of industrial knowhow and
resources in engineering education.
* Develop and disseminate the merging of natural science and engineering, and expand such projects in response to companies’ demands.
- Boost adaptation by developing and disseminating support programs for women’s
career development through the Center for Women in Science, Engineering, and
Technology (WISET) career-development centers for college students
* Expand and spread women career development programs for women including career management, capacity for engineers, ethics, professionalism, and time management.
- Establish research-first-enter-later R&D internship programs for female science
and engineering college students.
* Entering graduate school 45%, R&D employment 36% among women students who were participants of competence of researching in engineering.
** Support participation in intensive seminars, giving credits for field training in labs connected with existing research: develop and support programs for fe-male science and engineering students.
Strategy 2 Improving the Global Competitiveness of Women in Sci-ence and Engineering
[Issue 3] Expanding Participation in R&D and Building Capacity
Need Many female science and engineering students educational participation in R&D
is restricted due to their status as temporary employees.
* Proportion of employees working part time in science and engineering R&D (2012) : women 51.3%, men 24.1% * Proportion of female researchers participating in research development : 17.7%; women who benefited from education 14.6%
Goal Improvement in the quality of female scientists and engineers' participation in
Women Enrich our future through Science, Engineering and Technology ANNEX II168 169
R&D activities.
- Aim: raise the proportion of female researchers in R&D activities to 25%, propor-
tion of female research directors to 15%.
- Aim: to increase the proportion of women earning education training benefits to
20%, and to reduce the number of R&D employees on temporary contracts to less
than 50%.
Raising the recruitment rate of female scientists and engineers to 30% of all new
recruits
Implementation Support the capacity for R&D and career growth of junior and temporary-con-
tract female researchers
- Implement R&D capacity-building education programs designed to foster female
researchers; provide information related to the research development business,
and enlarge opportunities for mentoring from senior female researchers and en-
gineers.
* Hold business fares for specific groups including female scientists and engi-neers with support from national R&D businesses
** Retired/highly experienced scientists and engineers may share their experienc-es of large-scale research assignments to junior female researchers, and sup-port the creation of networks of researchers relevant to their field.
- Support research career advancement by supporting female scientists and engi-
neers on temporary contracts to participate in overseas academic activities and
advanced technology training programs.
Increase female researchers’ participation in R&D assignments
- Give preference in selection evaluations to institutes where female researcher par-
ticipation rate is above a certain level, and to institutes requiring gender-balanced
perspectives and approaches.
* Examples of relevant fields include: Development of Social Problem-Solving Technology (Ministry of Science, ICT and Future Planning), Development of Na-tional Benefit Enhancing Technology (Ministry of Trade, Industry and Energy), etc.
- Introduce incentive systems to promote future growth engines and to foster engi-
neering human resources capacity, as well as the promotion of female researchers
in R&D programs.
* secure gender diversity in newly emerging research fields such as smart ve-hicles, intelligent robots, wearable smart devices, personalized wellness-care, realistic/tangible contents, converged materials, etc.
- Review points systems for selecting and evaluating national research development
assignments with regard to female human resource utilization in order to ensure
gender balanced human resources in the natural sciences and engineering.
* Current evaluation law: point-centered fragmentary action → Improvement: Re-view the standards for point-attribution in evaluation, and advance regulations to offer additional points, and to limit research requests of institutes with low perfor-mance records over several years.
◎ Example of point-attribution standard in assignment evaluation:Current law: In cases of where the proportion of participating female researchers is more than 10% → Improvement: additional points attributed only in cases where the proportion of female researchers is more than 30%, or in cases where the chief researcher is a woman
Women Enrich our future through Science, Engineering and Technology ANNEX II170 171
Increased incentives to improve the effectiveness of academic affirmative action
plans
- Establish differentiated targets for each institute depending on individual character-istics such as current employment conditions and supply/demand of manpower in core technology fields, followed by the establishment of achievement plans.
- Make performance on target employment an evaluation item for institutes, and
increase incentives awarded to successful institutes.
* Example incentives: preferential allocation of the fixed number of members, grant-giving priority to women-friendly R&D assignments.
[Issue 4] Reinforcing Global Networks of Female scientists and Engineers
Need Need to improve national scientific and technological capacity via female scien-
tists and engineers' leadership on global issues and participation in international
collaboration.
* The inauguration of the President of International Network of Women Engineers and Scientists (INWES), and the establishment of the network of women engi-neers and scientists of Asia-Pacific raised awareness in Vietnam and Mongolia, of Korea as a role-model in this field.
* Female author ratio in SCI-level international research papers (2012): science and engineering colleges 6.7%, public institutes 21.4%.
Goal Reinforce women in science and engineering communities’ participation in inter-
national cooperation activities
Implementation
Enforce participation in global cooperation activities led by Korean female scien-
tists and engineers.
- Lead the policy stream for global female scientists and engineers' by holding the
'Gender Summit 2015' to discuss 'Gender Innovation in R&D Activities'.
* Gender Innovation in R&D planning, processing, and evaluation can improve efficiency of R&D activities through better awareness of gender characteristics and their effects in scientific research.
- Support mutual exchange and the creation of networks between foreign female
researchers residing in Korea.
* “Smart Sister Program”: Operate mentoring programs between domestic female scientists and engineers and foreign female scientists and researchers residing in Korea, with regular meetings and gatherings, online networking support, etc.
- Operate content-variation on scientific technology Official Development Aid
(ODA) -- such as overseas teaching of Korea’s support policy for female scientists
and engineers, and expansion of women's participation.
* Plan and implement ODA programs that teach Korean policy knowhow to other countries in Asia & Africa.
* Introduce case studies related to gender innovation perspectives on Scientific Technology ODA, and increasing women's participation.
Expand women’s participation in research activities by using global women re-
searchers’ networks.
- Found a 'Global Research Internship' to support overseas employment through
Korean female scientists and engineering networks.
* Found internships to support female students in multinational global business research institutes, and in Korean female scientists' recommended laboratories,
Women Enrich our future through Science, Engineering and Technology ANNEX II172 173
etc.* Target to foster 500 by 2018 (in 2012, 6,883 women graduated with master’s and
doctorate degrees in natural sciences or engineering).- Support creation of and exchanges within female researchers’ networks for
promising future international joint research.
* Improve research quality of Nobel Prize-level female scientists’ research net-works, and foster the next generation of researchers.
* Link with foreign scientists’ invitation and utilization businesses, such as highly qualified overseas scientists’ innovation Brain Pool businesses.
Strategy 3 Expansion of Quality Jobs for Female scientists and Engineers
[Issue 5] Women-friendly Job Creation in Science and Engineer-ing
Need Address the inflexibility of science and engineering jobs --which are full-time-ori-
ented, to allow researchers work-life balance.
* In European countries such as France, part-time jobs in science and engineering field are encouraged, applying the method of optimizing researchers' coopera-tion in order to adjust their work, capacity, and schedules.
Need to target new jobs outside of core R&D fields that are suitable for female
scientists and engineers though still based on scientific professionalism.
Goal Increase the ratio of part-time employment for women in science and engineer-
ing to 10%.
Increase the ratio of female workers participation in science and engineering
cooperatives to 30%.
* Current Situation (April, 2014): 136 out of total 754 female members were in 62 cooperatives (18%).
Implementation Introduce and expand flextime jobs in science and engineering.
- Discover and expand the occupational categories* duties** and for which the
flextime system can be adopted--around public research institutes, and incentive
support such as personnel expenses for any industries/ universities/ institutes
creating flextime jobs.
* Positions including research and development, technical duties, technology business, R&D support, etc. ** Research management, experimental analysis, equipment operation, etc.
* Expand support for personal expenses or social insurance fees for small and medium-sized enterprises creating flextime R&D jobs.
- Support job matching and substitute pool creation to ensure a smooth supply of
alternative female personnel when a job vacancy is created due to the full-time
researcher's change to flextime, maternity leave, and others.
* Establish a “Center for Alternative Personnel” in the Center for Women in Sci-ence, Engineering and Technology (WISET), and then co-operate with the Minis-try of Employment and Labor Career Matching Bank.”
Discover and increase the availability of flexible jobs in science and engineering.
- Active discovery of jobs that female professionals can conduct efficiently*, then
outsourcing to centers such as the Center for Science and Engineering Technology
Cooperatives.
Women Enrich our future through Science, Engineering and Technology ANNEX II174 175
* For example, experimental analysis, research equipment operation, publicising R&D output, laboratory security checks, technology trend investigation, etc.
- Discovery of occupation in bright region* in which women's strengths—good
communication and skills in detailed analysis – are necessary, and then support
links to employment placements.
* For example, fields related to R&D support - such as technology market re-search, material component examination, product design, consulting, and medi-ation work for technology transfers.
[Issue 6] Promotion of Business Establishment by Female Scien-tists and Engineers
Need There is a need to foster female science and engineering leaders and
while creating highly qualified positions by expanding women’s es-
tablishment business of businesses, in light of the fact that female
entrepreneurship is strikingly low.
Goal To increase the proportion of all venture companies with female founders to 10%
(5.4% in 2012).
Implementation Establishment of Womens Start Up (WSU)*, a global startup support program for
female scientists and engineers.
- Total-periodic support for women's startups based on scientific technologies and
ICT, idea development, commercialization, and advances to global markets.
* Womens Start Up: tailored education and consulting that takes into consideration
women's tendencies, behaviors, strengths, conditions, etc.* Connect with Startup Alliances (in which the Ministry of Science, ICT, and Future
Planning, as well as national IT enterprises are involved), Accelerator Leaders Forum (in which the Ministry of Science, ICT, and Future Planning, as well as 16 national supporting institutes are involved), mentoring programs for the first venture generation and others.
◎ Capacity Building: Startup idea development education◎ Promotion of Commercialization: Materialization and commercialization of ideas, provision of con-
sulting for business competitiveness with support for market acceptance/tapping the market◎ Business Advancement: Foster startups early settlements and global advances by supporting the
creation of business networks linked to global founders and investors.
< Step-by-step assistance plan for female scientists and engineers’ startups >
Expand investments with the objective of fostering scientists and engineers' en-
trepreneurship.
- Public private co-operation and co-development of funds targeting women’s start-
ups, with emphasis on scientific technologies and ICT.
◎ Women’s Venture Fund: A fund of 50,000,000,000 KRW to support venture companies in which a woman is the largest shareholder or has the power of representation (according to the Small and Medium Business Administration)
< Proposal for a Women’s Startup-support Fund >
- Implementation of several systems to promote the inflow of private finances,
such as a preferential loss appropriation system*, excess earning compensation
system**, etc.
* The funder (the government) bears the burdens any losses at first.** which lowers the standard earnings rate to 0% (or 7%, for general incubator
funds), then allocates the excess earning to private investors at first.
Women Enrich our future through Science, Engineering and Technology ANNEX II176 177
Create networks among female science and engineering business founders, and
reinforce these exchanges and cooperation.
- Expand on- and off-line mentoring for new ventures between senior female com-
pany founders and other women-led startups via the Creative Economy Town,
Creative Economy Innovation Center, and others.
* Through stands and counselling windows for women’s startups at exhibitions, the introduction of venture CEO mentors, etc.
- Increase support for exchange, cooperation and communication programs for
female Korean and foreign startup founders by holding expositions such as the
female scientists and engineers' business foundation exhibition.
Strategy 4 Work-Life balance Enhancement of Science and Technology Jobs
[Issue 7] Career-Return Support for Female Scientists and Engi-neers
Need There is a general trend for women to rapidly leave the labor market in their early
30s then gradually re-enter in their 40s, but their return rate to the science and
engineering fields is remarkably low.
* The economic participation rate of women in their 40's in non-science and engi-neering fields is 63.1%; in the medical and pharmaceutical field it is 70.1%, and in the science and engineering fields is 57.1% (according to a 2012 third-quarter regional employment survey by the National Statistical Office)
Special characteristics of science and engineering, such as rapidly evolving re-
search trends, are major challenges for women seeking to return to these re-
search fields after career breaks for marriage, childbirth, infant care, etc.
Goal To improve the economic participation rate of female scientists and engineers in
their 40s to 60%
Implementation Expansion of support for returning scientists and engineers after career breaks.
- Expansion of R&D field-return support, and diversification of the advanced fields
to services in which science and engineering professionalism and female strengths
are applicable, such as R&D services.
* (2014) 100 persons (2018) 1,000 persons
◎ Career-return support from the Ministry of Science, ICT and Future Planning for female scientists and engineers in R&D
◎ Career development center from the Ministry of Gender Equality & Family◎ Ministry of Trade, Industry & Energy support for researcher's employment in small and medi-
um-sized enterprises after career brakes
< Present Job-Matching Support for Female Scientists and Engineers after Career-Breaks >
Strengthen preparation for female scientists and engineers’ return to work after
career breaks with consideration for the level of their previous positions
- Short-term/general support: Create a career-return jobseekers' pool (including
those who took child-care leave), and systematic support for career-returns via a
separate training and consulting program*.
* Education: Prepare for work-family balance, updates on trends of advanced fields, strengthening of fieldwork capacities.
* Psychology consultation & consulting: self-confidence cultivation, adjustment to
Women Enrich our future through Science, Engineering and Technology ANNEX II178 179
organizations, enhancement of relationship-building capacities, etc.
- Long-term/focused support: Develop and operate special training and consulting
programs tailored to each career level for women at science and engineering
colleges, Korea Institute of Human Resources Development in Science & Tech-
nology, etc.
* Supply and propagate training programs to each research institute for each stage of the R&D process (ideas, planning, performance, outcome creation, evaluation).
◎ MIT's Mid-career Acceleration Program (MAP): offers part-time 10-month programs for scientists and engineers including a 4-day orientation, a one-semester academic course, several workshops, practical projects, internship, etc.
< Overseas Example: Training Programs for Scientists and Engineers after Career Breaks >
Support for career diversification of female scientists and engineers after career
interruptions
- Stronger support for employment capacity building and job matching for re-enter-
ing work via new professional fields* based on existing careers.
* Discovery of new roles demanding good social skills such as Science Communi-cator (SC), Intellectual Property Researcher and Developer (IP-R&D), Research Equipment Expert, Lab-Manager, Research Ethics Instructor, etc.
- Expansion of professional courses at polytechnic and technical colleges for female
scientists and engineers wishing to seek employment in heavy industries & IT,
traditionally male-centered fields.
Consideration of the availability of female scientists and engineers after career
breaks, and strengthening of follow-up services.
- Expansion of employment mediation for female scientists and engineers after
career breaks through hiring and operating institutes, communities, and associa-
tions related to female scientists and engineers as New Work Centers specialized
in R&D.
- Preferential hiring of female scientists and engineers as substitute employees to
cover for other female workers during maternity and childcare leave in small and
medium-sized enterprises.
- Creation of a female scientists and engineers' database, and systemization of ca-
reer management – e.g. recording post career-break employment as well as sup-
port programs and present employment status.
[Issue 8] Remodelling Workplace Culture for Work-Family Bal-ance
Need There remains a lack of consciousness of the joint responsibility for motherhood
and childcare support in workplace environment/culture, among men and soci-
ety at large.
* Survey results showed that 26.9% of failures to implement maternity and child-care support systems in science and engineering colleges, as well as public and private research institutes were due to the 'customs of the institution' (2012).
Despite the proliferation of work-family balance support systems, institutes have
a low participation rate in voluntary measures compared to those made compul-
sory by legal mandate.
* The implementation rate of mandatory systems such as maternity/paternity and child-care leave was 88.6% compared to a 48.9% implementation rate for self-regulating systems such as nursing facilities, flextime and telecommuting
Women Enrich our future through Science, Engineering and Technology ANNEX II180 181
systems in 2012.
Goal Full (100%) introduction and operation of legally mandatory work-family balance
support systems
Increased operation rate of self-regulating work-family balance support systems
(to 70% on average)
ImplementationDevelop and expand work-family balanced science and engineering employment
models, in which work and child-care can run parallel.
- Develop and supply various job types and operating models applicable to each
type of workplace -- enterprises, research institutes, universities -- such as flex-
time, holiday contribution, etc.
* Test operation in 10 institutes in 2014. Then expanded supply to and operation in 100 institutes by 2018.
- Provide workplaces in which researchers can work while honouring their child-
care duties by developing and operating a smart work center model*
* Example roles: Computer application design, online science map, intellectual property consulting, etc.
Institutes participation to create workplace culture that promotes work-family
balance
- Develop and supply a women and family friendly business index* to each indus-
try/university/institute, publication and promotion of the evaluation results, with
rewards for high performing institutes.
* Including indicators such as research institutes’ recruitment rates; proportion of promotions and appointments awarded to women; proportion of permanent-po-sition R&D personnel who are women; average wage of each gender (to reveal any gender wage disparities); female participation in decision making, gender balance in training participation, ratio of women workers, child-care leave ratio per gender, etc.
◎ Proportion of women among: new recruits; promotions to administrative positions, core education train-ing program participants; core manpower groups; core administrative positions, Decrease rate of wom-en manpower, etc.
< Example of a Private Enterprise's Women-Friendly Business Index >
- Introduction and operation of “joint participation in child-care” in public research
institutes
* Education training on “gender-equal participation in child-care” in individual in-stitutes, recommendations to use flextime in rotation for maternity/paternity and child-care leave, etc.
- Support for self-regulated improvements in workplace culture via propagation of
officer systems and institute innovation support, which were being operated by
public institutes.
* Revision of employment and promotion regulations with due consideration to women's special situations such as childbirth and child-care duties
Instalment and operation of child-care facilities in science and engineering work-
places, in response to female scientists and engineers’ working conditions.
- Instalment of more public or joint day-care centers near research/industrial com-
plexes in which female researchers are concentrated; and more joint use of exist-
ing child-care facilities in public research institutes.
Women Enrich our future through Science, Engineering and Technology ANNEX II182 183
- Introduction and promotion of part-time child-care systems in light of female
scientists and engineers' increased application for flextime jobs and temporary
demand for nursery use*.
* E.g. for child-care use by returning female scientists and engineers previously on career-breaks, their participation in education training, or business trips, etc.
Strategy 5 Creation of Gender-Harmonious Science and Engineer-ing Environments
[Issue 9] Advancing Female Leaders in Science and Engineering
Need There is a lack of promotion of outstanding women to administrative roles in
science and engineering, leading to a lack of role-models for young women
weakening their aspirations as female researchers.
* Number of women assigned research projects in science and engineering (2,134 people)
: 7.0% (2012)* Proportion of female managers in research assignments in science and engi-
neering institutes in 2012 : 7.8%
- (Lower than 30 million KRW: 9.2% > Greater than 30 million KRW: 8.3% > Greater
than 100 million KRW: 6.1% > Greater than 1 billion KRW: 4.6%)
* Ratio of women in governmental commissions in science and engineering: (2007) 33.1% to 27.7% (2013)
Goal
To increase the ratio of female scientists and engineers in promoted positions
(above middle-executive level) to 10%.
Raise the proportion of women in research managerial positions on large-scale
research assignments (costing more than 1 billion KRW) to 10%.
To raise the ratio of female members of main science and engineering commit-
tees to 40%.
Implementation Leader-fostering training support tailored for female scientists and engineers
- Found of an 'Academy of Talented Women in Science and Engineering' to pro-
vide career-development training and consulting, which reflects the experiences
of women as well as the characteristics of each industry, university, and institute.
* (Rising female researchers) Focus on strengthening research capacities and career development, (e.g. the number of female scientists and engineers in of-fice) enhancement of duty competitiveness and professionalism, and leadership improvements.
Women Enrich our future through Science, Engineering and Technology ANNEX II184 185
Discovery offresh female
talent
New/ temporarily
employedresearchers
within 5 years ofobtaining a Ph.D.
< Academy for Talented Women in Science and Engineering Management Plan (Proposal) >
Purpose Target
FosteringFemaleLeaders
FemaleScientists
and Engineersemployed in industry
/ universities/ institutes
Main Points
• Career development tailored to the characteristics of each institute
• Management capacity development
• Strengthening of Global Competence
• Female leadership• Consulting for junior-execu-
tive careers
• Research capacity training• Career development training
Expected Effects
• Development into leaders
• Promotion to decision-making positions
• Development as global leaders
• Promotion to middle executive leaders • Promotion to core talent
science and engineering
Discovery of outstanding role-models for female scientists and engineers, and
support to strengthen leadership mind-set.
- Publicizing examples of successful female scientists and engineers in industry,
universities and institutes, and promotion of female scientists and engineers as
role-models through on and off-line lectures, campaigns, etc.
- Awareness-raising on future female-leaders by expanding female participation in
forums at which key issues of science and engineering are discussed.
Expansion of middle-executive level women leaders in science and engineering
by guaranteeing participation opportunities.
- Expansion of female scientists' participation in basic research, by supporting busi-
ness, creativity and advanced research activities.
* Expansion of budgets for female scientists to support recruitment of women at middle-executive level, etc.
- Setting and operation of specific goals to expand the number of female mid-
dle-executive managers by introducing targets for female scientists and engineers'
promotion in public research institutes.
* Current: In each public research institute, each female scientist and engineer’s promotion performance is evaluated.
- Expansion of female participation in main decision-making groups in science and
engineering field and establishment of managing and operating systems**
* National Science & Technology Council, Governmental Commission of Science and Engineering, Development Research Task Planning and Evaluating Com-mittee, etc.
** Organization of a female scientists and engineers' database, categorization of the standards of female leaders in science and engineering, and of personnel qualification standards, present participation in management, etc.
[Issue 10] Proliferation of Gender-Awareness in Science and Engineering
Need Outstanding research and better proliferation of information is possible when
gender differences are fairly considered in science and engineering R&D environ-
ments, and where mutual understanding, respect, and coexistence exist.
Women Enrich our future through Science, Engineering and Technology ANNEX II186 187
Goal
Improved gender awareness is improved in science and engineering research
institutes.
Implementation Improved awareness and understanding of gender* in science and engineering
activities.
* Understanding of the gender differences in perception, behavior, organizational relations, psychological reactions, and communication modes, and their effects.
- Development and proliferation of a tailored gender-awareness support program*,
in consideration of each industry, university, institute's characteristics.
* Introduction of gender-awareness situations (tailored to each type of institutes) and production of guides for responding to each case, development and im-plementation of education training programs related to gender-awareness, etc.
- Improved gender-awareness in research development environments via 'Gen-
der-awareness Workshops', targeting male and female leaders in public research
institutes.
Gender-awareness-related problem-solving support for science and engineering
activities.
- Establishment and operation of on-line counselling portals* for solving gen-
der-awareness-related problems likely to occur in education, research, and in-
dustry.
* Development of website “GAP (Gender-Awareness Problems) for science and engineering field”
- Inducement for activities in each institute, by requesting help from the action
officer for female scientists and engineers, to share conflict situations related to
gender-awareness and to improve resolution to improve.
[Issue 11] Expansion of the Bases for Gender Diversity and Introduction of Gender-Sensitive R&D Analysis and Evaluation Methods
Need Despite the fact that the understanding and monitoring gender diversity's status
in the science and engineering is the foundation for gender-sensitive policy en-
hancement, Korea is lacking in these factors.
Currently the monitoring and evaluation system for important gendered ap-
proaches and analysis in R&D activities is insufficient.
* Gender prejudice limits scientific creativity and superiority of research, and thus is in danger to drive towards wrong results.
◎ Automobile Crash Testing: The standard crash test model was male, omitting investigation for pregnant women in seatbelt design
◎ Osteoporosis Diagnosis: Osteoporosis was categorized as disease frequently occurring in women, and the diagnosis model was developed based on ‘normal bone density of a young white woman.’ As a result, although osteoporosis is more fatal to men, exact bone density diagnosis became impossible.
< Gender Analysis Instances in Research Development Activities >
Goal Development and application of research development gender-analysis guide-
lines and expansion of science and engineering statistics based on gender-aware-
ness.
Women Enrich our future through Science, Engineering and Technology ANNEX II188 189
Implementation
Introduction of gender analysis in R&D activities in science and engineering
fields.
- Preferential inducement of fields requiring gender-analysis from science and engi-
neering R&D activities, then development and propagation of 'Gender Innovation
Checking Index and Guidelines'.
- Systematic obligation of gender analysis in national research development assign-
ments over a certain budget, then reflection on the evaluation index.
◎ (Ireland) Maximization of research effects by specification of gender sizes on the research plan.
◎ (Canada) obligates researchers to answer whether gender effect is considered in the re-search plan when requesting research funds, which influences the thinking of researchers.
◎ (EU) HORIZON 2020 research proposals must state whether gender is considered in research plans, and those that do will be favored during research assigning processes.
< Overseas Cases of Introducing Gender Analysis >
Strengthening of investigation and analysis that applies gender-sensitive perspec-
tives to research development and statistics related to science and engineering
human resources.
- Expansion of gender-diversity statistics for research on the status of female per-
sonnel in science and engineering, using a gender-sensitive perspective to check
and improve statistics in science and engineering.
* Investigation and analysis of: national research development; research activity; the conditions of individuals within institutes; personnel movement in science and engineering, etc.
Ⅵ Operational Systems
Ministry of Science, ICT and Future Planning
Establishment and enforcement of laws, regulations, and policies supporting the
fostering of female scientists and engineers.
Female scientists and Engineers Foster Support Committee
(Chairman: Vice Minister for Ministry of Science, ICT and Future Planning)
Deliberates and makes decisions related to fostering and supporting female sci-
entists and engineers.
- Composition: public officials of related Ministries -- Strategy and Finance; Educa-
tion; Government Administration and Home Affairs, Trade, Industry and Energy;
Gender Equality and Family, as well as of female professionals in the science and
engineering fields, etc.
* Yearly policy and performance evaluation, enhancement and support for ad-vanced science and engineering, maintenance of a certain female student ratio, selection and support for outstanding female students of science and engineer-ing, support for female scientists and engineers, enforcement of affirmative ac-tion, etc.
Women Enrich our future through Science, Engineering and Technology ANNEX II190 191
Center for Women in Science, Engineering and Technology (WISET)
an exclusive non-profit institute to foster and support female scientists and engi-
neers, supporting implementation of policies and regulations to foster and sup-
port female scientists and engineers.
* Research relevant policy developments to foster and support female scientists and engineers, including education and training, science and engineering em-ployment information provision, supporting activities of female scientists and en-gineers and their communities, etc.
Functional strengthening of the comprehensive policy plan and analyses, for the
benefit of female scientists and engineers.
Ministry of Science, ICT and Future
Planning
Female scientists and Engineers Foster
Support Committee(Chair : Vice Minister
for Ministry of Science, ICT and Future
Planning)
Center for Women in Science,
Engineering and Technology
Relevant central departments and
local governments
< Promotion System Map >
Life-cycle Present 5 years’ time
Primary, middle school female
students
Number and ratio of female students entering science and engineering has been stagnant for several years due to women’s uncertainty over
their future success in these fields
Increase in female students with ambitions for careers in science and engineering, and an
increase in those studying engineering, which is highly in demand by industry
Female university
and graduate students
Deficit of human resources to meet the capacity required by industry
Fostering students to gain skills and employment in these fields, and expansion
of students' employment via local industry-linked employment support
Starting and temporarily-em-ployed female scientists and
engineers
Risk of career-interruption due to lack of opportunities for career development
and research participation
Opportunities to become next generation female leaders without career-interruptions
via targeted support for R&D capacity development and guaranteed opportunities to
participate in research
Female scientists and engineers
with career breaks
Risk of repeated career interruption due to limited focus on returning to work only in the
research field
More women returning from career-breaks to various fields such as startups, R&D services, etc., plus career continuity due to bespoke pre
and post career break support systems
Female scientists and engineers
in office
Lack of opportunities to take up leadership roles due to poor social
and economic conditions
Female leaders take center stage in all areas of the society and economy,
participating in decision making and their own career development
Lack of activities in challenging fields such as startups
Expansion of women-led startups via training and financial support
Workplace culture and conditions
Relatively poor in the private sector due to culture and conditionsin public research institutes
Proliferation of regulations and policies on work-family balance
to the private sector in general
Consideration of women as weak compared to men, and objects to protect
Consideration women as necessary partners for enhancing results
< Expected Effects >
Women Enrich our future through Science, Engineering and Technology ANNEX II192 193
Center for WISET, Korea
GoalsThe central mission of WISET is to develop and implement national policies to help
women in science, engineering, and technology to fully realize their potentials in
nationwide efforts to build a strong science and technology base.
Legal BasisPromotion of Female scientists and Engineers Act [Article 14, Clause 1]
Major ResponsibilitiesCarrying out the tasks commissioned to the Center for Women in Science, Engineer-
ing, and Technology) in accordance with Clause 2 of Article 14
The Center shall perform the following duties:
(1) Survey and research to develop policies for women in science and engineering,
(2) Education, training and consulting for women in science and engineering,
(3) Provision of information services on S&T related occupations, and
(4) Support for other activities of women in science and engineering and the asso-
ciations thereof.
Vision
To become a world leading institute in supporting women in STEM
World's LeadingInstitution
for Fostering Womenin SET
Key SupportCenter for
Women in SET
Hub of Global
Networking for Women
in SET
Central Agency for
Women in SET
Five Core Projects•Laying the ground for the seamless integration of the 4W programs
• Enhancing efficiency of WISET support systems through communication and cre-
ation
•Creating life-cycle support systems
• Constructing an interactive knowledge service system for distributing and sharing
program outcomes
• Building societal support for WISET with multi-layered, multi-faceted collabora-
tions with other organizations and institutions
First published On Aug. 26, 2015Published by Heisook LeePublishing Institute Center for WISETAddress : The Korea Science and Technology Center 3rd Fl., Teheran-ro 7-gil, Gangnam-gu, Seoul, 06130, Korea TEL. +82-2-6411-1000FAX. +82-2-6411-1001Website. www.wiset.re.krPlanning and Editing : Heisook Lee and Mi-Ock MunEnglish Editing : Kirsty Taylor RossDesign & Print : creative hope Co.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, without permis-sion in writing from the publishers.