Index

Citation

(2022), "Index", Wroblewski, A. and Palmén, R. (Ed.) Overcoming the Challenge of Structural Change in Research Organisations – A Reflexive Approach to Gender Equality, Emerald Publishing Limited, Leeds, pp. 213-218. https://doi.org/10.1108/978-1-80262-119-820221013

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Angela Wroblewski and Rachel Palmén

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INDEX

Note: Page numbers followed by “n” indicate notes.

Academia

, 16, 21, 60, 74, 83, 94, 96, 101, 114, 117, 122, 134, 136, 139, 183

EU policy on GE in

, 78–80

gender equality policies in

, 44

recruitment practices in

, 19

visibility of women in

, 171

ADVANCE programme

, 64, 164

Ambassadors of Mediterranean

, 93–94

American Association for Advancement of Slavic Studies (AAASS), 126n1

Anti-sexual harassment policy

, 5, 60, 117, 172

Associated Country (AC), 34n1

, 57

Awareness-raising activities

, 48, 171, 187–188

‘Back casting’ methodology

, 95

Bologna Declaration

, 128

Bottom-up approach

, 9, 65, 99, 169–170

‘Broadening-without-deepening’

, 79

Budget System Law

, 165

Capacity-building workshops (CBWs)

, 101

Central, Eastern and South-eastern Europe (CESEE), 126n1

Central and Eastern European countries

, 126

Central-East and Southeast Europe (CESE)

, 75

‘Centralien’ skills reference framework

, 149–150

Centre for Ethics, Law and Applied Philosophy (CELAP)

, 171

Centre for Gender and Politics

, 119, 168–169, 172

Centre for Partnership and Equality

, 135

Centre for Women’s Studies (CSO)

, 119, 121

Change

institutional

, 4, 9, 15–16, 24–25, 77, 79, 81–82, 84, 96, 101, 182, 188–194

organisational

, 74, 97, 185, 191, 194

process

, 16, 24–25, 28, 63–64, 105, 108, 189, 194

structural

, 2–5, 7, 16, 23–24, 26–27, 54–59, 61, 63–64, 66, 74, 79, 93, 162–164, 185, 188

sustainable

, 19, 85, 162, 189

transformative

, 86, 95

Change agents

, 8, 26, 56, 77, 85, 97–98, 105, 149, 164

Civic Education Project

, 134

Classes préparatoires aux Grandes Écoles (CPGEs)

, 144, 146–148

Code of Professional Ethics

, 118

Commission des Titres d’Ingénieurs (CTI)

, 148

Committees for Gender Equality (CGE)

, 192

‘Communities’

, 61–63

Community of practice (CoP)

, 5, 17, 25, 28, 47, 54, 92, 117, 169, 185

aims of

, 97–98

and gender equality in higher education

, 55–58

and gender equality in R&I

, 55–58

participants in

, 100

RMEI CoP

, 98–107

Competence

, 22, 58

building

, 107, 185, 187–188

gender

, 63–65

Conference of Italian University Rectors (CRUI)

, 184

Consensus-based approach

, 57

Corporate social responsibility (CSR)

, 151

COVID-19

, 107, 173, 187

Critical mass

, 44, 84

Curriculum

, 59, 132, 136, 138, 144, 146, 150–152, 168

Data availability

, 39

Data sources

, 35, 37, 39, 47

Decision-making bodies

, 19, 36, 39–40, 44–46, 79, 81, 132, 167, 169, 171, 174, 187, 190, 193

‘Demand side’ approach

, 3

Digitalisation processes

, 5

Discourse

, 77

public

, 191–192

in TARGET countries

, 80–83

Dissemination activities

, 188, 190, 192

Domain

, 7, 17, 25, 35, 54–55, 57, 59–61, 75, 96, 137

Dual logics

, 17–19, 24

École Centrale de Marseille (ECM)

, 8, 144, 153

case study of

, 148

‘Centralien’ skills reference framework

, 149–150

gender equality

, 152–153

gender imbalances in engineering education

, 146–148

management training

, 151–152

new generation with high expectations

, 151

sexual harassment prevention system in

, 153–154

and TARGET project

, 145

training at

, 148–149

Educational curriculum

, 144

ELIAMEP [Hellenic Foundation for European and Foreign Policy]

, 6, 62–63, 76, 182, 185–189, 191–192

Engineering

, 8

curricular

, 145

education

, 144

in France

, 146–148

gender imbalances in France

, 146–148

Equal opportunities

, 78, 81–83, 135, 144, 149–151, 165, 184, 193

Espoused theories

, 95

European Commission (EC)

, 3, 16, 17, 34, 78

European countries

, 16, 93, 137, 165

European Institute for Gender Equality (EIGE)

, 3, 61, 63

European Research Area (ERA)

, 3, 54, 74, 183

European Research Area and Innovation Council (ERAC)

, 16, 74

European Technology Assessment Network (ETAN)

, 2, 78

European Union (EU)

, 2, 18, 74, 92, 115, 128, 183

policy on GE

, 78–80

research policy

, 18

European Union Agency for Fundamental Rights (FRA)

, 115

Excellence

, 2–4, 17–19, 74, 78–79, 97, 116, 168, 185, 187, 191–192

Faculty for Special Education and Rehabilitation

, 118

Faculty of Philosophy

, 118–119

Faculty of Political Sciences

, 118–119, 168, 172

Family Law

, 183

Feminism

, 126, 128, 131–133, 135–136

Feminist activism

, 121

Feminist movement

, 121, 133, 163, 166, 172, 176

Feminist organisation

, 121

Feminist theory

, 133

FESTA project

, 63

‘Fixing the women’ approach

, 76

Fondazione Giacomo Brodolini (FGB)

, 6, 182

Fondazione Regionale per la Ricerca Biomedica (FRRB)

, 6, 58, 60, 62, 65–66, 182, 190–191

France

, 8, 144

engineering in tertiary education in

, 8

gender imbalances in engineering education

, 146–148

Funding

, 3, 5–6, 40, 60, 79, 85, 187–188

Gender

, 38

analysis

, 34

bias

, 19

competence

, 22–23, 63–65

concept of

, 128

gender-disaggregated administrative data

, 5

gender-related issues

, 128

gender-segregated data

, 34

gender–competent leadership

, 106–107

imbalances in engineering education

, 146–148

Gender dimension

, 2–5, 7, 16, 22, 34, 39, 54, 79, 187

research content

, 16, 39, 59–60, 65, 81, 145

teaching content

, 16, 39

Gender equality (GE), 38, 59, 60, 74, 76n1

, 114, 152–153

approaches in Serbia and Morocco

, 164–165

bottom-up approach

, 169–170

EU policy on

, 78–80

GEP implementation

, 170–175

in higher education

, 55–58

institutional contexts

, 167–168

integrating gender equality into general competence framework

, 149–150

national contexts

, 164–167

polices

, 17

policy framework

, 183–184

priorities

, 34, 35

in R&I

, 55–58

strategy for institutional change

, 188–194

through structural change

, 16

structural change towards

, 162

top-down approach

, 169–170

Gender equality audit (GEA)

, 94–95, 137, 185

Gender Equality Committees (GEC)

, 62, 82, 191

Gender Equality in Academia and Research (GEAR)

, 3

Gender equality plan (GEP)

, 3, 16, 34, 54, 74, 93, 114, 127, 162, 182

GEP–TARGET

, 137–139

implementation

, 170–175

in research and higher education organisations

, 83–86

in small organisations

, 185–188

TARGET approach

, 24–28

Gender indicators

, 34, 38

indicators for policy implementation

, 41–43

institutional context indicators

, 40

interpretation and development of monitoring

, 44, 47

logic model for quotas for decision-making bodies

, 44

of men and women

, 39

Gender inequality

, 16, 92

Gender mainstreaming (GM)

, 2–4, 7, 22, 76, 171, 188

Gender monitoring

, 35, 39, 49

creation of space for reflexivity

, 47–48

gender indicators

, 38–47

of GEP

, 38

purpose and principles of

, 35–37

Gender roles

, 77, 144

Gender stereotypes

, 8, 34, 38, 104–105, 126, 135, 143–144, 150

Gender studies

, 8, 81, 125–126

academic gender scholarship and activists in Romania

, 133–134

degree of theoretical elaboration and development

, 132–133

empirical research in Romania

, 134–135

GEP–TARGET

, 137–139

higher education system

, 137–139

obstacles and resistance to integration

, 136–137

past and present goals

, 130–132

in Romanian higher education

, 127–130

Gender Time project

, 55

Gender-based violence (GBV)

, 114, 184

Gendered organisations

, 17, 19

universities as

, 17–19

General Secretariat for Gender Equality (GSGE)

, 184

Giovani Ambasciatori Mediterranei (GAMe)

, 93

young ambassadors of Mediterranean

, 93–94

Greek Strategy for ERA National Roadmap

, 82

Groupe des Écoles Centrale (GEC)

, 147

Higher education

gender equality in

, 55–58

GEPs in

, 83–86

Romanian

, 127–130

sexual harassment in

, 115

system

, 137–139

Higher education engineering institutions (HEEIs)

, 92

Higher education institutions (HEIs)

, 62, 74–76, 79–80, 86, 92, 114–116, 118, 127–129, 137, 145

Horizon Europe programme

, 16

Human resources (HR)

, 5, 23, 27, 84–85, 93, 133, 162–163, 190

Implementation indicators

, 43

Indicators

, 34, 36, 38

gender

, 38–47

Individual reflexivity

, 22, 26

Institute for Advanced Studies (HIS)

, 6

Institute for Cultural Anthropology

, 130

Institute for Philosophy and Social Theory

, 168, 171

Institutional change

, 4, 9, 15–16, 24–25, 77, 79, 81–82, 84, 96, 101, 182, 188–194

ELIAMEP

, 191–192

FRRB

, 190–191

RIF

, 192–194

Institutional contexts

, 59, 162, 167–169, 188

indicators

, 40

for RPOs and RFOs

, 40

Institutional logics

, 16–17, 163

Institutional reflexivity

, 20–23, 25–26

Institutional transformation

, 5, 16, 64, 76, 78, 80, 117, 120

Institutional workshops (IWs)

, 54, 61–62, 101, 102, 170, 195

Institutionalisation

, 61, 127–128, 132, 134, 136, 173–175

Integrative approach

, 145

Interdisciplinary actions

, 97

Intergenerational objective

, 100

Internal operating rules (IRO)

, 186

International Monetary Fund

, 135

Iterative and reflexive process

, 5, 94

‘L’AnTenne’

, 153–154

Law on Equality Between Sexes and Law on Protector of Citizens

, 165

Law on National Education

, 129

Law on Prohibition of Discrimination

, 165

Logic model, 24n2

, 41–43

approach

, 95

for quotas for decision-making bodies

, 44, 45–46

Management training

, 151–152

‘Masculine’

, 1, 2, 8, 78

profession

, 8, 78, 153

Massachusetts Institute of Technology (MIT)

, 2, 78

Mediterranean countries

, 8, 74, 80, 93–94, 96–98, 104–105, 108

Mediterranean culture

, 94, 182

Mediterranean Network of Engineering and Management Schools

, 146

Member State (MS)

, 3, 7, 57, 74–76, 79, 81, 92

Michelangelo Workshop (MW)

, 94, 103

Monitoring

, 5, 35–37, 41, 44–47

National Action Plans (NAPs)

, 79

National Agency for Quality Assurance in Higher Education

, 6, 58, 60

National contexts

, 9, 104, 164–167

National School of Political Sciences and Administrative Studies (SNSPA)

, 129, 133–134

National Science Foundation

, 164

National workshops (NWs)

, 97, 102

Neoliberal

, 17, 116

Network of Mediterranean Engineering Schools (RMEI)

, 92–93

aims of CoP

, 97–98

engineering education domain

, 96–97

gender equality via CoP

, 95

RMEI CoP

, 98–107

TARGET project

, 94–95

young ambassadors of Mediterranean

, 93–94

‘Network of Scientists’

, 62, 194

Network-based CoP

, 8, 92, 100, 105

Networking activities

, 107, 188

Non-discriminatory principle

, 129

Non-governmental organisations (NGOs)

, 128, 134, 136

Not in Education, Employment or Training (NEETs)

, 149

‘Old boys networks’

, 2–3, 19

Open Society Foundation (OSF)

, 134

‘Opening’ sequences

, 152

Particular-explicit approach

, 145

Patriarchy

, 135

Policy

, 49

context

, 1–2

discourse

, 76–77

steering

, 36

Positive Action Plan (PAP)

, 81, 184

Power and resistance

, 61–63

Principle investigators (PIs)

, 85

Procedural regulations

, 20

Professorship/Professioriate/full professors

, 21, 134

Program logic model

, 42

Program theory

, 41

Quotas

, 43–45, 60, 170, 173

‘Re-traditionalisation’

, 166

Recruitment

, 1–2, 19, 25, 27, 34, 78–80, 146, 149, 168, 171, 173, 186

Reflexivity

, 7, 16, 19–23, 34

creation of space for

, 47–48

Research and innovation (R&I)

, 2, 16, 18, 54, 94, 183

gender equality in

, 55–58

policies

, 74

Research and Innovation Foundation (RIF)

, 6, 58, 62, 182, 185–189, 192–194

Research funding organisations (RFOs)

, 3, 6, 8–9, 40, 55, 58–60, 62, 182, 189, 193, 195

Research performing organisations (RPOs)

, 3–4, 8, 16, 40, 55, 59, 62, 182, 184, 191, 193–194

Réseau Méditerranéen des Ecoles d’Ingénieurs et de Management (RMEI)

, 6, 8, 59, 93–98, 101, 146

Resistance to change

, 18

Retention

, 2, 78–80

Romania

, 6, 8, 60, 127–128, 139

gender studies in

, 134–136

higher education system in

, 126, 137

Romanian Agency for Quality Assurance in Higher Education (ARACIS)

, 6, 8, 60, 62, 64–65, 127, 136–139

Romanian higher education, gender studies in

, 127–130

Science, technology, engineering and mathematics (STEM)

, 21, 96

Science in Society (SiS)

, 2

Serbian law

, 118

Seventh Framework Programme (7FP)

, 16

Sex

, 38

discrimination

, 78

sex-disaggregated data

, 47, 85, 186

Sexism

, 2, 78, 126, 148, 153

Sexual extortion

, 115

Sexual harassment

, 7–8, 64, 66, 114

in higher education system

, 115

policies at University of Belgrade

, 118–121

prevention system in ECM

, 153–154

Small organisations, GEPs in

, 182, 185–188

‘Snowballing’ effect

, 86

‘Societal lab’

, 146, 148–149

‘Soft’ policy instruments

, 80

Specific, measurable, achievable, realistic, time indicators (SMART indicators), 39n2

‘Spillover’ behavioural phenomenon

, 95, 98, 106

STAGES project

, 63, 164

Structural change

, 2–5, 7, 16, 23–24, 26–27, 54–59, 61, 63–64, 66, 74, 79, 93, 162–164, 185, 188

approaches

, 79

gender equality through

, 16

GEP process

, 24–25

in universities

, 163

‘Supply side’ approach

, 3

Sustainable Development Goals (SDGs)

, 93

Systemic approach

, 100

TAking a Reflexive approach to Gender Equality for institutional Transformation (TARGET project)

, 5, 24–28, 34, 47, 94–95, 182

community

, 61–63

domain

, 59–60

gender competence

, 63–65

GEP development and implementation process

, 24–28

interim evaluation

, 55

national policies and discourses in

, 80–83

TARGET CoPs

, 58

Theory of change approach

, 16–17, 23–24, 42

Theory of gender

, 133

‘Tick box exercise’

, 20

Top-down approach

, 169–170

Transdisciplinary approach

, 97, 145

Treaty of the European Union (TEU), 76n1

Treaty on Functioning of European Union (TFEU), 76n1

United Nations Development Programme (UNDP)

, 104, 134–135

United Nations Economic Commission for Europe (UNECE)

, 38, 48

United Nations Gender Inequality Index

, 165

Université Hassan II Casablanca (UH2C)

, 6, 58, 60, 64, 162, 173–174

Universities

, 17

barriers

, 105–106

as gendered organisations

, 17–19

University of Belgrade (UB)

, 6, 8, 58, 114, 116, 162

Code of Professional Ethics

, 118

sexual harassment policies at

, 118–121

‘Whole-institution change’ approach

, 97

World Bank Institute

, 38, 48