• Develop a policy or strategy to integrate gender into research contents within University Curricula in scientific and technological fields (both in undergraduate – Bachelor’s – and graduate levels – Master’s and PhD)1.
  • Ensure political support through high level management (e.g. Rectorates/Vice- rectorates/Deans in case of HEIs) and dedicated staff (officer, equality change agent…) committed to the management and coordination of these measures.
  • Design and promote interdisciplinary research groups around gender-focused themes and other academic activities (conferences, lecture series, faculty-development seminars, fellowships, etc.) for faculty on IGAUC2. This kind of interdisciplinary academic cooperation initiatives fosters the sharing of knowledge and expertise, and facilitates the identification of gaps, resistances and coping strategies for developing gender-sensitive university curricula3. In STEM degrees it is even more essential to enable the establishment of a common ground among gender experts and STEM experts in order to facilitate adequate interdisciplinary subjects and students projects, since gender studies expertise cannot be implemented only through guidelines or checklists targeted to technological experts4.
  • Having a well-developed, coordinated and institutionalised system of Gender Studies (masters, departments, research institutes, research programs, coordination units, accreditation procedures, etc.), is a good practice in terms of providing evidence and advancement in gender knowledge and practice, but also to strengthen the institutional infrastructure for producing knowledge about gender.
  • Set up the relevant structures/offices and appoint the appropriate personnel (change agents) in charge of designing, promoting, coordinating and monitoring the policy/strategy aimed at IGAUC5. At the HEIs level, it is crucial the coordination between the Gender Equality Office, the Gender Studies Institute/Department and the above mentioned Gender Tasks Forces in faculties/schools6. At national level, it is also necessary the contribution of Gender Equality Offices at relevant ministries/agencies (Education, Research/Innovation and Equality) and an Equality Sector at the Rectors’ Conference. This kind of structures were initially set up to focus on gender equality/balance issues between women and men participation in all the fields of HEIs and R&I institutions, but they are also increasingly focusing, as recommended, on the integration of the gender analysis into research content and university curricula.
  • Assign the necessary funds to ensure long-term appropriate resources (such as enough personnel, training resources for academics, gender studies departments, double expertise faculty…) to implement appropriately the policy or strategy aimed at IGAUC.
  • Reward and highlight those innovative experiences in the integration of the gender analysis into university curricula7.
  • Liaise with relevant institutions at national and European level (LERU, EUA, National Rectors’ Conferences, ministries, EC DG Research & Innovation, DG Education, Student associations…) to better coordinate common approaches.8
  • Design and implement a solid monitoring and evaluation system with pertinent, measurable and appropriate indicators to measure the impact and success of the policy or strategy aimed at integrating gender in research contents within University curricula9.
  • Conduct participatory assessments10 to assess the level of acceptance and detect possible resistances from institution personnel in order to implement the pertinent measures.
 
  • 1. For instance, one of the measures included in the Spanish Strategic Plan for Equal Opportunities 2014-2016 is promoting gender studies and studies to foster equal treatment and opportunities at university graduate and postgraduate level (p. 146 of the English version). Previously, at the time of the Bologna Reform, the Spanish Royal Decree 1393/2007, stipulated in its Article 3.5 that “among the general principles which are to inspire the design of the new degrees, the curricula of the university degrees must take into account that the instruction of any professional activity has to be realized: a) Based on fundamental and equality between men and women rights, and for that reason, the teaching on subjects related to these rights must be included in the curricula of the degrees in which it is appropriate.” And at a HEI level, see for instance, the I Gender Equality Plan of University of La Laguna 2014-2017 and the Implementation Programme for 2014, which include a permanent action (2.1.1) and indicators on gradually increasing the number of gender-specific and gender cross-cutting Bachelor and Master subjects (both documents available in Spanish at http://www.igualdad.ull.es/ambito%20ull.html).
  • 2. For instance, in 2012 the Equality Unit of the University of Vigo organized a workshop on gender innovations in teaching and research targeted to Spanish universities. The proceedings are available at the Equality Unit website (in Galician and Spanish).
  • 3. See for instance the Conference report paper on Embedding Concepts of Sex and Gender Health Differences into Medical Curricula, which was published by the Journal of Women’s Health and summarizes the proceedings, recommendations and action items that came up from a 2-day experts workshop hosted in 2012 by Mayo Clinic, aimed to articulate the need to integrate sex- and gender-based content into medical education and training, to identify gaps in current medical curricula, to consider strategies to embed concepts of sex and gender health into health professional curricula, and to identify existing resources to facilitate and implement change.
  • 4. See for instance the Technical University of Braunschweig GenderING programme at the C.4 models sub-section of the present report.
  • 5. For instance, the Gender Equality Unit of the University of La Laguna disseminates at its website a guiding publication edited by the former Spanish Ministry for Equality as a result of a Conference on the European Higher Education Area and the Women, Feminist and Gender Studies. The publication provides models for gender cross-cutting and gender-specific university subjects in different main fields of science (in Spanish).
  • 6. For instance, the Equality Unit of the University of Alicante has promoted the University, Teaching, Gender and Equality Network, which is advised by the University Centre on Women Studies. The Network has developed a Teacher Resource Website with Gender Perspective for University Teaching, which includes a digital library to support and extend the inclusion of gender perspectives in university teaching (for more detailed information see the paper by José Vicente Berná Martínez, María José Rodríguez Jaume & Francisco Maciá Pérez (2014): Portal de recursos docentes con perspectiva de género para la docencia universitaria. In Miguel Riesco, Marián Díaz & Benjamín López (eds.), Actas de las XX Jornadas sobre enseñanza universitaria de la informática (JENUI) (pp. 177-184).
  • 7. For instance, the annual awards stablished by the University of Santiago de Compostela since 2010 highlight and reward academics that have successfully integrated the gender dimension, in either their teaching activities (excluding gender-specific courses) or their research projects in any field of science. The prize winners receive a certificate and a modest amount of money. For further information see the 2015 call and results here (in Galician). Another example is the volunteer participation of some departments at University of Lund in the “Gender Certification on the department level” project, aimed to increase the knowledge on gender issues and to create conditions for a possible “gender certification” including criteria such as gender perspective in research and teaching (see the description of this initiative in the Energy Sciences Department website).
  • 8. Conferences, workshops and summits are good opportunities for this. For instance, the European Conferences on Gender Equality in Higher Education (e.g. the 8th edition), the Gender Summits or the 2012 workshop above mentioned (Embedding Concepts of Sex and Gender Health Differences into Medical Curricula).
  • 9. See section D. Relevant Indicators.
  • 10. See for instance, at the C.4 models sub-section of the present report, the University of Barcelona (UB) Study on the Gender perspective in the university teaching practice. The UB University Institute of Educational Sciences has a Research Funding Programme on University Teaching (REDICE) which supports this kind of studies. Particularly, from 2008 onwards, some of the calls have explicitly included a prioritized research topic on Gender in university teaching (e.g., Convocatòria REDICE-14, in Catalonian).