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Gender dimension in evaluation panels: What have we
learnt through the Interim Evaluation of gender equality as
a cross cutting issue in Horizon 2020
Madrid, 16 November 2018
María Bustelo
Complutense University of
Madrid
2
3
METHODOLOGICAL APPROACH USED FOR
ANALYSIS AND PROCEDURE - BASELINE
• A quantitative analysis of 1,437 projects under Societal
Challenges, LEIT-ICT, LEIT-NMBP and SwafS, 2014 and
2015 projects, Innovation Action (IA) and Research and
Innovation Action (RIA) only.
• An in-depth analysis, qualitative and quantitative,
of 111 out of the 263 projects of gender-flagged
topics. Description of Activities (part A and part B)
and Evaluation Summary Reports (ESR). This
sample represents 42% of all projects under
gender-flagged topics.
• A qualitative analysis of various key documents & info:
parts of work programmes, topic descriptions, descriptions
of activities including training and awareness-raising-
4
ANALYTICAL FRAMEWORK FOR THE
QUALITATIVE ANALYSIS
• Key words searched for in ESRs, DoAAs and DoABs:
"gender" and “sex” but also, if needed "men" "women",
"male, female, "boys", "girls".
• Gender in research content throughout the project
description. Occurrences in methodology, theoretical
consideration, impact, dissemination were noted.
RANKING DONE BY THE EXPERT GROUP
6
Objective 3: Integrating the gender
dimension in the content of R&I
• Analysis of Evaluation Summary Reports (ESRs). 111
ESRs only 40 of them (36%) included a comment related to
gender of any type
More quality with gender expertise
Commented only in positive (as a plus)
• Linguistic analysis of 111 ESRs: Panels with gender
expertise more positive on gender-related projects
than non-gender projects. gender expertise in
panels matters.
7
Objective 3: Integrating the gender dimension
in the content of R&I. (2)
QUALITATIVE ANALYSIS OF GENDER COMMENTS
IN ESRs
• No gender expertise : tend to be shorter and/or
simpler –more general in their relation to gender
(example) “Gender issues are addressed”
• Gender expertise (example):
“The project clearly takes the gender dimension extremely
seriously, with a number of methodological,
representational and administrative elements woven into
the design and execution of the project. This attempt to
mainstream gender is a distinguishing feature and backed
up by the strong records of individual researchers”
8
Objective 3: Integrating the gender
dimension in the content of R&I (3)
• 70% of the ESRs with gender comments were written by
panels with experts with a gender expertise
• gender comments are significantly more frequently done
by panels where there is gender expertise
9
Objective 3: Integrating the gender
dimension in the content of R&I (4)
• there are no significant differences among the scores
received by proposals that were ranked as A, B and C
• gender comments are associated with better scores.

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Gender dimension in evaluation panels: What have we learnt through the Interim Evaluation of gender equality as a cross cutting issue in Horizon 2020

  • 1. Gender dimension in evaluation panels: What have we learnt through the Interim Evaluation of gender equality as a cross cutting issue in Horizon 2020 Madrid, 16 November 2018 María Bustelo Complutense University of Madrid
  • 2. 2
  • 3. 3 METHODOLOGICAL APPROACH USED FOR ANALYSIS AND PROCEDURE - BASELINE • A quantitative analysis of 1,437 projects under Societal Challenges, LEIT-ICT, LEIT-NMBP and SwafS, 2014 and 2015 projects, Innovation Action (IA) and Research and Innovation Action (RIA) only. • An in-depth analysis, qualitative and quantitative, of 111 out of the 263 projects of gender-flagged topics. Description of Activities (part A and part B) and Evaluation Summary Reports (ESR). This sample represents 42% of all projects under gender-flagged topics. • A qualitative analysis of various key documents & info: parts of work programmes, topic descriptions, descriptions of activities including training and awareness-raising-
  • 4. 4 ANALYTICAL FRAMEWORK FOR THE QUALITATIVE ANALYSIS • Key words searched for in ESRs, DoAAs and DoABs: "gender" and “sex” but also, if needed "men" "women", "male, female, "boys", "girls". • Gender in research content throughout the project description. Occurrences in methodology, theoretical consideration, impact, dissemination were noted.
  • 5. RANKING DONE BY THE EXPERT GROUP
  • 6. 6 Objective 3: Integrating the gender dimension in the content of R&I • Analysis of Evaluation Summary Reports (ESRs). 111 ESRs only 40 of them (36%) included a comment related to gender of any type More quality with gender expertise Commented only in positive (as a plus) • Linguistic analysis of 111 ESRs: Panels with gender expertise more positive on gender-related projects than non-gender projects. gender expertise in panels matters.
  • 7. 7 Objective 3: Integrating the gender dimension in the content of R&I. (2) QUALITATIVE ANALYSIS OF GENDER COMMENTS IN ESRs • No gender expertise : tend to be shorter and/or simpler –more general in their relation to gender (example) “Gender issues are addressed” • Gender expertise (example): “The project clearly takes the gender dimension extremely seriously, with a number of methodological, representational and administrative elements woven into the design and execution of the project. This attempt to mainstream gender is a distinguishing feature and backed up by the strong records of individual researchers”
  • 8. 8 Objective 3: Integrating the gender dimension in the content of R&I (3) • 70% of the ESRs with gender comments were written by panels with experts with a gender expertise • gender comments are significantly more frequently done by panels where there is gender expertise
  • 9. 9 Objective 3: Integrating the gender dimension in the content of R&I (4) • there are no significant differences among the scores received by proposals that were ranked as A, B and C • gender comments are associated with better scores.